• Proceedings of the KSCN Conference
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• 2003.05a
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• pp.110-110
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• 2003

본 연구는 7차 교육 과정 기술ㆍ가정 교과의 식생활 단원에 대한 중학생들의 인지도를 성별, 학교소재지별, 학교형태별로 평가 분석하여 추후 식생활 단원의 교육과정 개발에 기초자료를 제공하고자 한다. 본 연구의 설문조사는 7차 교육과정 식생활 단원을 이수한 전북지역 중학교 1학년생들로 도심지역 (도심 A) 남녀공학 360명, 도심주변지역 (도심 B) 남녀공학 360명, 소도시 남학교 180명, 여학교 180명 등 총 1080명을 대상으로 하였다. (중략)

• Proceedings of the Korean Society of Community Living Science Conference
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• 2009.09a
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• pp.81-81
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• 2009

중학교 식생활 단원 교육은 신체적 성장이 왕성한 청소년기에 접어진 학생들이 올바른 식생활을 하여 건강 유지 및 정상적인 성장발달을 하는데에 꼭 필요한 내용이다. 그리하여 본 연구에서는 학생들이 식생활단원 교육을 통해 교육내용의 활용정도나 전반적인 식생활 태도에 미치는 영향을 조사하고자 대전지역에 소재하는 4개 중학교 3학년 학생을 대상으로 2008년 12월 5일~16일까지 설문지조사를 실시하였다. 조사대상자의 성별은 여학생이 48.9%, 남학생이 51.1%이고 학생들의 부모의 연령은 40-49세가 각각 81.4%, 86.7%를 차지하고 부모의 직업에서 아버지는 사무직(34.4%)이 가장 많고 어머니는 가정주부가 44.5%로 가장 많았다. 부모의 학력은 대부분 고졸이상이며 가족형태는 핵가족이 90.5%이고 부모의 한 달 총수입은 500만 원 이상이 32.6%로 가장 많았다. 식생활단원 교육 후에 식생활에 대한 관심정도는 '관심이 생긴 편이다'(36.4%), '그저 그렇다'(33.8%)가 많았고 남 여 학생의 경향이 비슷하였다. 교육 후 가장 변화된 점은 '간단한 조리를 할 수 있게 되었다' 가 38.6%로 가장 높은 반면 '아무 변화가 없다'도 34.4%나 되었다. 식생활 태도에서는 5점 likert 점수에서 '식사시간이 규칙적이다'(3.36), '골고루 섭취한다'(3.39), '식사준비를 돕는다'(3.07)에서 보통 이상의 점수로 양호한데, 한편 '내가 먹은 음식의 영양분과 열량에 관해 알고 있다'가 2.57로 잘 모르는 편이고 '다이어트 보조음식이나 약을 먹는다'가 1.48로 그렇지 않은 편이었다. 식생활단원의 활용도에서는 5점 likert 점수에서 '성분과 유통기한을 확인한다'(3.93), '간단한 음식을 직접 만들 수 있다'(3.80)가 높은 점수이었고, 남학생이 여학생보다 '성분과 유통기한 확인한다'(P<.01), '조리기구는 안전하고 위생적으로 사용할 수 있다'(P<.05)에서 유의적으로 높았다. 이 활용도에 대한 학생들의 가정환경과의 상관성에서는 부모의 학력이 고졸 이상에서 중졸이하보다 유의적으로 높았고(P<.001), 부모의 직업의 경우, 아버지가 무직인 경우, 어머니가 가정주부인 경우에 직업을 가진 부모의 학생들에 비하여 유의적으로 활용도가 낮았다(P<.01). 부모의 한 달 총수입과의 상관성에서는 400~500만원 미만의 경우에 다른수준보다 유의적으로 활용도가 높았다(P<.05). 따라서 식생활단원 교육에 의해 변화가 없는 학생들도 상당히 많아 교육방법의 개선이 필요하며 그 활용도가 가정환경과 상관성이 있음을 파악할 수 있었다.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.25-38
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• 2006

The purpose of this study was to investigate the education effect of eating habit unit in 'technology home economics' upon nutrition knowledge eating befavour of students. The eating habit unit in 'technology home economics' was taught with respect to 509 middle school 1st grade students, and preference acknowledgement were examined. Education effect was also examined by analyzing the changes in nutrition knowledge and eating befavour due to the education. Study results revealed that the level of acknowledgement for eating habit unit was positive while majority of the students thought that education contents were emphasized on the theory mainly because of insufficient class hours. Therefore, in order to let students know them better and make the best use of them, it is required to increase the class hours and research opportunity for practice class related with daily life. Through the middle school 'technology home economics' eating habit unit education, positive effect in part of eating habit area was observed and nutrition knowledge was enhanced after the education in both male and female students group. Judging from the results, less enhancement was observed in eating habit compared to the nutrition knowledge increase. Therefore, it can be concluded that continuous and a long range nutrition education is needed to transform the acquired nutrition knowledge into eating habit.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.53-70
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• 2005

This study was to offer a basic data for setting up new curriculum and preparing for effective instruction and education methode on md and nutrition section by researching & analyzing the degree of necessity, difficulty and utilization in actual life of food and nutrition section which requires a close relation with actual life and home economics for the second grade students who studied home economics in the first grade in a middle school. The results obtained were as follows. A highest number of students$(38.9\%)$ responded that 'they learned skills required in home life such as cooking, laundry and childcare' on a question of home economics recognition and the next highest percentage of students$(27.5\%)$ responded' they learned of healthy life and correct human building through home economics education'. For the recognition of a food and nutrition section the highest percentage of students$(38.8\%)$ responded that 'they learned the knowledge and principle of food nutrition for the improvement of a food and nutrition', and the next highest percentage of students$(30.7\%)$ responded 'they teamed practical skills required in actual life'. The meal and nutrition of juvenile, and the principle and practice of cooking was highly ranked in order for the necessity on the food and nutrition section, girl students accounting for higher percentage than boys in overall food and nutrition section and all areas. A nutrition of juvenile, a meal of juvenile, and the principle of cooking and cooking practice was middle ranked in order for the difficulty of the food and nutrition section. Girl students recognized overall food and nutrition section more difficult and also they recognized a nutrition of juvenile and a meal of juvenile more difficult than boy students, but boy students recognized the principle of cooking and cooking practice more difficult than girls. On the practical use of the food and nutrition section in actual life, a meal of juvenile, the principle of cooking and cooking practice, nutrition of juvenile was low ranked in order. Boy students practically used overall food and nutrition section including a meal of juvenile and nutrition of juvenile in detail with high percentage, and girl students practically used the principle of cooking and cooking practice with high percentage. . Regarding interrelation of the degree of necessity, difficultly and utilization on food and nutrition section, as the degree of necessity was high on food and nutrition, the degree of practice was high in all the areas, and as respondents recognized food and nutrition section difficult, they practically used a food and nutrition section at low percentage.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.175-193
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• 2018

The course of home economics education is the one that fosters the ability to solve life problems. The life problem is permanent involving the individual, family, and society in overall. Thus, this study was to compose a class which applied the backward design model suggested by Wiggins and McTighe focusing on the usability of it in the educational filed of the home science to overcome the limitation of the education in the filed based on that critical mind. Therefore, this study developed the teaching·learning plan applying the backward design model to the 'Food and Nutrition' unit of the home economics education. It is expected that the unit and the teaching plan are used as materials for the class on the dietary life unit which is meaningful for learners in the educational field of the home economics education.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.1-15
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• 2007

This study was conducted to analyze recognition, applicability, class satisfaction, and needs as well as students' attitudes for eating behavior by 1st and 3rd graders of a mixed middle school located in Gyeonggi area in relation to food and nutrition section of the Technology and Home Economics curriculum and thereby provide basic data for development of strategies of educational effect maximization of food and nutrition in the curriculum. 522 questionnaire were collected and statistically processed. Findings from this study are as follows. Both 1st and 3rd graders were found to exhibit relatively low preference for technology and home economics curriculum. While 1st graders were more interested in the subject than 3rd graders, the frequency of practical use of the food and nutrition section in every day life was higher in 3rd graders than that in 1st graders. For food and nutrition section of the subject, preference level of the 1st graders was higher than 3rd graders. The 1st graders were higher than 3rd graders in the needs for food and nutrition section as well as in usefulness in every day life of the unit. The applicability in every day life of the unit was found to be generally higher, with 1st graders having a higher level of applicability than 3rd graders (p<0.001). Class satisfaction of the unit was higher in 1st graders than 3rd graders, with the most satisfactory unit being 'basics and practice of cooking' both for 1st and 3rd graders. Needs for food and nutrition unit were higher in 1st graders than 3rd graders, with the unit highly needed being 'basics and practice of cooking' both for 1st and 3rd graders. Regarding interrelation of the degree of preference, need, applicability and class satisfaction, as the preference was high on food and nutrition, the degree of need, applicability, and class satisfaction was high. As respondents recognized food nutrition section necessary, they were more satisfied and showed high applicability for the section. Therefore, contents of food and nutrition section should be improved with re-organization of educational and subject contents so that they will be best fit for students by grade, to increase preference, applicability and necessity in every life. In addition, to maximize the applicability of the subject in everyday life, sufficient class-time should be assigned for the purpose of experiment- and practice-based education, and a wide range of teaching strategies are needed to increase students' interest in the subject.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.89-103
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• 2023

The purpose of this study was to develop a dietary life education program for adolescents and evaluate its effectiveness. The program was divided into three areas: 'Natam' (taste education), 'Wetam' (traditional dietary life education), and 'Gitam' (sustainable dietary life education), consisting of a total of 10 units primarily focused on cooking activities. For participants aged 14~17 years, face-to-face pilot education was conducted by a trained instructor once a week for 10 weeks. A questionnaire survey was performed to evaluate the educational effect(n=72) and satisfaction(n=82) during education period. Significant improvements were observed in knowledge levels for the 'traditional dietary life education', and 'sustainable dietary life education' which were identified as insufficient in the preliminary survey. Attitude and behavior levels were significantly improved across all areas. Satisfaction was high with a score of 4 out of 5 points for all areas. In conclusion, this program was found to be effective, and further emphasis should be placed on traditional and sustainable dietary life education to enhance its impact.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.41-53
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• 2005

This study evaluated middle school teachers' perceptions and demands for changing in Food and Nutrition sections of Home Economics and also identified variables related. Teachers expressed unfavorable attitudes to the usefulness of contents in real life, and clearly perceived the importance of a basic theory of nutrition in general and adolescency among 12 items related with Food and Nutrition section. Most of the teachers pointed the way in which textbooks are described and organized were heavily oriented into lectures, more than creative discussion and diverse activities. The insufficient materials for teaching-learning were also pointed as barriers in improving the level of quality of Food and Nutrition sections in middle school Home Economics textbooks. Teachers had strong beliefs that textbooks, based on 7th National Curriculum, should be changed and improved not only in contents but also in organizations. Cognition of teachers on the appropriateness, in terms of quantity of contents, competitiveness for developing students' capacity. level of quality, and interests among students and teachers, was consistent and independent indicator of their needs for changing. These results suggest that the next textbook should include more materials for teaching-learning designed to expand students' capacities and develop critical thinking skills. Effective educational curriculum should integrate sufficient activities together with detailed instructions. Creative activities may allow students to learn and connect these activities to the contents in Food and Nutrition section of Home Economics curriculum.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.65-78
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• 2013

The following experiment was designed to test the students' involvement in the interactive activities and objectives of the relevant chapters in the newly revised curriculum of 2007. The experiment was carried out with the purpose of understanding the level of participation of the Grade 9 students who have successfully completed the Grade 8 "Choice of Food and Diet" and "Table Manners and Dining Etiquette" courses with classified materials such as tables/diagrams/pictures, reading, and activity resources from Technology Home Economics textbooks. The chapters "Choice of Food and Diet" and "Food Preparation and Etiquette" generally emphasize the practical and experiential part of domestic life through using various activity resources; while the tables/diagrams/pictures and reading materials do not provide the students with first-hand experience, they support the students' learning by explaining the basic knowledge required for doing the activities and solving various problems. Within the main training courses, the objectives which the students achieved the highest marks were(in a descending order) "Table Manners and Dining Etiquette" (3.24), "Checking Nutrition Labels, Food Expiration Date, Country of Origin When Buying Food" (3.18), Additionally "Making Food" and "Planning a Healthy, Balanced Diet" hardly met the goals, the result of which shows clear relations to the well achieved objectives from the list of in-class activities that students directly participated in. Therefore, in order to increase the students' interest in the Food and Diet section of Technology Home Economics textbooks, it is recommended to encourage the students to actively engage in the class activities by developing various learning resources and teacher education/pedagogical materials, rather than following the conventional lecture-based teaching methods.