• Korean journal of food and cookery science
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• v.28 no.2
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• pp.183-193
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• 2012

In this study, data was collected on the dietary life education at elementary schools according to the Food Education Support Act using elementary school teachers as subjects. A survey was conducted on 258 elementary school teachers at seven elementary schools located in Seoul, Gyeonggi, and Daegu, Korea from April 14-17, 2010. Most teachers reported that dietary life education was very much needed. The appropriate individuals to teach dietary life education were nutrition teachers, charge teachers, and dietary life education tutors, in that order. The most appropriate time to conduct dietary life education was during dietary life-related subject hours, dietary life education hours, food service hours, and discretionary and extracurricular activities, in that order. The most effective materials and methods used for dietary life education were projection materials and dietary life-related special lectures. Efficient dietary life education methods can be used to develop dietary life education programs. Based on these results, elementary school teachers recognize that dietary life education is very much needed and believe that it would be desirable to conduct dietary life education using nutrition teachers in cooperation with other related teachers.

• The Korean Journal of Food And Nutrition
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• v.24 no.3
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• pp.295-305
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• 2011

The goal of this study was to provide basic data for the future development of dietary life education in elementary schools by understanding the current conditions of the program after the execution of the Dietary Life Education Support Act. We conducted a survey to understand dietary teachers' recognition of dietary life education in elementary schools. We found that teachers' recognition was low and that dietary life education in elementary schools is still carried out indirectly by focusing on nutrition knowledge. Dietary life education is carried out during lunch time and dietary life-related class hours. However teachers of lower class levels did not have any practical subject related to dietary life and responded that a lack of time devoted to dietary life education was the biggest problem with the program. Most teachers responded that dietary life education in elementary schools is necessary for the formation of students' sound dietary habits, and that the development of a system of teachers directly responsible for dietary life education is necessary. In the past, dietary life education has typically been carried out at home, but now schools are required to play a role because of family nuclearization and the increase in working couples. Therefore, to revitalize dietary life education programs in elementary schools according to the Dietary Life Education Support Act, we suggest more systematic and segmentalized studies.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.73-88
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• 2023

Since the enactment of the School Meal Support Act in 2009, South Korean dietary education has been evolving, placing health, environment, and consideration as its core values. The 3rd Basic Plan for Dietary Education (2020-2024) aims to achieve a sustainable dietary lifestyle that civic agriculture for collective consumption, healthy citizens, and an inclusive society. However, the digital civilization of the Fourth Industrial Revolution is significantly impacting dietary education in schools. Therefore, this study examines sustainable dietary education content in South Korean school meals, diagnoses the phenomena of dietary education facing digital transformation in education due to the Fourth Industrial Revolution, and explores directions for inclusive dietary education through concrete structures and content systems for inclusive dietary education that foster sustainable dietary capabilities. To achieve inclusive dietary education, a structure and system that allow cognitive, normative, and practical learning to be combined in an inclusive way is required. Furthermore, to practice sustainable dietary education, alternative approaches that emphasize the development of learners' core competencies are necessary in the direction of inclusive dietary education that fosters inclusivity.

• Korean journal of food and cookery science
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• v.31 no.2
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• pp.162-174
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• 2015

The purpose of this study was to evaluate the current status of dietary habits and dietary life competency of elementary school parents, who are influential to the dietary life of their children and family. A survey was conducted with 362 elementary school parents living in Seoul and Gyeonggi province by using a self-administered questionnaire consisting of 53 questions on dietary habits, dietary life competency, home cooking frequency, and dietary education needs. The results were as follows: The scores of dietary habits and dietary life competency were 76.35 and 74.51 out of 100, respectively, suggesting a need for improvement. Parents with higher monthly income, demonstrated higher scores of both dietary habits and dietary life competency (p<0.001). As expected, female parents showed higher scores of dietary life competency than male parents (p<0.01). there was also a close relationship between the scores of dietary habits and dietary life competency (r=0.58). The parents with high scores for dietary habits and dietary life competency showed a significantly higher frequency of home cooking (p<0.001) compared to medium- or low-scored parents. Most parents answered that dietary education need to be started earlier, and that their main source of dietary life information was mass media. They also showed a preference for real experience and practice for dietary education. The above results showed that there is a close relationship between dietary habits and dietary life competency, and suggest that continuous education is necessary to improve the dietary habits and dietary life competency of elementary school parents. Because monthly income appeared to be the most influential socioeconomic factor for the parents' dietary habits and dietary life competency, continuous efforts on dietary education are necessary to reduce the score gaps in these categories.

• Journal of the East Asian Society of Dietary Life
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• v.27 no.3
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• pp.268-279
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• 2017

The purpose of this study was to analyze the effects of dietary life application according to preferred dietary life education type on quality of life of participants in dietary life education programs and to provide basic data necessary to enhance dietary life education. The results of the analyses conducted to classify the types of preferred dietary life education and types of dietary life application and to verify the validity and reliability of the factors are as follows. In terms of the types of preferred dietary life education, health-oriented type, knowledge-oriented type, and experience-oriented type were derived. In terms of types of dietary life application, proactive application and emotional application were derived. Knowledge-oriented type and experience-oriented type were found to affect proactive application and emotional application in terms of real-life application, and proactive application and emotional application were found to affect quality of life. Therefore, in order to enhance the dietary life education for adults in general, it is necessary to improve accessibility by initiating and promoting various programs along with continuous support from central and local governments. Moreover, in order to increase the real-life application and utilization of such programs, the importance of practical and theoretical education must be recognized, and efforts should be made in training specialized instructors.

• The Korean Journal of Food And Nutrition
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• v.36 no.2
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• pp.153-162
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• 2023

The purpose of this study was to evaluate the effect of nutrition education on dietary knowledge, dietary attitudes, and dietary behavior of elderly by analyzing changes before and after nutrition education. This study was conducted in Seoul from March 2022 to December 2022 for 50 elderly (6 male, 44 female) who participated in nutrition education for 8 weeks at three senior welfare centers (Seodaemun, Seongbuk, Jongno). A total of 35 responses were used in the final analysis. Statistical analysis was conducted using descriptive statistics, paired t-test, and Wilcoxon's signed rank test by age, hypertension, and dislipidemia to find effect of nutrition education on their nutritional knowledge, dietary attitudes, and dietary behavior. Results showed that nutrition education had a significant effect on the elderly. In particular, for those with chronic diseases such as hypertension and dislipidemia, the difference after education was significant, indicating significant changes in dietary habits. This study is expected to provide basic data for the development of a systematic nutrition education program for the elderly in the future.

• Nutrition Research and Practice
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• v.9 no.1
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• pp.87-91
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• 2015

BACKGROUND/OBJECTIVES: This research was conducted to compare lecture- and experience-based methods of nutritional education as well as provide fundamental data for developing an effective nutritional education program in elementary schools. SUBJECTS/METHODS: A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributed in lecture- and experience-based groups. The effects of education on students' dietary knowledge, dietary behaviors, and dietary habits were analyzed using a pre/post-test. RESULTS: Lecture- and experience-based methods did not significantly alter total scores for dietary knowledge in any group, although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showed significant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. CONCLUSIONS: These outcomes suggest that lecture- and experience-based methods led to differential improvement of students' dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activities need to be considered.

• Korean Journal of Community Nutrition
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• v.2 no.1
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• pp.86-93
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• 1997

The purpose of this study was to investigate the effects of nutrition education on nutrition knowledge, dietary attitudes, and food behavior of college students. The subjects of this study were 350 college students attending a university. The education group students received nutrition education three hours per week during a 4-week period offered in a 'Home Economics' course. A total of 150 students in the education group and 200 students in the non-education group completed pre-test questionaires examining nutrition knowledge, dietary attitudes, and food behaviors. Major findings were as follows : nutrition knowledge, and food behavior of the education group were improved compared to the non-education group. But significant changes were not observed in dietary attitudes in the education group. There were higher correlations between nutrition knowledge and dietary attitudes score, and between dietary attitudes and food behavior score at the posttest than those at the pretest. These results suggest that nutrition education for college students can effectively improve their nutrition knowledge and food behaviors.

• The Korean Journal of Food And Nutrition
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• v.31 no.2
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• pp.284-292
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• 2018

This study was conducted to determine the elements that are required and that need improvement in the contents of dietary life education and the educational environment by analyzing the importance-satisfaction of a dietary life education program for dietary life education trainees. The results of the rank test for the satisfactory elements of dietary life education were in the order of competence of instructors, educational contents, time of education, educational environment and affordability of tuition. The importance-satisfaction analysis of the contents and construction of the dietary life education program showed that "suitable contents for the theme of the class", "contents and construction of practice class", "diversity of practice menu" and "diversity of educational contents" had high importance and satisfaction scores and therefore, could be maintained at their current levels. Meanwhile, "adequacy of class time" and "contents and construction of theory class" showed low importance and satisfaction scores, requiring a little effort. Whereas, "time and construction of group practice", "structure of textbook for class" and "duration of course and number of classes" showed relatively low satisfaction compared to importance, requiring major efforts for improvement. Similarly, analysis of the lecture element from dietary life education showed that "professional lecture by instructors", "lectures suitable for themes" and "lecture applicable in real life" had relatively low satisfaction compared to importance, requiring major efforts for improvement. In addition, analysis of the educational environment from dietary life education showed that "adequacy of lecture room space", "cooking equipment", "diversity of cooking utensils" and "sanitary condition of cooking utensils" also require major efforts for improvement. Therefore, dietary life education should not be executed with a simple delivery of knowledge but with both theory and practice classes to increase its application in real life, and active and specific efforts are required to nurture professional instructors and establish educational strategies.

• Journal of Korean Public Health Nursing
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• v.18 no.1
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• pp.132-142
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• 2004

Purpose: The study was to test the effects of nutrition education program changing the dietary self-efficacy and dietary practice of elementary school children. Method: The study was designed as a nonequivalent control group pretest-posttest design. The subjects of the study were 70 boys and girls in the fourth grade of elementary school in Seoul. They were devided in two groups evenly : control group and treatment group. The control group participated in the nutrition education with 4 sessions for 4 weeks. data were collected by self-reported questionnaires(dietary self-efficacy and dietary practice) from the 28th of August to the 10th of October. 200l. Result: 1. A hypothesis that 'the elementary school children who participated in the nutrition education may get higher points on dietary self-efficacy than the elementary school children who did not participated' has been adopted(t=-6.36. p<001). 2. A hypothesis that 'the elementary school children who participated in the nutrition education may get higher points on dietary practice than the elementary school children who did not participated' has been adopted(t=-5.03. p<001). Conclusion: The nutrition education is an effective nursing intervention strategy for elementary school children by supporting them form positive dietary self-efficacy and improve dietary practice.