• Journal of the Korean Home Economics Association
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• v.40 no.2
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• pp.143-159
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• 2002

Consumer Education Policy for -Focusing on developing Social support System- The purpose of this research is to understand the change of future consuming environment and the characteristics of future potential consumer: the net generations. With those research results, we deduced our goal, content and method of consumer education for these net generations. Finally, I suggested a scheme of the social construction by demand of our future society. Literature review and depth interview are used for this research. The main factors of the change of our future consuming environment are Digitalization, globalization, improvement of consumer sovereignty, Sustainable consumption culture, the increasing pursuit of safe life. It is necessary to educate our future consumer, net generations, the information searching skills in order to be able to obtain right information. We also need to educate them how to practice the safe life and Sustainable consumption and how to get consumers sovereignty. The method of the education requires interchangeable communication. We need social networking system for the support of consumer education, in order to build this social system. We need an administrative support from the government and financial support from corporations. We have suggested that it is very desirable to share all the information developed among Academic field, Consumer related organizations and schools by this network be build.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.286-301
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• 2017

Nowadays, the public as well as science educators pays much attention to the fourth industrial revolution and wonders what will happen to the societies in the future. Thus, this study aimed at predicting the education environment which will be brought from the fourth industrial revolution, and suggesting the solutions or tasks to be investigated in science education. Through the literature review, this study categorized the major changes of future society into a wild fluctuation of job market, the shift from possession-based economy to sharing economy, post-urbanized and distributed system, and the crisis of dehumanization. According to the four major changes, this study predicted the future environment that will occur to the educational system. First, the students should the competences necessary for the future and the school curriculum will be changed in terms of width and depth. Second, sharing economy may bring about the open platform similar to MOOC (Massive Open Online Course) or TED. Third, the manifestation of artificial intelligence in education will enable the individual and paced learning, and thanks to the change, the concept of distributed cognition will be more focused in education research. Fourth, the collaborative learning and character education should be more stressed to resist the dehumanization. This study suggests relevant tasks and issues that should be tackled for the successful change in primary and secondary schools.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.97-114
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• 2010

Purpose: This study is intended to provide easy explanations needed to ensure correct understanding of the notification of health education curriculum revised in 2008, health education curriculum at middle and high schools as well as their effective application at schools. Teachers of health lessons can provide better guidance for their classes only when they are well informed of intent and direction of health lessons sought after by the nation, objective and systematic content of health lessons, teaching methods, characteristics of teachinglearning materials and their evaluation. The contents of the guide have been sufficiently detailed and clarified in such a way that can increase understanding of school health education as pursued by the nation. Methods: This is reported research as its contents have been finalized through analysis of documentary records concerned with health education available at both home and abroad, a council of health education experts and public hearings organized for extensive collection of opinions from professor and teachers. Results: The guidebook has been prepared in 5 areas covering respectively "background of revision to health education curriculum", "how health education curriculum has been changed over time", " focus on health education curriculum", "explanations on health education curriculum" and "comparison of new and previous curriculum". Also developed were key initiatives on 6 health related subjects. Conclusion: The greatest significance of this research lies in the fact that it has come up with the first guide book for health education ever prepared in our history. It is also meaningful for the guide book to enable teachers to teach their classes better by providing them with easy interpretation of the contents notified by the government and to have set guidelines for directions in which health of our youths should be promoted. Since this is the first work, continuous research and development should further be carried out in the future.

• Korean journal of food and cookery science
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• v.27 no.3
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• pp.81-93
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• 2011

We investigated perception and educational demand for health functional foods among nutrition teachers and dietitians working in schools. The subjects were 229 nutrition teachers (57.2%) and dietitians (42.7%) working in Chungbuk elementary, middle and high schools. Approximately 67% of the subjects had experience consuming health functional foods. Most of the subjects did not have experience with the side effects after consuming health functional foods. Subjects who were unaware of the legal specifications, classification, and labeling standards for health functional foods (78-91.2%) were much more common than those who were aware of those issues. Most of the subjects perceived health functional foods as a food (45.0%) or as a product between a food and a medicine (44.5%). The subjects recommended themselves (43.1%) or medical doctors/pharmacists (40.8%) as consultation/education specialists for health functional foods. Approximately 66% of the subjects had experience conducting nutritional consultation/education in their schools, but only 3.2% had experience with health functional foods. Only 17.8% of the subjects had experience receiving education on health functional foods. Most subjects (88.2%) demanded education on health functional foods for themselves. The results suggest that an effective education is needed for nutrition teachers and dietitians working in schools for them to play an active role in educating students and their parents about health functional foods in the near future.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.29-41
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• 2000

The purpose of this study is to examine the effects of the Portfolio applied science instruction on the students' scientific affective domain and perceptions of portfolio in elementary schools. Portfolio applied science instruction of the 6th grade science unit 'Environment pollution and Nature protection' was developed for this study. Traditional instruction was implemented to the control group and portfolio applied science instruction was implemented to the experimental group. Pretests of the scientific affective domain were administered to both groups. The treatment was given for about seven weeks for both groups. Instruments about scientific affective domain were administered to both groups. A questionnaire on perception of portfolio applied science instruction was given to the experimental group after the treatment. The results were analyzed using t-test on the students' scientific affective domain. The results of this study are as follows: 1. Portfolio applied science instruction program for elementary schools was developed. Students themselves determine the portfolio learning goal in a portfolio applied science instruction. Students construct the portfolio and they evaluate themselves and other colleagues. Also teachers go on portfolio applied science instruction considering portfolio purpose, concepts, evaluation. 2. There was not a statistically meaningful difference between an experimental group and a control group o]1 the students' scientific affective domain. In three sub categories of a scientific affective domain, the science perception, the interest on science and scientific attitude, there were not statistically meaningful difference among them. 3. As the results of the questionnaire on perceptions of portfolio, they didn't understand it very well but after learning portfolio, they showed positive attitude to perceptions of portfolio. Students in portfolio applied science instruction like more the portfolio applied science instruction than general instruction. 4. Portfolio applied science instruction has an useful value as a method of teaching and evaluation. Students and teachers can produce various portfolios products in portfolio applied science instruction. As a conclusion, portfolio applied science instruction was not statistically meaningful on the students' scientific affective domain, but it gives positive effects on perceptions of portfolio in elementary schools. Therefore, portfolio has an educational value as a method of teaching and evaluation for students' growth. In the future, teachers and students must have interaction and feedback in portfolio applied science instruction.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.57-69
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• 2003

This study investigates the school resources and programs for health promotion services, especially in areas of smoking cessation and acohol-reducing. The health of students is very important because of students' long life-span remained and their impacts on the community. A three-stage survey model was established. Three stages include a current status of school health resources and programs, an attitude to get rid of health risks at school, and a behavioral intention to provide health promotion programs in the near future. Three hundred and thirty-six schools filled up and returned the questionnaire by mail. The results showed that the facility and personnel for health management are equipped sufficiently in general, except in rural area located, small sized, or middle schools. But provided programs are not good enough in both quantity and quality. Frequently, schools provide the programs such as advertisement, mass education by internal lecturers, and individual. counselling. The programs of special lectures, group activities or rather active use of suppresants are provided rarely, because of the lack of special knowledge or financial supports at school. However, behavioral intention to provide such programs was high. Therefore, the role of health department at school should be fortified. The health teachers need to be trained as a consultant, and the education materials need to be provided to them The school also need to be supported with external experts for special lectures or group activities. In conclusion, schools need to pay more attention to the health risk of students and develop the effective and efficient school health programs for students' health.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.4
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• pp.57-67
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• 2011

In this study, it did comparative analysis on the arrangement, construction and size of rooms applied in the early design stage at the time of prize-winning with the changed ground plans in the final design of those prize-winning works in design contests and BTL hold since 2007 for middle and high schools in Gyeonggi, Daejeon, Chungcheong regions. Through the analysis, this study intends to present those matters to be changed in the facilities standards of each local education office so that it can be referred to the assessment of spatial construction and proper size being planned in the future for middle and high schools and reflected flexibly in consideration of various educational conditions and characteristics of schools by regions. Furthermore, it has the objective to play a part for the establishment of much better environment of educational facilities by provision of reference materials to those matters being changed into proper ones not into the minimum ones of the school facilities standards as the national level. For case analysis, it analyzed various rooms classified by necessary spaces. Since names of rooms and spatial constructions to constitute facilities are different from each local education office and also the analysis by each room has some limitation in the changes and improvement of rooms for a wide range, it proceeded with detailed classifications of school building facilities by each necessary space.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.275-285
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• 2020

This study aimed to track changes in students' perception about schools over time, to analyze how participation in the Education Welfare Priority Support Project(hereafter "the Project") explains the changes, and to determine how the results of changes affect students' learning engagement, self-confidence, and peer relationship. Data were collected from 103 schools nation-wide(51 elementary and 52 middle schools) from 2015, 2016 and 2017 from 820, 911, and 837 students, respectively. The data were analyzed by applying a latent growth model with two stages: unconditional and conditional. The findings are that first, the perception about schools by the students who participated in the Project increased over time; and second, that the improvement of students' perception of schools has a positive influence on their learning engagement, self-confidence, and peer relationship. In the future, it was suggested that programs aimed at improving positive perception about schools should be provided to all students led by teachers, and a customized integrated support program should be arranged to students in need of intensive support by the educational welfare specialists.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.169-176
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• 2005

Purpose: The purpose of this study was to analyze the present status of practicum of fundamentals of nursing in baccalaureate nursing programs. Method: This study used a descriptive design surveying status of practicum of fundamentals of nursing from 47 schools. The instruments developed by investigator based on Shin's(2003) findings. The data collected were analyzed by SAS and the content analyses. Result: 1) The aims of fundamental nursing practicum were 'the acquirement of knowledge on fundamental nursing skill and attitude, and their implementations'. 2) 45 schools had their own practicum labs and the number of a group was 5 or 6. The mean number of student was 37.8 and the mean size of the labs was 169m2(${\pm}\;93.6$). 3) The credit of lecture and practicum ranged from 3 to 4 and in 32% schools, one professor and one teaching assistant were responsible for the practicum of fundamental nursing. 4) The teaching methods of practicum were shown as demonstration, role play, case study presentation, special lecture, video, computer simulation, and so forth. 5) The practice evaluation was used practice examination and students' self evaluation. Conclusion: The studies require of the contents and the evaluation method corresponding to the course objectives.

• Korean Medical Education Review
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• v.15 no.1
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• pp.19-24
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• 2013

In medicine, rapid changes in information, technology, socio-economic interests, and globalization affect the medical education focused on the competencies of doctors, and the number of medical schools that are adopting an outcome-based curriculum (OBC) is increasing worldwide. This paper introduces the OBC model of 5 trailblazing medical schools from the UK, US, and Australia, comparing their unique features, followed by brief comment about Canada and the EU as well. On developing an OBC, the process of establishing the top outcomes for graduates is similar and the outcomes comprise knowledge, skills, and attitudes about science, patients, colleagues, society, and themselves. Implementing the outcomes down into the sub-levels of the curriculum is much more complicated and time-consuming. Assessing the achievement of every outcome is essential and requires the use of many tools in addition to the traditional written examination. From the perspective of adult learning theory, self-directed learning, team-learning, and individual and flexible achievement are tested and executed in an OBC. The gradual expansion and further innovation of an OBC is expected so that tomorrow's doctors will be able to meet the challenges of the future.