• Korean Journal of Community Nutrition
• /
• v.7 no.6
• /
• pp.781-793
• /
• 2002

This study was carried out to investigate the nutritional education status and the recognition of the importance of elementary school dietitians (N＝183) in the Gyeongnam area. The results are summarized as follows. All subjects took part in nutritional education program, but the educational methods were passive, as in the case of “home correspondence”(80.8%) and “bulletin board poster”(16.4%), and the education frequency was very low as in “one time/month”(90.2%). The subjects thought “as an independent subject”(41.5%) and “as a related subjects”(35.1%) were suitable teaching venues for the nutritional education. They were very low in individual counseling (4.5%) for school children because of “lack of opportunity”(42.2%) and “heavy work load”(24.1%). However, most of the subjects wished that nutritional counseling could offered in the future (95.5%). The parents＇ experience of nutritional education was also low (34.3%). Information sources for nutritional education were mainly the “internet”(53.1%) and “re-educational materials” (25.0%). The available instructional materials included “printed materials”(96.7%), “exhibition bulletin materials” (70.3%) and “electronic materials”(46.4%). The preferred education materials were “exhibitionㆍbulletin materials”(32.2%), “printed materials”(29.2%), and “electronic materials”(27.7%). However, materials they wished to purchase were “electronic materials”(54.5%) and “cubic materials”(26.0%). These results show a difference between the preferred materials and the possessed materials. Most school dietitians (98.4%) recognized the necessity of nutritional education with respect to “good table manners”(42.0%), “correction of food prejudices”(30.3%), and “proper nutrition for growth”(21.0%) Although they had a great interest in nutritional education, they had difficulty in cutting their teaming into practice because of “heavy work load”(30.9%), “lack of a systematic curriculum”(25.2%), and “lack of a educational opportunity”(22.8%). Ninety five percent of subjects wished to have nutrition education taught as an independent subject. They pointed out “kindergarten”(60.0%) and “lower grades in elementary school”(33.9%) as the optimal starting times for nutritional education and “school dietitians”(91.3%) as suitable teachers for these programs. The required topics chosen by the subjects for nutritional education for children were “proper eating habits”(54.2%) and “nutritional problem”(31.5%). The dietitians thought “food prejudices”(44.7%), “rat too much processed and instant foods”(36.5%), and “obesity”(11.8%) were the most common nutritional problems among elementary school children. These results suggest the necessity of solving the nutritional problems in children by developing a nutritional education program. Along with this program, if dietitian assisted programs for parents were developed, the effects of nutritional education could definitely be increased.

• Journal of the Korean Geographical Society
• /
• v.51 no.3
• /
• pp.327-344
• /
• 2016

We may have an incorrect view of Korea and the world by misunderstanding them with a number of geographic misconceptions. Such misconceptions constructed socially tend to perpetuate through reproducing and learning repeatedly from one generation to the next. 'Daegu city is in the intermontane basin.' It is also identified that this geographic misconception had constructed (made) by two Japanese geographers (Tamura, 1933; Tada, 1940) in the Japanese colonial period, and have been reproduced and diffused by many Korean geographers (professors and teachers) as well as journalists in the post-colonial days. In terms of the definition of an intermontane basin in the Encyclopedia of Geomorphology published by the International Association of Geomorphologists, Daegu seems not to be a basin city but to be a plain city, since the central plain of Daegu is surrounded by higher terrain like mountains and hills only on the north and south directions of all sides, and also it is well developed thanks to its location where the downstream of the Geumhogang river flows from east to west. This paper hopes that the landform recognition as 'Daegu intermontane basin city' should be corrected as soon as possible, and also many geographic misconceptions will be studied actively for an accurate understanding of Korea and the world.

• Korean Journal of Childcare and Education
• /
• v.2 no.1
• /
• pp.65-88
• /
• 2006

This study intended to activate public education, researched and analyzed real conditions of preschool education to know desirable directions of public education and help parents recognize public education. The final purpose is to offer basic materials to reestablish preschool education in the public education system. First, parents' recognition concerning preschool education in the public education system was much different from that of teachers. As for definitions of preschool education as a public education, parents understood that it means 'the nation and self-governing bodies manage aid both the public and private kindergartens', and teachers recognized that it means that 'the nation and self-governing bodies not only found operate public kindergartens but also aid manage educational funds of private kindergartens. Second, the examination of educational environments of kindergartens told that teachers and parents thought that opportunity to enter the kindergarten is not equal for all children in our country, and quality of kindergarten teachers is satisfactory. Also, they thought that curriculums of preschool educational organs have been set well according to children's developmental stages, education quality is different according to preschool education organs' foundation-types. They recognized that facilities and apparatus of preschools are satisfactory, security and neatness of preschools are satisfactory, too. Third, the examination of developmental directions of preschool education as a public education proved following facts; as for foundation-types of kindergartens in the future when promoting preschool education as a public education, parents answered financial support and supervision by the government, teachers answered aid and management of operational fees as well as support for teacher personnel expenses.

• 대한공업교육학회지
• /
• v.37 no.1
• /
• pp.183-204
• /
• 2012

This study was to analysis perception about Teaching & Learning Support System of the school of Rural Areas in Korea. In order to accomplish the study purpose, the study conducted a research through Web Survey method and examined their recognition. Major findings of this study were as follows: First, Student was satisfied with TLSS of the school of Rural Areas in Korea. Students would like to 'using e-learning with Electronic board and Tablet PC' among program contents. But the system' utilization was low. However, 90% of the students wanted that teacher usually using the FASTEL. Second, Teacher satisfaction was lower compared to the students is relatively. Teachers prefer 'various after school program' to 'using e-learning with Electronic board and Tablet PC'. However, learning effective of using FASTEL system was a 73.8% of teachers are effective is aware and had. Third, 35% Students recognized that are using the pastel system, frequently, On the other hand, the teachers are 60% and to recognize that there was. The reason doesn't the system to good use is slow wireless. Still, e-learning classroom infrastructure for satisfaction was high. Fourth, Teachers recognized students and the pastel system interaction than other e-learning system high. FASTEL System used in the most uncomfortable things on e-learning classroom Wireless Internet phenomena and lost content lacking, in order, I was told. Therefore, there is an urgent need to improve to include Wireless Internet speed improvements and various content added support, easy-to-use instructional tools Add support order selected.

• Journal of Korean Home Economics Education Association
• /
• v.26 no.4
• /
• pp.21-34
• /
• 2014

This study examined the levels of recognition, knowledge, and intake behavior of foods containing caffeine and analyzed the factors affecting amount of caffeine intake to get basic materials for development of educational program for proper intake behavior of foods containing caffeine of high school students in Gyeongbuk region. Of 300 questionnaires that were distributed on December 27, 2013 to February 14, 2014, 255 responses were used for analysis. Frequency distributions, Cronbach's ${\alpha}$, t tests, one-way ANOVA, Pearson's correlation analysis, and regression analysis were conducted by SPSS Windows V.21.0. The mean of the level of concern about foods containing caffeine was 2.76/5.00 points; male and second and third grade students showed lower concern level than female and first grade students. The respondents answered that intake of foods containing caffeine had somewhat harmful effect on health, but it did not much help to refresh and increase concentration. The mean for the percentage of correct answers about knowledge of caffeine was 54.3. Small number of the respondents were advised to reduce intake of caffeine from school teachers or parents. The average of caffeine intake amount was 71.67mg/day; the average for male was 78.98mg/day, whereas for female 61.23mg/day. Almost thirteen percentage of the respondents took caffeine over RDA(Recommended Daily Allowance). According to the result of regression analysis for amount of caffeine intake, grade, BMI, concern about health, perception of whether foods containing caffeine help with refreshment and increase of concentration or not, and experiences of having advice from school teachers to decrease caffeine intake were significant. These results imply that it is necessary for high school students to educate how to take caffeine properly.

• Journal of The Korean Association For Science Education
• /
• v.38 no.6
• /
• pp.885-899
• /
• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• 대한공업교육학회지
• /
• v.40 no.2
• /
• pp.155-174
• /
• 2015

The purposes of this study were to analyze the property of educational needs of teachers for educational contents of invention and intellectual property in secondary vocational education and provide fundamental data for the development of job training programs so as to develop the capabilities of teachers, the base for effective education of invention intellectual property in secondary vocational education. To achieve them, educational needs for the educational contents of invention intellectual property and the priority of the educational needs in secondary vocational education based on the recognition of the teachers were analyzed and suggested. Concrete results of this study can be suggested as follows. First, the average of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education was 5.02. There were 23 items of the educational contents whose educational needs were higher than the average of the whole items and for those items and the average of each item, there were F4(The average of patent applications) 6.72, F5(Modification and supplementation of specification sheets) 6.46, F2(Writing of patent floor plans) 6.39, F3(Writing of patent specification sheets and abstraction) 6.31, A5(Invention method and activity) 6.27, E6(Invention design project) 6.15, H3(Invention commercialization) 5.97, F1(Patent information and application) 5.90, E5(Design obligation) 5.78, E3(Designing process of inventional design) 5.77, A4(Invention and problem solving) 5.57, G2(Patent investigation and classification) 5.47, C2(Thinking method of inventional problem solution) 5.45, E4(Production of inventional design product) 5.45, B5(Inventional patent project) 5.42, A2(Creativity development) 5.26, C4(Inventional problem solving project) 5.26, H4(Invention marketing) 5.26, H2(Analysis on invention commercialization) 5.20, D4(Invention and management) 5.16, C3(Problem solving activity) 5.14, E2(Inventional design devise and expression) 5.11, B3(Actuality of inventional method) 5.08 in order. Second, for the priority of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education, there were 13 items of the educational contents for the first rank, 10 for the second rank and 17 for the third rank. The items of the educational contents for the first rank were A4(invention and problem solving), A5(inventional method and activity), B5(Invention patent project), C2(Thinking method of inventional problem solution), C4(Inventional problem solving project), E3(Inventional design process), E4(Production of inventional design product), E5(Design obligation), E6(Invention design project), F1(Patent information and application), F2(Writing of patent floor plan), F3(Writing of patent specification sheet and abstract), and H3(Invention commercialization. The items of the educational contents for the second rank were A2(Creativity development), B3(Actuality of inventional method), C3(Problem solving activity), D4(Invention and management), E2(Invention design devise and expression), F4(Range of patent demand), F5(Modification and supplementation of specification sheet), G2(Patent investigation and classification), H2(Analysis on invention commercialization), and H4(Invention marketing). The items for the third rank were the educational contents except the ones of the first rank and the second rank.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.2
• /
• pp.171-185
• /
• 2009

We investigated the extent of recognition and the class practice rate of environmental education-relevant contents of the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in the students in Korea. Five hundred fifty students in the second and third grade in the middle school and in the first grade in high school, who had taken the course of 'Clothing Life' and responded to the questionnaires, were enrolled in this study. Questionnaires were sent and collected by mail from December 2007 to January 2008. Most students recognized that the environmental problems in their residences were serious enough to affect their own lives. Only 36.4% of the students, however, expressed the intention to join to the environmental groups and change their clothing lives in order to improve those problems. Also they conceived that the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum containing only a few statements on the environmental pollution had little relevance to environmental education. According to the results on the class practice rate of environmental education-relevant contents of the unit of 'Clothing Life', the quality of the classes on the environmental education, except the unit of 'Planning and Purchasing Clothes', and the degree of practice of environmental preservation were proved to be low. Subgroup analysis showed that the second grade middle school students as well as female students had the higher interest and class practice rate. Teachers have to try to raise the recognition and the class practice rate of environmental education-relevant contents in the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum of middle school in the class.

• Journal of Gifted/Talented Education
• /
• v.23 no.5
• /
• pp.751-769
• /
• 2013

This study aims to compare the difference between the recognition of professionalism and teaching efficacy of the gifted education teacher by majoring in education for the gifted from the graduate school. The subjects were 44 graduate students in gifted education major and 56 gifted education teachers of elementary school who did not major in the education for the gifted. The results were as follows. First, the education for the gifted children majors showed higher statistical significance in the subject knowledge, the instructional strategies, the understanding gifted student, personal efficacy and outcome expectancy than the teacher who did not major in the education for the gifted children (p<.05). Second, in the results of Two-Way ANOVA by the major status in education for the gifted children and the gender, there was the interaction effects in the subject knowledge, the understanding gifted student, personal efficacy, and the females were influenced by the recognition of professionalism and teaching efficacy by the major status in education for the gifted children more than males. In the results of analysis on the major status in education for the gifted children and career for gifted education, the instructional strategies and personal efficacy showed the significant interaction effect (p<.05). Third, in the results of analysis on the relations between the recognition of professionalism and the teaching efficacy, all subordinate scopes of the recognition of professionalism and teaching efficacy showed the significant positive correlation (p<.05). In the results of the multiple regression analysis, the subject knowledge and the instructional strategies have effects on the personal efficacy. So the majoring in education for the gifted children from the graduate school may have significant effects on development of the subject knowledge and the professionality of the instructional strategies of the gifted education teacher, further, it can be said that has positive effect on teaching efficacy.

• Journal of The Korean Association of Information Education
• /
• v.16 no.4
• /
• pp.383-395
• /
• 2012

This study investigated the recognition of teachers on the introduction and use of SMART education, which is an ICT-based customized learning method. Through the investigation, the study was to empirically examine the relationship between the use intention of SMART education and its influential factors, and analyze the difference in the use intention of SMART education by teachers, focusing on the experience of SMART education. For analysis purpose, a structural equation model, which was expanded from the theory of reasoned action, was presented. In addition, the difference in path coefficient, which affects the use intention of SMART education, was compared based on the experience with or without SMART education. The results showed that teacher efficacy in the teacher group without SMART education experience was more negatively significant in class burden. In the teacher group with SMART education experience, it was found that the attitude toward SMART education was more significant in use intention; organizational citizenship behavior was more significant in use intention; teacher efficacy was more significant in the attitude toward SMART education and; teacher efficacy was more significant in organizational citizenship behavior. No significant difference was found in the path coefficient among the groups in other hypotheses. Through these results, the factors for introducing and promoting SMART education and its invigoration measures were presented.