• 한국식생활문화학회지
• /
• 제26권3호
• /
• pp.249-260
• /
• 2011

The current research aims to verify whether distance learning can be adopted in practical cooking class for Korean foods in a two-year college. The distance learning education can be a supplementary method to the traditional cooking class. The face-to-face teaching method and the distance learning method were compared in order to determine which of the one is more effective teaching method in the practical cooking class. The results of the present experimental study were analyzed based on the participant's learning expectation and satisfaction, the evaluation of the experimental process, and the academic performance. The results of this study showed that the participants in the face-to-face class evaluated their class experience higher than those in the distance learning class with respect to the participant's learning expectation and satisfaction, and the evaluation of the experimental process. On the contrary, regarding the academic performance, the participants in the distance learning class showed higher scores than those in the face-to-face class. The end result supports the claim that the distance learning method is more effective in the participants for gaining cooking knowledge.

• 한국어학
• /
• 제48권
• /
• pp.223-268
• /
• 2010

The purpose of this paper is to build a semantic networks of the 'cooking class' verb (based on 'CoreNet' of KAIST). This proceedings needs to adjust the concept classification. Then sub-categories of [Cooking] and [Foodstuff] hierarchy of CoreNet was adjusted for the construction of verb semantic networks. For the building a semantic networks, each meaning of 'Cooking verbs' of Korean has to be analyzed. This paper focused on the Korean 'heating' verbs and 'non-heating'verbs. Case frame structure and argument information were inserted for the describing verb information. This paper use a Propege 3.3 as a tool for building "cooking verb" semantic networks. Each verb and noun was inserted into it's class, and connected by property relation marker 'HasThemeAs', 'IsMaterialOf'.

• 월간 닭고기
• /
• 제15권6호
• /
• pp.112-113
• /
• 2009

• 한국가정과교육학회지
• /
• 제1권1호
• /
• pp.53-62
• /
• 1989

Cooking practice is keenly related to not only the betterment of family health but to the improvement of dietary life. Cooking is a kind of practical skill and one is skill in it by repeated practice. The aim of cooking practice in school is to fix cooking method practically and scientifically, to acquire cooking skill. To achieve this aim there are many unrecognized or unsolved problems in the first-line schools. The problems and efficient ways of cooking practice in the middle and high school are as follows； 1. The aim of cooking practice： It should be first of all remembered that the practice is so practical that the knowledge and skill of cooking should be related to the future domestic life. Second, the practice should be able to serve the communal and national life by scientifying and improving life. 2. The content of the practice： First, it should be so arranged step by step that the content of each year should not be repeated. Second, the ratio of Korean cooking practice should be increased and the material of the practice should be chosen in consideration of the peculiarity of the community, seasons and economical problems so that it may be applied to the very day life. Third, to improve dietary life, the practice should be a way of the simplification of dietary life, of the nutritional efficiency. Forth, for the betterment of physical condition of the family the practice should involve balanced dietary plans and dietary therapy. 3. Teaching method： First, the practice should be scientific and comprehensive in consideration of not only cooking skills but also knowledge of nutrition. Second, micro-class system should be adopted, and practice labor should be allotted each student to develop cooperative attitude and the sense of responsibility. Third, in addition to the practice conducted in a body, comparative cooking, applicable cooking and experimental ability and the content of the text. Fourth, teachers should let the students examine and find problems by bringing them to a focus on the basis of theory. 4. Administration method： First, the practice schedule should be planned that a class has practices at least more than twice a semester. Second, two hours of class should be continued without cessation after beforehand survey and theory study. Third, facilities and utensils for practice should be enlarged. That is, cooking practice rooms, tools, utensils should be prepared. Fourth, enough cost of practice should be secured. The above mentioned points show the present situation and problems with which cooking practice teaching is confronted. In order to normalize cooking practice teaching, the first-line schools should give the above mentioned problems their careful consideration and improve the present situation so that efficient, creative, practical cooking practice will be possible.

• 대한영양사협회학술지
• /
• 제18권4호
• /
• pp.344-355
• /
• 2012

The purpose of this study was to evaluate the effects cooking activities on the taste and perception of Korean foods in upper grade school children. The cooking class program was designed as 16 lessons for fourth, fifth, and sixth grade school children, and it was implemented as an extracurricular activity. Each lesson included the origin and meaning of Korean foods and cooking. Thirty four children were recruited for participation in cooking class from two elementary schools in Changwon. The control group was recruited from a convenient sampling in each school. The pre- and post-implementation surveys were conducted for comparison of the effects of cooking class between the educated and control group. Children answered the self-administered questionnaire. The questionnaire contained measures of demographic variables, eating culture, interest and preference, taste, perception, and knowledge of Korean foods. There were no significant differences in interest and preference on traditional Korean foods, however, the taste of experimental foods was increased by education (P<0.05). Results for perception (P<0.05) and knowledge (P<0.001) of traditional Korean foods were significantly increased by education. However, no changes in taste, perception, and knowledge were observed in the control group. In conclusion, cooking activity is the most favorite activity of children, and is an effective method for positively affecting the taste and perception of Korean foods.

• 월간 닭고기
• /
• 제15권2호
• /
• pp.74-75
• /
• 2009

• 한국콘텐츠학회논문지
• /
• 제21권4호
• /
• pp.292-302
• /
• 2021

본 연구의 목적은 조리실무과목에 구글 클래스룸(Google Classroom)을 활용하여 현재 교육환경과 여건에 맞는 실무적 수업운영 방식을 제시하여 추후 실무과목에서의 비대면 수업이 진행 될 경우 전공핵심역량 및 실무능력을 배양하고자 한다. 또한 현재 교육과정을 경험하고 있는 수혜자인 조리전공 학생들을 대상으로 주관적 의견이나 인식 구조를 분석하여 유형별로 추출이 가능한 Q방법론을 적용하여 그 특성과 함의를 분석하고자 한다. 조사기간은 2020년 3월23일부터 4월 30일까지 조리실습과목을 수강하고 있는 조리전공 1학년을 대상으로 진행되었으며, 1유형(N=11) : 조리실습 키드(kit)개발(Development of cooking training kit), 제2유형(N=7) : 산업체 전문가 특강 요구 (Special lectures from industry experts), 제 3유형(N=7) : 실습형자기주도학습 개발 유형(Development of practice form self-directed learning)으로 각각 도출되었다. 본 연구를 기반으로 조리실습과목 운영에 대한 교육과정 개발, 교육효과 및 학습법 적용에 관한 주관적 인식 연구에 의미 있는 자료로 기여할 것으로 기대한다.

• 한국식생활문화학회지
• /
• 제23권5호
• /
• pp.556-562
• /
• 2008

The purpose of this study was to investigate the effect of cooking activities on the unbalanced dietary food habits of elementary school students and develop the effective cooking activity program for the improvement of unbalanced dietary behaviors as well as the food intake and menu acceptance. The subjects of this study were 256 elementary school students. The cooking activity group and control group were consisted of 128 students of $3^{rd}$ & $5^{th}$ grader each. Both cooking activity and the control group took the same 1-hour nutritional theory based class for 10 sessions. Only Cooking activity (CA) group took additional 10 sessions of 1-hour cooking class. Programs for cooking activity were developed and 10 cooking activity sessions were taken place for 4 months. The questionnairs were used to evaluate the effect of the cooking activities over the intake of food group, unbalanced dietary behavior, eating attitudes, menu acceptance before and after the completion of all the cooking activities. Cooking activities affect the unbalanced dietary behaviors and the intake of food groups. Fish, cereals, milk products, fruits, potatoes, vegetables were more eaten by CA group than control group. Eating attitudes and unbalanced dietary behaviors of CA group are also improved significantly than control group. From these results, it was concluded that cooking activities had the positive effect on the improvement of unbalanced dietary food habits over vegetables, cereals, fish, milk product and fruits as well as the unbalanced dietary behaviors of the elementary school children.

• 한국식생활문화학회지
• /
• 제30권4호
• /
• pp.387-394
• /
• 2015

This study investigated the effect of cooking class on improvement of eating behaviors and satisfaction with cooking activities in children. The questionnaires developed for this study were distributed to 380 mothers during June to August, 2011. A total of 286 questionnaires were used for analysis (81.7%), and frequency analysis, ANOVA, and ${\chi}^2$-test were completed using SPSS (version 14.0) software. The children with cooking experience (52.7%) showed more improvement of eating habits than children with no cooking experience (36.4%). Both types of children showed an 'unbalanced diet' with respect to eating habits. The overall satisfaction level was an average of $3.84{\pm}0.62$. The effects after cooking activities varied for different aspects of improvement of eating habits: 'Correcting unbalanced diet' was $4.26{\pm}0.66$, 'nutrition knowledge' was $4.06{\pm}0.70$, 'dining etiquette' was $4.09{\pm}0.63$, and 'regular meals' was $4.15{\pm}0.73$. There was a significant difference between genders with regards to correcting unbalanced diet with vegetables (p<0.01). Ages from 10 to 12 were able to improve unbalanced diet with 'grains' (p<0.001), while 'Kimchi' (p<0.05) and 'paste' for ages from 10 to 12. In conclusion, cooking activities are regarded as effective in correcting unbalanced diet and eliciting positive changes in eating behavior.

• 월간 닭고기
• /
• 제15권9호
• /
• pp.82-83
• /
• 2009