• 한국과학교육학회지
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• 제30권8호
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• pp.1017-1030
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• 2010

본 연구에서는 박종원, 박종석, 이강길(2008)이 개발한 과학적 창의성 활동자료를 활용하여, 교사들이 직접 창의성 활동을 수행한 후에 지도 자료를 개발하는 워크숍 방식의 영재심화연수 프로그램을 개발하였다. 연수 결과, 교사들은 기존의 프로그램과 달리 다양한 프로그램과 지도전략을 배우고 실습할 수 있어, 영재지도를 위한 실질적인 목적을 연수를 통해 달성할 수 있었다고 응답하였다. 또한 프로그램들이 흥미롭고 난이도도 적절하여 앞으로의 영재교육에 적용할 계획이라고 응답하였다. 그리고 실제 연수활동을 관찰하여 교사들이 오랜 시간동안 집중적으로 활발하게 참여하였고, 과학개념의 올바른 이해에도 도움을 받았지만, 보다 더 창의적인 아이디어를 제안할 수 있도록 연습할 필요가 있음을 알 수 있었다. 마지막으로 교사들이 개발한 수업자료에서 잘한 부분과 부족한 부분을 찾을 수 있어, 이러한 부분이 앞으로의 연수 프로그램에 활용될 수 있을 것으로 기대되었다.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.95-105
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• 2001

Out-door learning activity in environmental education has been emphasized as an effective method in environmental education since the aims of environmental education emphasize students'value, attitude, actions as well as knowledge. In order to implement successfully out-door learning activity in environmental education classrooms, teachers'perceptions to environmental problems and experiences at fields are essential. An environmental education network among the metropolitan city and provincial office of education, nongovernmental organization of environmental movement and education and university was established and a teachers'in-service training program of out-door learning centered environmental education was implemented. The program was developed in order to 1) connect environmental education with the regional environmental situations, 2) provide teachers with opportunities to participate in an out-door learning program, and 3) train teachers to be environmental education leaders of out-door learning. For evaluation of the program, responses of participants to questionnaire were analyzed. Most of teachers responded that their perception of environment was changed positively after the participation in the program. This study suggested that a future planning of a teachers'in-service training program of out-door learning centered environmental education should be developed in considerations of arranging enough hours for out-door learning at regional environmental sites, applying performance assessment, providing teachers with multiple opportunities with programs in different levels including enriched programs, and establishing an environmental education network among nongovernmental organization of environment movement and education, university, and local offices and department of education.

• 대한영양사협회학술지
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• 제17권3호
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• pp.313-326
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• 2011

This study was performed to investigate the relationship between milk and milk product consumption and dietary nutrient intake among Korean adolescents. Questionnaire survey and 3-day diet survey using the food record method were completed by a total of 664 subjects. Subjects were divided into three groups, Q1 (low group), Q2 (middle group), and Q3 (high group), according to dairy equivalent of calcium. Dairy equivalent of calcium was determined by the amount of calcium eaten from milk and milk products by individual subjects. As a result, the ratio of school milk service was higher in Q3 (P<0.001). The most frequent answer about the reason for consuming milk and milk products was 'to be taller' followed by 'good taste' and 'health promotion'. Preference for all types of milk such as white-, enriched-, and flavored-milk was higher in Q3 followed by Q2>Q1 (P<0.05). Ratio of mean daily dietary nutrient intakes of dietary fiber, vitamin C, folate, and calcium to RNI was lower than 2/3 for all of the groups. These mean daily dietary nutrient intakes were significantly higher in Q3 (P<0.05), and in particular, mean daily dietary calcium intake, which was the lowest nutrient consumed by Korean adolescents, was also the highest in Q3 followed by Q2>Q1 (P<0.05). The above results suggest that the school milk program is very helpful in encouraging adolescents to consume milk and milk products and consequently ensure their optimal nutrition. Therefore, we should try to encourage adolescents to participate in the school milk program more actively through nutritional education and government policy.