• Journal of the Korean Dietetic Association
• /
• v.24 no.1
• /
• pp.92-107
• /
• 2018

The purpose of this study was to investigate the status of school nutrition education and changes in perception of nutrition teacher's job in order to determine the need for redesign to achieve their ideal job. The questionnaire was distributed to 1,550 nutrition teachers, and a total of 1,487 usable data were collected with a 96% response rate from August to December 2015. Statistical data analysis was completed by using SPSS/Win 21.0 for descriptive analysis. The results were as follows: 45.5% of nutrition teachers periodically implemented nutrition education classes, and 32.7% of responses used creative activity times for nutrition and dietary life education. Various topics were taught such as strategies to improve dietary habits, choice of healthy foods and nutrition labeling, nutrition information, food safety, and environmental problems, etc. Current performance ratios of nutrition teacher's duties and tasks were as follows: nutrition operation 31.3%, foodservice hygiene and safety 28.0%, nutrition management 22.7%, nutrition and dietary life education and counselling 11.6%, and professional development 6.4%. Opinions about ideal job performance of nutrition teachers were investigated to determine needs for job redesign. Two in nutrition management duty tasks and four foodservice management duties duty tasks were reduced. On the other hand, another two nutrition management duty tasks and three nutrition and dietary life education and counselling tasks were increased compared to current job performance.

• The Journal of Korean Association of Computer Education
• /
• v.22 no.3
• /
• pp.123-133
• /
• 2019

The purpose of this study is to establish Smart Education Environment for children's personalized learning based on the data are accumulated by Smart Device which is one of element on Smart Education. In this study, we propose the operational improvement plan for the free choice activity in the 5-year-old kindergarten and also implement the Free Choice Activity(FCA) management system for children to select and to evaluate the play plans for themselves. Children participating in this study have fun the whole time for the process of self-planning, the playing activities and the self-assessment of playing. As a result, it is confirmed that children participate actively in decision-making of interesting areas through the smart device than the traditional education environment before. A single teacher using FCA management system with smart device in this study can get useful information without difficulty of individual child's interests, learning and the statistics of children in the classroom.

• Journal of the Korean Home Economics Association
• /
• v.49 no.9
• /
• pp.1-13
• /
• 2011

This study examined whether preschool children's meta-socialization (conceptions of social situations) and their responses differed according to the children's gender. The participants were 78 preschool children living in Seoul, Korea. The results showed gender differences in the children's conceptions of social situations and in their responses to social situations. Firstly, a girl's conceptual judgments about social situations were more developed and dependent on the teacher's authority. Secondly, the boys showed direct and physical responses, while girls showed indirect, linguistic, and emotional responses in moral and social-conventional situations. In addition, girls made more frequent responses to 'Choice Assertion' in personal situations than boys.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2017.05a
• /
• pp.567-569
• /
• 2017

This is an example of ABSTRACT format Free-choice activity is child-directed time that young children decide to planning and acting for themselves.It is important time for young children to communicate freely with peers and activities through self-selecting, self-motivated and self-directed activity.Teachers want to maintain connectivity with young children and to work on specific learning goals and supporting friendships and modeling social skills and to make young children feel comfortable to explore in the classroom.However it is hard to gathering information about all children's activities fully by 1 teacher within limited class time and teaching environment.This study was conducted to monitoring system of free-choice activity and time selected by young children that make teachers to analysis the young children's activities effectively using NFC tags.

• Journal of Korean society of Dental Hygiene
• /
• v.1 no.1
• /
• pp.19-37
• /
• 2001

The purpose of this study was to develop effective oral health education programs for mentally retarded children and promote their oral health, by offering oral health education for 45 mentally retarded children between age 6 to 20, tracking the change of their knowledge depending on the frequency of education, and examining the educational effect before and after oral health education. The children with mental retardation attended a special school for idiots in Gweonseon-gu, Suwon, Kyonggi Province, being able to take training(IQ 25-49). The education program was designed to be suitable for their cognitive power after consultation with a special school teacher. A teacher provided the same education seven times, once a week, and an interview was held with each of them to assess their correct answer rate. The findings of this study were as below: 1. The repeated oral health education served to have the children with mental retardation acquire better knowledge about harmful food for the teeth, what had to be done after eating cookies or candies between meals, the right time for toothbrushing, the concept of dental caries, and how to cope with dental caries(p<0.01). But after that education was offered four times, the frequency of that education made no difference. 2. The repeated oral health education increased, their knowledge on the role of the teeth and the right choice of toothbrush(p<0.01), yet there was no significant difference in their knowledge about oral health behavior, because they had already been familiar with that. 3. As a result of investigating the change of their oral health know-ledge before and after oral health education according to the type of handicap, the type of handicap made no significant difference to the change of their oral health knowledge. 4. The oral health education for the children with menial retardation had a significantly different effect on their knowledge about harmful food for the teeth, what had to be done after eating between meals, the right time for toothbrushing, the role of the teeth. the right choice and use of toothbrush, how to do toothbrushing, and fluorine(p<0.01).

• Journal of Science Education
• /
• v.44 no.1
• /
• pp.50-60
• /
• 2020

The purpose of this study is to investigate elementary students' perception on science-related career and teachers' perception on science-related career education. The subjects of this study were 196 5^th and 6^th elementary students and 100 elementary teachers. The results show that 28% of the students desire to have science-related career. More Boys desire science-related careers than girls, and more students with higher level of perception in their science achievement also do than lower level students. The reason students did not desired science-related career were that they were not interested in science and did not have fun in science. Students' perceptions in the factors of science-related career choice were mostly negative except socio-cultural factors. The results of teacher's perception show that 42% of the teachers conducted science-related career education. A lot of teacher did not conduct science-related career education since they perceived the career education were not necessary or important. Students' negative perception on the factors of science-related career choice and the teachers' low perception on necessity of science-related career education can negatively influence students' science-related career choice. The more efforts were required in order to increase positive perception on science-related career.

• Journal of The Korean Association For Science Education
• /
• v.30 no.6
• /
• pp.693-718
• /
• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• Journal of the Korea Safety Management & Science
• /
• v.14 no.4
• /
• pp.125-136
• /
• 2012

In most child-care facilities, homeroom teachers take the responsibilities for safety education, which has been conducted in class hours on a regular basis. It was found that most homeroom teachers are lacking in teacher training opportunities, and the younger they are, the less training experience they get. Teachers with fewer teaching careers had a greater interest in safety education and training courses. In addition, homeroom teachers have been utilizing monthly toddler magazines as a method to acquire knowledges for safety education and prevention of safety accidents. The safety accidents which have most frequently occurred in care-care facilities turned out to be stumble and tear, and infants aged 3 years or younger were found to be easily exposed to the safety accidents mainly due to the frolic between peers during the free-choice activity time. The homeroom teachers recognized only traffic safety education among the range of safety training courses, which varied depending on teaching career such as traffic safety education and indoor/outdoor safety environment training, etc. In addition, it turned out that the safety training methods were limited to the utilization of discussion techniques, role-playing, description and demonstration.

• Korean Journal of Community Nutrition
• /
• v.28 no.1
• /
• pp.24-37
• /
• 2023

Objectives: This study aimed to investigate the current status of nutrition education via a free learning semester program (NE). The understanding of the program, the potential difficulties, and future initiatives for NE improvement were also investigated. Methods: A total number of 161 nutrition teachers from Gwangju and Jeonnam filled in a questionnaire and participated in this survey, which was performed from July to August 2019. Results: Our results showed that 8.1% of the nutrition teachers had taught nutrition education in free learning semester programs. The most frequently implemented model was subject selection, followed by club activities. Most of the nutrition teachers comprehended the purpose of NE. The attitude of nutrition teachers to NE differed by the understanding of its purpose. Positive attitude was evident due to a better understanding of the purpose by nutrition teachers. Nutrition teachers reported the most common difficulties of NE were the lack of preparation due to the heavy workload and the lack of a standard running program. The most effective method of NE was the activity classes. The experience of practicing NE influenced the choice of contents for each operating model. Nutrition teachers that were experienced in NE conducted via free learning semester programs preferred the selected topics model, but those without experience chose the career search model. Conclusions: Although some obstacles exist, nutrition teachers had a positive attitude and perceived well the importance of NE. Therefore, the awareness for the significance of NE of nutrition teachers needs to be improved. For better NE practice, it is necessary to reduce/ manage the workload of general food service. Furthermore, the development of standard running and promotion programs, and teacher training programs should be ensured.

• Journal of Nutrition and Health
• /
• v.37 no.10
• /
• pp.928-937
• /
• 2004

The purpose of this study was to investigate the elementary school teacher's status and recognition of nutrition education (NE) in Incheon. A cross-sectional study was carried out using a self-administered questionnaire and subjects were 147 elementary school teachers. The results are as follows. Only 9.5% of the teachers had training in NE and 71.4% of the teachers with training increased concern about NE after training. As for experience of NE, 61.6% of the teachers experienced NE and more than half of them gave NE less than twice per month. There was a significant difference in reason for not giving NE between subgroups by teaching career; 57.7% of the teachers with career more than 10 years did not give NE due to too much other work. As for existence of nutrition educator in school, 48.9% of the teachers recognized its existence and 91.3% of them answered that dietitians have done NE. For correction of unbalanced diet, good table manner, and nutrition and growth, 97.9% of the teachers answered that NE is necessary in elementary school. As for proper time to start NE, 57.5% of the teachers answered kindergarten and 39,7% answered lower grade of elementary school. As for effective type for NE, 47.3% of the teachers answered NE as a part of other subject and 28.1 % answered NE as a separate subject. Also 69.8% of the teachers answered dietitian as suitable person for NE. As for newly establishing a NE subject, 37.9% of the teachers disagreed and as for most effective method for NE, 73.3% answered NE linked with school lunch program. Most of teachers recognized elementary school students' eating habit problem severe and change of their eating habit such as various food choice, no plate waste and good table manner after school lunch program. Therefore, it should be nationally supported that a standardized NE program is developed and coordinated among teachers, school lunch dietitian as NE specialist, family and community for elementary students' health and well-being.