• Journal of Nutrition and Health
• /
• v.13 no.1
• /
• pp.27-36
• /
• 1980

A dietary survey of 100 children, aged 5 to 6, of Y.C. Kindergarten located in Yowido apartment compound of Seoul, was conducted July 18 to August 21, 1979. The results are summarized as follows: General family environment: Ninety four percent of the subjects were from families having two to three children, without grandparents in the home. One hundred percent of fathers were educated at or above the college level, while 83.9% of mothers had completed college. Mothers' ages ranged from 30 to 40 years, with 58% in the $31{\sim}35$ age bracket. Nearly 60% of the fathers were office and government employees, 10% were professors and teachers, 30% were engaged in businesses and other work, while 91.3% of mothers were unemployed. Anthropometric measurements: Mean values of standing height, body weight, girth of head and girth of chest, ranged from the 75th to the 90th percentile of Korean standards. None of the subjects had anthropometric indicators below the 5th percentile, representing the malnutrition borderline, of the Korean standards; while 12%, 24%, 17% and 14% of subjects supposed the 97th percentile in standing height, body weight, girth of head, and girth of chest, respectively. Furthermore, 58% of subjects exceeded Jelliffe's standard in arm circumferences; 60%, in triceps skinfold thickness; and 14.5% of subjects exceeded 120% of the latter standard. From this data, a certain number of these children were judged to he rather overweight. Dietary intake: Mean intake per day of energy and of nutrients, excluding iron, reached or exceeded Korean recommended dietary allowances. The energy input ratio of carbohydrate: protein: fat was 61.4 : 13.2 : 25.4, showing lower dependance on carbohydrates and higher dependance on fat for energy needs, compared with the average for Korean children of the same age group. Mean FAO-protein score of each subject's diet was shown to be as high as 90.6. Energy intake was divided among breakfast, lunch, and evening meal, on the average, in a ratio of 19.6 : 24.1 : 23.0. Approximately 33.3% of the daily caloric intake came from the snacks. Nutrition Knowledge of mothers: Nutrition knowledge of mothers was highly scored. Mothers' self-evaluations of their knowledge of nutrition was highly correlated with attitudes toward nutrition behavior.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.4
• /
• pp.19-30
• /
• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• The Korean Journal of Elementary Counseling
• /
• v.11 no.1
• /
• pp.21-33
• /
• 2012

This study examined the differences of academic achievement by social status types through sociometry. This study analyzed 201 students in grade 6 in S elementary school. The social status is classified by 7 (popular, average, rejected, aggressive-rejected, submissive-rejected, neglected, controversial) with academic achievement of each type as dependent variables to figure out the relation between social status types and academic achievement. To classify 5 social status types, a sociometry program developed by Ahn, Ie-Hwan (2007) was used, 2 social status types was classified with experimental condition, and its dependent variable was the score by subjects in the mid-term exam of the 1st semester in 2011. The average values of humanities courses (Korean and social studies) and natural science courses (math and science) were compared by both sexes and 7 social status types. The reference group was average group. As a result, as to male students, N type had the highest score both in humanities courses and natural science courses while C type had the lowest score in both groups. As to female students, P, N, C types had the highest score in both groups with similar range while R type had the lowest score in both groups. This result demonstrates that the academic achievement of students had relatively high relevance with social status. and also, suggestion that how teachers can do to enhance the academic achievement of elementary school students.

• Korean Journal of Food Science and Technology
• /
• v.10 no.2
• /
• pp.203-208
• /
• 1978

A study was made on the changes in Acid Value (AV) and Peroxide Value (POV) of the Mackerel ordinary muscle during low temperature storage. Three different samples were used-natural (control), ascorbic acid (As. A)-added and NaCl-added. The samples were stored at the temperature of $-15^{\circ}C$ during 75days immediately after quick freezing at $-23^{\circ}C$ The change in the amount of fatty acids was also measured by means of GLC method. 1. In comparison with the control, the As. A -added showed lower AV and POV, whereas the Nacl-added gave higher values. 2. Among the various fatty acids, which are constituents of the fish lipids, the amount of palmitic acid (16:0), stearic acid (18:0), and oleic acid (18:1) had been increased during the storage, while there had been steady decrease in the amounts of unsaturated fatty acid such as linolenic acid (18:3), arachidonic acid (20:4), clupanodonic acid (22:5), and docosahexaenoic acid (22:6). 3. For the first 30 days after freezing, the decreasing rates of the amounts of docosahexaenoic acid in three samples of the As. A-added, the control, and the NaCl-added-were 7%, 14% and 36% respectively. However, after 45 days these samples showed the same decreasing rates of more than 57 percent.

• The Mathematical Education
• /
• v.58 no.1
• /
• pp.101-120
• /
• 2019

The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.

• The Journal of the Korea Contents Association
• /
• v.21 no.5
• /
• pp.221-233
• /
• 2021

This study analyzed the contents of changes in educational policy from the perspective of policy learning, based on the awareness of the lack of academic efforts to identify such phenomena despite repeated policy failures in educational policy. To this end, it has been more than 20 years since the policy was established, but it was analyzed using the policy analysis case of the teacher incentive policy, which still had severe conflicts between the government and teacher unions. As a result of the analysis, first, there were 11 changes in the policy content from the Kim Dae-jung administration to the Moon Jae-in administration. Whenever the government was newly launched, not only the contents of the policy for teacher incentives changed, but also the policy changes continued during the same government period. Second, when analyzing what kind of policy learning took place at the stage of change in each government's policy content, most of them were 'political policy learning' or 'instrumental policy learning'. Rather than a fundamental discussion about the goal of the policy, it has only repeated policy learning that adjusts only the ratio of differential payments to defend the teacher incentive policy. In order to recover from this current situation, this study suggests that it is necessary to present an alternative policy that can change the rigid society of teachers through 'social policy learning', which examines the basic values and strategies of teacher incentive policies.

• Journal of the Daesoon Academy of Sciences
• /
• v.39
• /
• pp.175-214
• /
• 2021

In the Joseon Dynasty, Confucian literati sacralized their daily lives through ritual practices across the three dimensions of time, place, and humanity. 1) In the dimension of time, they cultivated in their personal lives by accepting and thoroughly practicing the ethical principles of the Elementary Learning (『小學』). These practices of self-cultivation developed into ritualized practices of daily routine from the perspective of neo-Confucianism. 2) In the spatial dimension, local public schools (鄕校), local private academies (書院), and village private schools (書塾) were constructed as the symbolic places for disseminating Confucian norms through intensive seminar activities and collective learning sessions (講會). These places were also used for the pious recitations of selected Confucian proverbs that had been ritualized by Confucian literati. 3) In the dimension of humanity, pious consciousness, reinforced by the ritualized practice of periodic sacrifices or intensive reading, was subconsciously deepened and projected onto dreams individuals reported of their deceased fathers or teachers. According to the Confucian ritualization process, people were seen as being able to sanctify their daily lives by thoroughly internalizing and effectively realizing Confucian values.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.2
• /
• pp.77-97
• /
• 2020

The purpose of this study was to develop and evaluate the sustainable housing teaching-learning process plan aimed to achieve the global SDGs through home economics class in middle school that is based on the ADDIE model. The overall objective of the plan was to contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through everyday practice. The plan consisting of 4 lessons contained various activity and visual resources(4 individual and 4 team activity sheets, 4 reading texts, 1 homework sheet and 1 evaluation sheet, and 7 videos) for students and (4 sets of ppt and 4 reading texts) for teachers. The theme and team activities of each lesson were related to 2~7 targets of 2~3 SDGs, in total 11 targets of 5 SDGs. The plan was implemented to 4 classes of 127 senior students at Y middle school in Cheongju city during the period from the 29^th of August to the 18^th of September, 2019. The results showed that students were very positive and highly satisfied with not only practical contents but also adequacy of resources and activities of the whole 4-lessons, so that they actively participated in the lessons more than usual and looked forward to learning more about it. They thoroughly enjoyed various team activities such as brain writing, mandal art, visual thinking, making UCC, and planning the sustainable village as well as writing a short reflective journal at the end of each lesson. Students also reported that they highly accomplished the goal of each lesson and the overall objective. It could be concluded that the teaching-learning process plan of 4-lessons could contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through practicing everyday life. It indicates that home economics is one of the major subjects to contribute to the attainment of global issue of SDGs for OECD education 2030 and to educate the practically acting global citizen.

• 한국초등상담교육학회:학술대회논문집
• /
• 2004.01a
• /
• pp.223-245
• /
• 2004

The purpose of this study was to investigate the differences in depression, irrational faith and the school adaptation of elementary school students by their sex and region, to provide basic materials to teach children with the likelihood to be depressed by analyzing the correlation of depression, irrational faith and school adaptation, and help them to have healthy emotion and behaviors. To achieve these goals, following agenda were set. First, what are the differences in the depression, the irrational faith and the school adaptation of elementary school students by their sex and region? Second, what is the relationship between the depression characteristics and the irrational faith of elementary school students? Third, what is the relationship between the irrational faith and the school adaptation of elementary school students? Fourth, what is the relationship between the depression characteristics and school adaptation of elementary school students? : To resolve these agenda, the subjects were selected from Grade 6 students from the elementary schools locatec in Suwon and Hwaseong. The jubjects were selected from the two schools in Suwon and three schools in Hwaseong which were randomly chosen. The subjects were 670 in total. 70 insincere answers were excluded from the analysis. Therefore the subjects used in the analysis were 600 in total(150 male and female students in city respectively and 150 male and female students in rural area respectively). The tools used for this study were Children's Depression Inventory (CDI), Irrational Faith Test (over-self-reliance, dichotomy, determinism, over-concern, evasive faith, over dependent faith), School Adaptation Test (Attitudes to teachers and school environments, hobbies and specialties, academic achievements, peer relationship). Materials were processed with the SPSS program for ANOVA and correlation analysis. All the statistical values were verified at .05 level. The followings are the results of the analysis of the collected data. First, in the analysis of depression, there was significant difference between male and female students (F=4.75, p<.05). Female students (X =56.93) showed a little higher value than male students (X =53.83). There was significant difference between regions (F=13.02, p<.001), too. Rural area students (X =57.93) showed higher value than city area students (X =52.82). When analyzing irrational faith, there was significant difference between male and female students (F=S.60, p<.05). Female students (X =81.32) showed a little higher value than male students (X =77.72). There was no significant difference according to regions. When analyzing the school adaptation, there was no significant difference according to either sex or region. Second, depression and irrational faith showed highly positive correlations in all areas. In particular, over concern and evasive faith showed the highest correlation with depression inclination (r=.68, p<.001). When looking into the results by sex and by region, female students (r=.70, p<.001) and the rural area students (r=.69, p<.001) showed higher correlation between depression and irrational faith than male students and city area students (r=.63, p<.001). Additionally, in all areas including by sex and by region, a positive correlation was shown. In all variables such as male students (r=.63, p<.001), female students (r=.72, p<.001), city area students (r=.66, p<.001), and rural area students (r=.69, p<.001), over concern and evasive faith showed the highest correlation with depression inclinations. Third, irrational faith (overall) and its sub factors such as over-self-reliance, dichotomy, determinism, over-concern and evasive faith had significant negative correlations with school adaptation (overall) and its sub factors in the scope of $r=-.27{\sim}-.52$. Determinism out of the sub factors of the irrational faith had the highest negative correlation with school adaptation (overall) and sub factors at the scope of $r=-.37{\sim}-.51$. However, over-self-reliance showed the negative correlation with school adaptation (overall) and its sub factors only partially. When looking into the results by gender, both genders showed significant negative correlation between irrational faith (overall) and its sub factors with school adaptation. Male students showed highly negative correlations with school adaptation (overall) and its sub factors in determinism ($r=-.35{\sim}-52$) and over-concern and evasive faith($r=-.31{\sim}-.51$), and fern ale students showed in over-self-reliance ($r=-.27{\sim}-.45$). However over-self-reliance showed negative correlation with school adaptation and its sub factors only partially. When looking into by region, both city and rural areas showed significant negative correlation between irrational faith (overall) and it sub factors, and school adaptation. Rural areas showed higher negative correlation in irrational faith (overall) ($r=-.39{\sim}-.53$) and over-self-reliance ($r=-.32{\sim}-.44$) and dichotomy ($r=-.28{\sim}-.39$) than city areas. However over-self-reliance showed negative correlation with school adaptation and its sub factors only partially. Fourth, depression and school adaptation showed the negative correlation in all areas. In particular, academic achievements and peer relationship showed the highest negative correlation with depression (r=-.53 p<.001). When looking into the results by sex and by region, female students (r=-.62, p<.001) and rural area students (r=-.61, p<.001) showed higher negative correlation with depression and school adaptation than female students (r=-.56, p<.001) and city area students (r=-.57, p<.001). Although there was negative correlation in all areas by sex and by region, male students (r=-.52, p<.001) and rural area students (r=-.56, p<.001) showed the highest negative correlation in peer relationship and female students (r=-.57, p<.001) and city area students (r=-.56, p<.001) showed the highest negative correlation in academic records. Based on the results of the study, it is proposed to provide elementary school students sho are likely to be depressed very easily with careful counselling and teaching based on the attention and love in school fields so that they can adapt themselves to home, school and society with positive and reasonable thinking.