결혼이민자의 학습양식과 한국어 학습전략 분석 연구

이경애(Lee, Kyoungae) 한국열린교육학회 2014 열린교육연구 Vol.22 No.2

결혼이민자는 기본적인 생활 적응과 자녀양육을 위해서 한국어를 빨리 습득해야 할 필요성이 있다. 언어 능력을 함양시키기 위해서는 다양한 학습전략의 활용이 매우 중요한데, 이러한 학습전략의 사용에 영향을 주는 요소가 학습양식이다. 본 연구에서는 결혼이민자의 학습양식 특징과 그들이 활용하고 있는 학습전략 간의 관계를 조사ㆍ분석하였다. 그 결과, 결혼이민자의 모국어에 따라 선호하는 학습양식과 한국어 학습전략이 다르게 나타났다. 학습양식에서 베트남 결혼이민자는'외향형-사고균형', '가능성균형-사고균형'이 가장 많은 유형을 차지하였다. 반면에 중국 결혼이민자는'가능성균형-사고균형'이 가장 높았으며,'외향형-폐쇄형'이 그다음을 차지하였다. 학습전략을 세부 요인별로 분석한 결과에서도 언어권에 따라 각기 다른 결과를 보였다. 베트남어권 학습자의 경우는 사용 빈도가 낮은 전략 요인은 총 11개로서, 기억전략, 인지전략, 보상전략, 정의적 전략에 분포되어 있었고, 중국어권 학습자의 경우는 사용 빈도가 낮은 전략 요인이 총 23개로서, 모든 전략의 하위 영역에 고루 분포되어 있었다. Marriage immigrants coming into Korea need to learn the Korean language in a short time in order to maintain basic life skills and raise their children. To learn Korean in a short period, it is important to utilize learning strategies affecting learning achievement, and the learning style affects use frequency and type of learning strategies. This study researched and analyzed correlation between marriage immigrants' characteristics of learning styles and learning strategies that they actually utilize. As a result, it was found that learning styles and Korean learning strategies are different with preference according to the mother tongues of marriage immigrants. As for learning styles, Vietnamese marriage immigrants 'the extrovert-thought balance' and 'possibility balance-thought balance' were found to be the largest type (respectively 43%). On the other hand, Chinese marriage immigrants was found to be 49% for 'possibility balance-thought balance,' and 46% for 'the extrovert-the closed' in the next. From the results of analyzing learning strategies with 51 sub-variables in total, there was a different result according to the language group. The learners from the Vietnamese language group were distributed in strategies of memory strategy, cognition strategy, compensation strategy, and definition strategy with the total 11 strategy factors of low use frequency. The learners from the Chinese language group were evenly distributed in a subcategory of all with the total 23 strategy factors of low use frequency. Thus, it is necessary to teach them to recognize a delicate part of the Korean language learning strategy according to the different language group and to utilize this effectively.

건강신념모델에 기초한 초등학생의 우리 전통 식생활에 대한 인식 조사

이경애(Lee, KyoungAe) 한국영양학회 2013 Journal of Nutrition and Health Vol.46 No.1

This study investigated the eating habits of elementary school children and their perceptions related to traditional Korean foods, based on the health belief model. The subjects were fifth grade elementary school children (274 boys and 274 girls) in eight Korean cities. The results were as follows: The children ate almost three meals per day and were grateful for their meals. However, they irregularly consumed meals and snacks. They tended to eat heartily and did not eat foods that they had not yet eaten. Their meals were based on rice and they have eaten kimchi and vegetables at almost every meal. However, they had undesirable habits in eating other foods, such as fruits, fish, soybeans, and sweet foods. They did not sensitively or seriously perceive their eating habits in relation to their health. They perceived that it was very good for their nutrition, health, and tastes to eat traditional Korean foods, and they had pride in traditional Korean foods and eating style. Although they expressed some difficulty regarding availability and preparation of traditional Korean foods, they hardly felt difficulty in eating them. They had high dietary self-efficacy with regard to eating these foods, except for two items of self-regulation. Their eating habits showed positive correlation with dietary self-efficacy, perceived susceptibility, and perceived benefit. In conclusion, eating habits of elementary school children in relation to traditional Korean foods are not desirable, but not serious. They did not sensitively or seriously perceive their eating habits in relation to their health. However, they perceived that it was very good for their nutrition and health to eat traditional Korean foods, did not have a high level of difficulty in eating them, and had high dietary self-efficacy with regard to eating them. Therefore, we suggest that children should be exposed to various traditional Korean foods, along with education about them, in order to enhance their concern and motivation to eat them. (Korean J Nutr 2013; 46(1): 86 ~ 97)

2015 개정 실과 교육과정에 의해 개발된 실과교과서 식생활 단원에 반영된 메이커 역량 분석

이경애(KyoungAe Lee) 한국실과교육학회 2023 한국실과교육학회지 Vol.36 No.4

본 연구에서는 실과교과서 식생활 단원을 통해 메이커 역량이 얼마나 함양될 수 있는지를 파악하고, 실과 식생활교육을 통해 메이커 역량을 함양시키기 위해 보완할 점을 탐색하고자 2015 개정 실과 교육과정의 식생활 관련 성취기준별로 5, 6학년 실과교과서 식생활 단원에 반영된 6개 메이커 역량군(통합적 사고, 협업, 메이킹 마인드, 인간 중심, 문제 발견, 메이킹 수행)과 하위역량을 분석하였다. 본 연구 결과를 요약하면 다음과 같다. 첫째, 2015 개정 실과 교육과정에 의한 실과교과서 식생활 단원에는 통합적 사고 역량군과 메이킹 수행 역량군이 5학년은 각각 100%와 54.8%, 6학년은 각각 54.2%와 61.9%로 나타나 가장 많이 반영되어 있었다. 다음으로 메이킹 마인드 역량군이 5, 6학년 각각 50%와 37.5%, 협업 역량군이 5, 6학년 각각 33.3%와 33.3% 반영되었다. 문제발견 역량군은 5학년은 50% 반영된데 반해 6학년은 전혀 반영되지 않았고, 인간 중심 역량군은 5, 6학년 모두 전혀 반영되지 않았다. 둘째, 성취기준[6실02-01], [6실02-04], [6실02-09]와 같이 이론 학습의 성취기준 단원에서 특히 통합적 사고 역량군이 많이 반영되었으며, 성취기준 [6실02-02], [6실02-10]과 같은 음식 만들기를 포함하는 성취기준 단원에서는 메이킹 수행 역량군과 메이킹 마인드 역량군이 많이 반영되었다. 또한 협업 역량군의 공유와 의사소통 역량도 대부분의 단원에 반영되어 있었다. 결론적으로 2015 개정 실과 교육과정에 의한 실과교과서 식생활 단원의 학습을 통해 학생들은 6개 메이커 역량군 중 인간 중심 역량군을 제외한 5개의 메이커 역량군을 함양할 수 있는 것으로 나타났다. 또한 반영 비율이 미흡하거나 전혀 반영되지 않았던 메이커 역량군과 하위역량들에 대해서도 관련 역량을 반영할 수 있는 식생활 학습내용이나 활동을 추가하거나 보완한다면 더 많은 메이커 역량이 실과 식생활교육을 통해 함양될 수 있을 것으로 여겨진다. 본 연구는 2022 개정 실과교육과정에서 메이커 중심 학습을 반영하여 초등 식생활교육을 운영할 때 실과교과서 식생활 단원을 구성하고 개발하는 데 기여할 수 있을 것으로 여겨진다. This study investigated the degree to which maker competencies can be cultivated by learning the dietary life units of fifth and sixth practical arts textbooks, including areas for improvement in cultivating maker competencies in dietary education. The study analyzed six maker competency groups (integrated thinking, collaboration, making mind, human-centered, problem discovery, and making practice) and their sub-competencies as they appear in these units. The analysis yielded the following results. First, in the dietary life units of the practical arts textbook based on the 2015 revised practical arts curriculum, both the integrated thinking competency group and the making practice competency were found in 100% and 54.8% of the 5th-grade textbooks and 54.2% and 61.9% of the 6th-grade textbooks, respectively. The making mind competency group was present in 50% of 5th-grade textbooks and 37.5% of 6th-grade textbooks, while the collaboration competency group appeared in 33.3% of 5th-grade textbooks and 50.0% of 6th-grade textbooks. The problem discovery competency group featured in 50% of the 5th-grade textbooks but was entirely absent in the 6th-grade textbooks. Furthermore, the human-centered competency group was not reflected in either the 5th or 6th grade textbooks. Second, the integrated thinking competency group featured prominently in the achievement criteria units focused on theoretical learning, such as [6Practiacl Arts 02-01], [6Practiacl Arts 02-04], and [6Practiacl Arts 02-09]. Furthermore, the making practice and making mind competency groups were predominantly reflected in the achievement criteria units involving food making, such as [6Practiacl Arts 02-02] and [6Practiacl Arts 02-10]. In addition, the sharing and communication capabilities of the collaboration competency group were also reflected across most units. In conclusion, the study found that by learning the dietary life units of the practical arts textbook according to the 2015 revised practical arts curriculum, students successfully cultivated five of the six maker competency groups, excluding the human-centered competency group.

서비스기업의 혁신 유지 비용 연구

김남훈(Namhoon Kim),이경애(Kyoungae Lee) 한국혁신학회 2023 한국혁신학회지 Vol.18 No.2

정상 체중아와 비만아의 1일 활동내용, 활동량 및 에너지 소비량 비교

김봉생(Kim Bong-Seang),이경애(Lee KyoungAe) 韓國營養學會 2005 Journal of Nutrition and Health Vol.38 No.10

초등학생의 식생활관리 태도에 따른 식품구매 행동 및 식생활 소비자능력 비교

박옥희(Park Ok-Hee),이경애(Lee KyoungAe) 韓國營養學會 2008 Journal of Nutrition and Health Vol.41 No.4

본 연구에서는 초등학교 아동의 식품구매 행동과 식생활 소비자능력 (소비자지식, 소비자기능 및 소비자 역할에 대한 태도)을 조사하여 이를 식생활관리 태도에 따라 비교 · 분석하였으며 그 결과는 다음과 같다. 식생활관리 태도에 따라 용돈 받는 주기는 차이가 없었으나 한 달 용돈의 정도, 용돈 기입장에 용돈에 대한 수입과 지출 쓰기는 차이가 있어 상위집단일수록 용돈을 적게 받으며 자기가 받는 용돈이 적절하다고 생각하고 용돈 기입장을 잘 쓰고 있었다. 간식류 구매에 대한 예산 계획 및 실천, 용돈 사용 비율, 용돈 절약 의식도 식생활관리 태도에 따라 유의적인 차이를 보여 상위집단에 비해 하위집단은 예산 없이 마음대로 간식류를 구매하고 있는 것으로 나타났다. 간식류로 상위집단은 하위집단에 비해 요구르트나 과일, 빵류를 구매하는 아동이 많았고 과자를 구매하는 아동이 적었다. 식품 포장지 영양 표시는 상위 · 중위집단이하위집단에 비해 살펴본 경험이 많았으나 식품 표시에 대한 지식과 유통기한 해석 능력은 식생활관리 태도에 따라 차이가 없었다. 식생활 소비자능력 중 식생활 소비자지식은 식생활관리 태도에 따라 유의적인 차이가 없었다. 그러나 소비자기능은 식생활관리 태도 정도에 따라 구매, 금전관리, 불만처리, 정보획득기능에서 모두 집단 간에 유의적인 차이가 있었다. 식생활 소비자역할에 대한 태도의 소비자권리, 소비자책임, 소비자역할 · 태도도 모두 집단 간 뚜렷한 차이가 나타나 상위집단이 하위집단보다 높았다. 결론적으로 초등학교 아동은 식생활관리 태도에 따라 식품구매 행동에 차이가 있었고 식생활 소비자능력 중 소비자지식은 차이가 없었으나 소비자기능과 소비자역할에 대한 태도는 유의적인 차이가 있었다. 따라서 초등학교 아동들에게 식생활교육을 통해 식생활관리에 대해 바람직한 태도를 가지게 하는 것은 아동들의 계획적인 식품구매 습관의 형성과 식생활 소비자능력 향상에 기여할 수 있을 것으로 기대된다. 또한 식생활관리 태도에 따라 식생활 소비자 능력에 차이를 보인다는 점을 감안하여 식생활 소비자교육은 내용과 수준을 달리하여 이루어져야 보다 효과적일 것으로 여겨진다. 더불어 이제 우리나라 초등학교 영양교육도 소비자시대에 맞추어 보다 구체적이며 실질적인 식생활 소비자교육이 이루어져야 하며 이를 위해 교육내용과 방법에 대한 다양한 연구가 이루어져야 할 것이다. In this study elementary school children’s food purchasing and consumer competency for a healthier diet were compared by their attitude toward the meal management. The subjects were 779 sixth grade elementary school children (417 boys and 362 girls) in Busan. They were classified into three groups: ‘High’ was composed of 226 subjects who had more than the mean +1/2 SD of attitude toward the meal management; ‘Medium’ was composed of 343 subjects who had the mean ±1/2 SD; and ‘Low’ was composed of 210 subjects who had the less than the mean -1/2 SD. The results were as follows. The high group had less pocket money than the low group, and thought that their allowances were adequate to their needs. They also had a habit of entering amounts into an account book. The children in the low group purchased mostly snacks without making or practicing a budget. The high group purchased yogurt, fruit, or bread as snacks more frequently than the low group. More children checked the nutrient facts on the package in high group than in the low group. There were no significant differences in the consumer’s knowledge of a healthy diet among the groups; but there were significant differences in the consumer’s skill, and the consumer’s attitude toward a healthy diet among the groups. The high group had higher skills and more positive attitudes than the low group. This research suggests that education can elevate interest and can help develop more positive attitudes toward healthy diets among children. The education can help them to develop planned food purchasing habits, and improve their consumer competency for a healthy diet. (Korean J Nutr 2008; 41(4): 353 ~ 364)

부산지역 초등학생 어미니들의 건강관심도, 영양지식 및 영양태도에 관한 조사

이경애 한국식생활문화학회 2002 韓國食生活文化學會誌 Vol.17 No.4

The purpose of this study was to survey the concern for health, nutrition knowledge, and nutritional attitude of the elementary school children's mothers, to investigate the correlations among them, and to estimate their effects on the growth of their children. The questionnaire was answered by 780 mothers in the Busan area. The concerns over health and nutritional attitude were above average in all iteams. The perception and accuracy with respect to nutrition knowledge were 90.3% and 77.0%, respectively, and the mean score of the nutrition knowledge was 17.5 on a basis of twenty-five. This indicates that the subjects had a comparatively deep concern for health and good knowledge of nutrition, and professed a relatively desirable attitude. These results indicate a desirable dietary attitude for children as well as parents. The correlation coefficients between nutrition knowledge and a concern for health, and between nutrition knowledge and nutritional attitiude were very low. This suggests that the subjects' knowledge of nutrition does not develop into practice. The correlation coefficient was high (r=.610) between the concern for health and the nutritional attitude. In conclusion, the nutrition education program for mothers should be developed to add good practice to knowledge, thus increasing the concern for health, correcting their faulty knowledge of nutrition, teaching the good nutrition, and taking a practical attitude toward the use of their present nutritional knowledge.