초등 실과 교과 중 영양교육 과정 개발을 위한 제언

다국어 초록 (Multilingual Abstract)

The purpose of this study was to suggest for developing the nutrition education curriculum for Korean elementary students using the attribution theory of achievement.
Weiner(1974,1986) has proposed an attributional theory of achievement that claims that a person’s achievement behavior depends on how he interprets prior successes and failures and on whether he thinks he can control these outcomes. He also argues that the stability dimension determines achievement expectancies which means outcomes attributed to stable causes lead to stronger expectancies than those attributed to unstable causes. So the perceived stability of an achievement related outcome determines achievement expectancies.
According to Weiner, judgements about the internality or externality of an outcome determine its value to the perceiver. The perceived locus of causality for achievement outcomes affects the valuation of successes and failures, whereas attributions about the stability of these outcomes affect the achievement expectancies. Together, these two judgements such as expectancy and value determine the willingness which means motivation to undertake similar achievement-related activities in the future.
The seventh curriculum amendment says that fifth and sixth grade children have nutrition and food units which are composed of nutrition for children, dealing with food and food utensils, and cooking. The characteristics of these units provide educational experiences to motivate and achieve their goals and ultimately improve health condition of the students. Therefore, nutrition education curriculum should focus on adequate theoretical learning models such as the attributional theory of achievement. Also applying to the theoretical framework for the nutrition education, elementary students’ food habits and dietary patterns have to be understood and the barriers that might impede positive dietary behaviors have to be identified.