조리 중 발생되는 유해물질 저감법 교육을 위한 초등학교 교수·학습 과정안 개발

Abstract

본 연구에서는 가정에서의 유해물질 발생 및 노출 저감화를 실현하기 위해 초등학생과 학부모를 대상으로 조리 중 자연발생하는 유해물질 저감화 방안에 대한 영양교육 교수•학습 과정안을 개발하였다. 본 영양교육은 조리 과정 중에도 유해물질이 의도치 않게 발생 할 수 있음을 알게하고 그 종류와 위해성에 대해 인식하도록 하며, 이러한 유해물질이 어떠한 조건의 조리방법에서 생성되는지와 가정에서 실천 가능한 저감화 방법을 제시해 줌으로써, 궁극적으로는 교육대상인 학생 및 학부모로 하여금 학교에서 학습한 내용을 가정에 돌아가서도 적극적으로 실천할 수 있도록 지도하는 것을 목적으로 한다. 이상의 목적을 달성하기 위하여 대표적인 유해물질인 아크릴아마이드, 바이오제닉 아민,벤조피렌을 주요 교육내용으로 채택하여 지도안 개발을 진행하였으며, 초등학생들이 이해하기 쉽도록‘조리습관 바꾸기 안내서’,‘게임’,‘유해물질 저감화방법이 포함된 레시피’등의 다양한 교육 매체를 제작하여 학습자료로 활용함으로써 교육의 효과를 높이고자 하였다. 본 연구의 영양교육 교수•학습과정안 개발은 조사단계-분석단계-내용선정단계-개발단계를 통해 만들었다. 먼저 조사단계에서는 선행연구와 관련된 문헌조사를 실시하였고, 분석단계에서는 영양교육에 대한 요구도와 조리 중 자연 발생 유해물질의 종류에 관한 문헌조사 및 자료분석을 수행하였다. 다음으로 내용선정단계에서는 앞서의 자료분석을 바탕으로 세 가지의 유해물질을 선정하였고, 마지막으로 개발단계에서는 선정된 대표적인 세가지 유해물질을 주요내용으로하여 영양교육프로그램과 학습자료를 개발하였다. 본 연구에서 개발한 영양교육 교수•학습 지도안은 총 2차시로, 재량활동시간을 활용하여 이루어지고 1차시당 40~50분 단위의 수업을 기본으로 하였다. 본 영양교육 프로그램에서 사용되는 교육 매체는아동의 이해도를 높일 수 있도록 쉽게 구성 하였고, 흥미는 아동의 학습결과에 큰 영향을 미치는 중요한 조건이므로 지식 전달 위주의 프로그램이 아닌 영상매체활용, 게임 등 다양한 활동을 통한 프로그램을 구성하여 아동이 흥미를 잃지 않고 참여 할 수 있도록 제작 하였다. 따라서 본 연구에서 개발하고자 하는 영양교육프로그램은 강의식 교육 및 수업자료를 통한 설명이 추상적인 경험을 제공하는 매체가 되고, 교육 후 학부모와 함께 수행하는 조리실습 및 조리습관 바꾸기 실천은 직접적인 경험을 제공하는 매체가 되어, 추상적 경험을 제공하는 매체와 구체적인 경험을 제공하는 매체를 적절히 통합하여 사용함으로써Dale이 강조한 경험의 일반화를유도할 수 있을 것으로 기대한다.|In this research, the teaching-learning course plan of nutrition education about the reduction measure of harmful substance which is naturally generated during the cooking was developed as objected to the elementary students and parents for the reduction of generation and exposure of the harmful substances in family. This nutrition education has some purposes for offering knowledge of the possibility of the generation of the harmful substances during the cooking unintentionally, and giving recognition of the types and the risk and how these harmful substances can be generated in what kinds of condition, and giving suggestion the practical reduction method in family. Accordingly, it can be guided for the students and parents who are the education objects to practice actively the learning things at school in home ultimately. For the accomplishment of these above purposes, the representative harmful substances such as ‘acrylamide,’ ‘biogenic amine,’ ‘benzopyrene’ were adopted as major education contents and the development of course plan was processed, and the effect of education was to enhance by producing various education media such as ‘a guide of the change of cook habit,’ ‘game,’ and ‘recipe including the reduction method of harmful substance’ and applying these as learning materials. The development of teaching-learning course plan of nutrition education of this research was developed through survey phase-analysis phase-content selection phase-development phase. First, the literature survey related to the precedent research was performed in survey phase, and the demand about the nutrition education and literature survey and data analysis about the type of harmful substances generated naturally during the cooking was performed in analysis phase. Next, three harmful substances were selected based on the former data analysis in content selection phase, and lastly, the nutrition education program and learning material was developed as a major content for selected three representative harmful substances. The teaching-learning course plan of nutrition education developed in this research was composed of total two hour classes with free activity hour and one hour is composed of 40~50 minute class. The education medium used in this nutrition education program was composed easily for the enhancement of the understanding for the children. Since the interest is the important condition which effects on the learning result for the children, it was produced by composition of the program through various activities such as video medium application and game in which the children do not lose their interest to participate than the program focused on knowledge delivery. Thus, since in the nutrition education program which was desired to produce in this research the explanation through lecture type education and class material becomes the medium providing the abstract experience, and the practice of cooking experience and the change of cooking habit with parents after education becomes the medium providing the direct experience, it is expected to induce the generalization of experience which was concentrated by Dale through integral use of the medium offering the abstract experience and providing the concrete experience properly.; In this research, the teaching-learning course plan of nutrition education about the reduction measure of harmful substance which is naturally generated during the cooking was developed as objected to the elementary students and parents for the reduction of generation and exposure of the harmful substances in family. This nutrition education has some purposes for offering knowledge of the possibility of the generation of the harmful substances during the cooking unintentionally, and giving recognition of the types and the risk and how these harmful substances can be generated in what kinds of condition, and giving suggestion the practical reduction method in family. Accordingly, it can be guided for the students and parents who are the education objects to practice actively the learning things at school in home ultimately. For the accomplishment of these above purposes, the representative harmful substances such as ‘acrylamide,’ ‘biogenic amine,’ ‘benzopyrene’ were adopted as major education contents and the development of course plan was processed, and the effect of education was to enhance by producing various education media such as ‘a guide of the change of cook habit,’ ‘game,’ and ‘recipe including the reduction method of harmful substance’ and applying these as learning materials. The development of teaching-learning course plan of nutrition education of this research was developed through survey phase-analysis phase-content selection phase-development phase. First, the literature survey related to the precedent research was performed in survey phase, and the demand about the nutrition education and literature survey and data analysis about the type of harmful substances generated naturally during the cooking was performed in analysis phase. Next, three harmful substances were selected based on the former data analysis in content selection phase, and lastly, the nutrition education program and learning material was developed as a major content for selected three representative harmful substances. The teaching-learning course plan of nutrition education developed in this research was composed of total two hour classes with free activity hour and one hour is composed of 40~50 minute class. The education medium used in this nutrition education program was composed easily for the enhancement of the understanding for the children. Since the interest is the important condition which effects on the learning result for the children, it was produced by composition of the program through various activities such as video medium application and game in which the children do not lose their interest to participate than the program focused on knowledge delivery. Thus, since in the nutrition education program which was desired to produce in this research the explanation through lecture type education and class material becomes the medium providing the abstract experience, and the practice of cooking experience and the change of cooking habit with parents after education becomes the medium providing the direct experience, it is expected to induce the generalization of experience which was concentrated by Dale through integral use of the medium offering the abstract experience and providing the concrete experience properly.