영양 교육에 의한 음식물쓰레기 감량화에 미치는 효과 평가의 필요함이 강조는 되지만 영양 교육을 누가, 어떻게 하는지에 대해서는 중요하게 여기지 않는 학교현장에서 영양교사와 담임교사가 같은 주제를 가지고 영양 교육을 시켰을 때 누가 더 효과적 인가를 평가하였다. 효과 평가를 위해 충청남도 천안시에 소재한 초등학교 1,4학년 367명을 대상으로 2주간에 걸쳐 같...
영양 교육에 의한 음식물쓰레기 감량화에 미치는 효과 평가의 필요함이 강조는 되지만 영양 교육을 누가, 어떻게 하는지에 대해서는 중요하게 여기지 않는 학교현장에서 영양교사와 담임교사가 같은 주제를 가지고 영양 교육을 시켰을 때 누가 더 효과적 인가를 평가하였다. 효과 평가를 위해 충청남도 천안시에 소재한 초등학교 1,4학년 367명을 대상으로 2주간에 걸쳐 같은 메뉴를 가지고 담임교사, 영양교사, 전달자가 없는 반으로 3팀을 나누워서 돌아가면서 사전 영양 교육을 실시하고 그에 따른 잔반량의 변화를 살펴보았다. 메뉴구성은 문헌자료를 이용하여서 월, 화요일은 기호도가 높은 식단 메뉴을 작성하고, 수요일은 특별식을 작성하고 목, 금요일은 기호도가 낮은 메뉴를 작성하여 시간차 배식 방법을 이용하여 기존의 한 군데 배식을 두 군데 배식으로 나누도록 하고 배식양은 1인 분량을 정해 조리종사원들에게 용기를 이용하여 사전 교육을 시켜 배식 대 옆에 1인 분량을 담아 놓고 눈대중으로 측정하여 주걱, 국자, 집게 등을 이용하여 배식하도록 하고 기존의 퇴식구 앞쪽으로 다른 퇴식구를 추가 설치하여 잔반통 5개와 저울 5개를 비치하고 1~5번을 표기하여 잔반량을 측정하였다. 본 연구의 세부적인 연구결과를 요약하면 다음과 같다. 1. 메뉴별 음식물 쓰레기 잔반량 조사의 결과로 밥의 종류에 따른 남긴 학생들의 인원수가 가장 많은 밥은 서리콩밥이고 국의 종류에 따라 남긴 학생들의 인원수가 많은 국은 북어국이며 반찬의 종류에 따라 남긴 학생들의 인원수가 많은 반찬은 김치이고 특별식은 비빔밥이 남긴 학생이 많았다. 2. 학년별 음식물 쓰레기 잔반량 조사의 결과로 전체 1인당 평균 잔반량은 밥의 종류에 따라서 1학년은 서리콩밥을 가장 많이 남겼고, 4학년은 팥밥을 가장 많이 남겼으며 국의 종류에 따라서는 1학년은 짬뽕국을 가장 많이 남겼고, 4학년은 북어국을 가장 많이 남겼으며 반찬의 종류에 따라서 1학년은 잡채를 가장 많이 남겼고, 4학년은 돈까스를 가장 많이 남겼으며 특별의 종류에 따라서는 1,4학년 두 학년 다 비빔밥을 더 많이 남겼다. 3. 메뉴별 전달자에 따른 잔반량 비교의 결과로 전단자에 따른 메뉴별 잔반량을 비교해보면 먼저 밥의 잔반량은 통계적으로 유의한 차이가 있었다. 담임교사의 경우 팥밥이 가장 많았고, 영양교사는 고구마밥이 가장 많은 잔반량을 기록 했으며, 전달자가 없는 상황에서는 서리콩밥을 가장 많이 남겼고, 국의 잔반량은 통계적으로 유의한 차이가 있었으며 담임교사의 경우 시금치 된장국이 가장 많이 남았고, 영양교사는 아욱된장국이 가장 많이 남았고,다. 전달자가 없는 상황에서는 북어국이 가장 많이 남았다. 반찬의 잔반량은 통계적으로 유의한 차이가 있었으며 담임교사의 경우 돈까스가 가장 많이 남았고, 영양교사는 잡채를 가장 많이 남았고, 전달자가 없는 상황에서는 고추장돈육복음이 가장 많이 남겼다. 특별식은 담임교사, 영양교사, 전달자가 없는 상황에서 다 같이 비빔밥을 많이 남은 것으로 나타났다. 4. 학년별 전달자에 따른 잔반량 비교의 결과로 전달자에 따른 학년별 음식물 쓰레기를 비교하면 먼저, 밥의 잔반 비율은 통계적으로 유의한 차이가 있었으며, 1학년의 경우 담임교사의 전달시 1인 평균 2.03%을 남기고, 영양교사는 0.05%을 남겼으며, 4학년에서는 담임교사의 전달시 1인 평균 2.15%을 남기고, 영양교사는 0.60%을 남겨서 영양교사 적은 양의 밥을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 2.37%을 남기고, 4학년은 3.80%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 1.33%더 많이 남기고, 4학년은 2.42%을 더 많이 남겼다. 국의 잔반량은 통계적으로 유의한 차이가 있었으며, 1학년의 경우 담임 교사의 전달시 1인 평균 4.70%을 남기고, 영양교사는 1.09%을 남겼으며, 4학년에서는 담임 교사의 전달시 1인 평균 6.89%을 남기고, 영양교사는 2.97%을 남겨서 영양교사 적은 양의 국을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 6.89%을 남기고, 4학년은 9.41%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 3.99% 더 많이 남기고, 4학년은 0.48%을 더 많이 남겼다. 반찬의 잔반량은 통계적으로 유의한 차이가 있었으며, 1학년의 경우 담임 교사의 전달시 1인 평균 9.18%을 남기고, 영양교사는 3.87%을 남겼으며, 4학년에서는 담임 교사의 전달시 1인 평균 6.77%을 남기고, 영양교사는 2.17%을 남겨서 영양교사 적은 양의 반찬을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 10.14%을 남기고, 4학년은 8.14%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 3.61g 더 많이 남기고, 4학년은 3.67%을 더 많이 남겼다. 특별식의 잔반량은 통계적으로 유의한 차이가 없었으며, 1학년의 경우 담임 교사의 전달시 1인 평균 1.57%을 남기고, 영양교사는 0.48%을 남겼으며, 4학년에서는 담임 교사의 전달시 1인 평균 0.83%을 남기고, 영양교사는 0%을 남겨서 영양교사 적은 양의 특별식을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 0.82%을 남기고, 4학년은 4.23%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 0.2% 더 적게 남기고, 4학년은 3.4%을 더 많이 남겼다. 같은 정보를 가지고 학교급식 관련 영양 교육을 전달했을 때 잔반량을 비교해 보면 영양교사가 담임교사보다 적은 잔반량을 남겼고, 전달을 했을 때와 하지 않았을 때를 비교하면 했을 때가 저 작은 잔반량을 남긴 것으로 나타났다.
영양 교육에 의한 음식물쓰레기 감량화에 미치는 효과 평가의 필요함이 강조는 되지만 영양 교육을 누가, 어떻게 하는지에 대해서는 중요하게 여기지 않는 학교현장에서 영양교사와 담임교사가 같은 주제를 가지고 영양 교육을 시켰을 때 누가 더 효과적 인가를 평가하였다. 효과 평가를 위해 충청남도 천안시에 소재한 초등학교 1,4학년 367명을 대상으로 2주간에 걸쳐 같은 메뉴를 가지고 담임교사, 영양교사, 전달자가 없는 반으로 3팀을 나누워서 돌아가면서 사전 영양 교육을 실시하고 그에 따른 잔반량의 변화를 살펴보았다. 메뉴구성은 문헌자료를 이용하여서 월, 화요일은 기호도가 높은 식단 메뉴을 작성하고, 수요일은 특별식을 작성하고 목, 금요일은 기호도가 낮은 메뉴를 작성하여 시간차 배식 방법을 이용하여 기존의 한 군데 배식을 두 군데 배식으로 나누도록 하고 배식양은 1인 분량을 정해 조리종사원들에게 용기를 이용하여 사전 교육을 시켜 배식 대 옆에 1인 분량을 담아 놓고 눈대중으로 측정하여 주걱, 국자, 집게 등을 이용하여 배식하도록 하고 기존의 퇴식구 앞쪽으로 다른 퇴식구를 추가 설치하여 잔반통 5개와 저울 5개를 비치하고 1~5번을 표기하여 잔반량을 측정하였다. 본 연구의 세부적인 연구결과를 요약하면 다음과 같다. 1. 메뉴별 음식물 쓰레기 잔반량 조사의 결과로 밥의 종류에 따른 남긴 학생들의 인원수가 가장 많은 밥은 서리콩밥이고 국의 종류에 따라 남긴 학생들의 인원수가 많은 국은 북어국이며 반찬의 종류에 따라 남긴 학생들의 인원수가 많은 반찬은 김치이고 특별식은 비빔밥이 남긴 학생이 많았다. 2. 학년별 음식물 쓰레기 잔반량 조사의 결과로 전체 1인당 평균 잔반량은 밥의 종류에 따라서 1학년은 서리콩밥을 가장 많이 남겼고, 4학년은 팥밥을 가장 많이 남겼으며 국의 종류에 따라서는 1학년은 짬뽕국을 가장 많이 남겼고, 4학년은 북어국을 가장 많이 남겼으며 반찬의 종류에 따라서 1학년은 잡채를 가장 많이 남겼고, 4학년은 돈까스를 가장 많이 남겼으며 특별의 종류에 따라서는 1,4학년 두 학년 다 비빔밥을 더 많이 남겼다. 3. 메뉴별 전달자에 따른 잔반량 비교의 결과로 전단자에 따른 메뉴별 잔반량을 비교해보면 먼저 밥의 잔반량은 통계적으로 유의한 차이가 있었다. 담임교사의 경우 팥밥이 가장 많았고, 영양교사는 고구마밥이 가장 많은 잔반량을 기록 했으며, 전달자가 없는 상황에서는 서리콩밥을 가장 많이 남겼고, 국의 잔반량은 통계적으로 유의한 차이가 있었으며 담임교사의 경우 시금치 된장국이 가장 많이 남았고, 영양교사는 아욱된장국이 가장 많이 남았고,다. 전달자가 없는 상황에서는 북어국이 가장 많이 남았다. 반찬의 잔반량은 통계적으로 유의한 차이가 있었으며 담임교사의 경우 돈까스가 가장 많이 남았고, 영양교사는 잡채를 가장 많이 남았고, 전달자가 없는 상황에서는 고추장돈육복음이 가장 많이 남겼다. 특별식은 담임교사, 영양교사, 전달자가 없는 상황에서 다 같이 비빔밥을 많이 남은 것으로 나타났다. 4. 학년별 전달자에 따른 잔반량 비교의 결과로 전달자에 따른 학년별 음식물 쓰레기를 비교하면 먼저, 밥의 잔반 비율은 통계적으로 유의한 차이가 있었으며, 1학년의 경우 담임교사의 전달시 1인 평균 2.03%을 남기고, 영양교사는 0.05%을 남겼으며, 4학년에서는 담임교사의 전달시 1인 평균 2.15%을 남기고, 영양교사는 0.60%을 남겨서 영양교사 적은 양의 밥을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 2.37%을 남기고, 4학년은 3.80%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 1.33%더 많이 남기고, 4학년은 2.42%을 더 많이 남겼다. 국의 잔반량은 통계적으로 유의한 차이가 있었으며, 1학년의 경우 담임 교사의 전달시 1인 평균 4.70%을 남기고, 영양교사는 1.09%을 남겼으며, 4학년에서는 담임 교사의 전달시 1인 평균 6.89%을 남기고, 영양교사는 2.97%을 남겨서 영양교사 적은 양의 국을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 6.89%을 남기고, 4학년은 9.41%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 3.99% 더 많이 남기고, 4학년은 0.48%을 더 많이 남겼다. 반찬의 잔반량은 통계적으로 유의한 차이가 있었으며, 1학년의 경우 담임 교사의 전달시 1인 평균 9.18%을 남기고, 영양교사는 3.87%을 남겼으며, 4학년에서는 담임 교사의 전달시 1인 평균 6.77%을 남기고, 영양교사는 2.17%을 남겨서 영양교사 적은 양의 반찬을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 10.14%을 남기고, 4학년은 8.14%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 3.61g 더 많이 남기고, 4학년은 3.67%을 더 많이 남겼다. 특별식의 잔반량은 통계적으로 유의한 차이가 없었으며, 1학년의 경우 담임 교사의 전달시 1인 평균 1.57%을 남기고, 영양교사는 0.48%을 남겼으며, 4학년에서는 담임 교사의 전달시 1인 평균 0.83%을 남기고, 영양교사는 0%을 남겨서 영양교사 적은 양의 특별식을 남긴 것으로 나타났으며, 전달자가 없는 경우는 1학년은 0.82%을 남기고, 4학년은 4.23%을 남겨 전달자가 있을 때 와 비교하면 평균 1학년은 0.2% 더 적게 남기고, 4학년은 3.4%을 더 많이 남겼다. 같은 정보를 가지고 학교급식 관련 영양 교육을 전달했을 때 잔반량을 비교해 보면 영양교사가 담임교사보다 적은 잔반량을 남겼고, 전달을 했을 때와 하지 않았을 때를 비교하면 했을 때가 저 작은 잔반량을 남긴 것으로 나타났다.
Though the importance of the evaluation on the effect of food waste reduction through nutrition education is emphasized, the schools tend to pay not much attention to by whom and how nutrition education should be implemented. The study aims to evaluate who plays a more effective role in the theme of...
Though the importance of the evaluation on the effect of food waste reduction through nutrition education is emphasized, the schools tend to pay not much attention to by whom and how nutrition education should be implemented. The study aims to evaluate who plays a more effective role in the theme of nutrition education between nutrition teacher and home room teacher. In order to examine the effects of nutrition education, the author undertook a survey for 367 students who were first or fourth graders in an elementary school located in Cheonan city, Chungcheongnam province for two weeks by using the same type of menus, where the subjects were divided into three groups, and each group was guided by home room teacher, nutrition teacher, and no facilitator teacher respectively in turn. The subjects participated in a preliminary nutrition education and then were measured for the food waste amounts after the educational program. In the composition of menus, the author reviewed the previous literature on menu planning, so that planned the menus with a high level of preference on Monday and Tuesday, specialty diets on Wednesday, and the menus with a low level of preference on Thursday and Friday. The author used the time difference food distribution method and divided the existing distribution place into two places, and determined the food distribution amount per person, then undertook the preliminary training for food service staffs to put the food amount per person next to the food distribution counter by using food containers and distribute using rice paddle, ladle, and tongs by eye measurement. And the author installed an additional return counter in front of existing return counter in order to measure the food waste amounts by marking the numbers from one to five while preparing five food waste containers and five scales. The study outcomes are summarized as follows. 1. The survey results on food waste amounts for each menu are that sori bean rice among several types of rice was ranked as the highest response, dried pollack soup among soups was ranked as the highest response, Kimchi among side dishes was ranked as the highest response, and Bibimbap among specialty diets was ranked as the highest response. 2. The survey results on food waste amounts for each grade year are that the first graders left sori bean rice the most among several types of rice per person in average, whereas the fourth graders left rice cooked together with red-beans the most. And the first graders left Chinese-style noodles with vegetables and seafood or Jjamppong the most among several types of soups per person in average, whereas the fourth graders left dried pollack soup the most. In addition, the first graders left mixed dish of boiled bean threads or Japchae the most among several types of side dishes per person in average, whereas the fourth graders left pork cutlet the most. Lastly, both the first and fourth graders left Bibimbap more in terms of specialty diets. 3. The survey results on food waste amounts according to the type of food distributor are that there was found a statistically significant difference in terms of the rice waste amount upon the comparison of food waste for each menu according to the type of food distributor. Rice cooked together with red-beans was left the most in case of home room teacher, sweet potato rice was left the most in case of nutrition teacher, and sori bean rice was left the most in case of no food distributor. And there was found a statistically significant difference in terms of the soup waste amount. In particular, spinach bean paste soup was left the most in case of home room teacher, whereas curled mallow bean paste soup was left the most in case of nutrition teacher. Dried pollack soup was left the most in case of no food distributor. And there was found a statistically significant difference in terms of the side dish waste amount. In particular, pork cutlet was left the most in case of home room teacher, whereas mixed dish of boiled bean threads or Japchae was left the most in case of nutrition teacher. Red pepper paste stir-fried spicy pork was left the most in case of no food distributor. In case of specialty diet, Bibimbap was found to be left the most in case of home room teacher, nutrition teacher, and no food distributor. 4. The results of food waste amounts according to type of facilitator for each grade are summarized as follows. First of all, the food waste ratios were found to be significantly different upon the comparison of food waste for each grade according to type of facilitator. In particular, the first grader students left 2.03% in average per person in case where they were distributed food by home room teacher and 0.05% in case of nutrition teacher, whereas the fourth grader students left 2.15% in average per person in case where they were distributed food by home room teacher and 0.60% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 2.37% and the fourth grader students left 3.80%, which means that the first graders left 1.33% more and the fourth graders left 2.42% more compared with the case where there was a distributor teacher. The food waste amount of soup showed a significant difference. In particular, the first grader students left 4.70% in average per person in case where they were distributed food by home room teacher and 1.09% in case of nutrition teacher, whereas the fourth grader students left 6.89% in average per person in case where they were distributed food by home room teacher and 2.97% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 6.89% and the fourth grader students left 9.41%, which means that the first graders left 3.99% more and the fourth graders left 0.48% more compared with the case where there was a distributor teacher. The food waste amount of side dish showed a significant difference as well. That is, the first grader students left 9.18% in average per person in case where they were distributed food by home room teacher and 3.87% in case of nutrition teacher, whereas the fourth grader students left 6.77% in average per person in case where they were distributed food by home room teacher and 2.17% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 10.14% and the fourth grader students left 8.14%, which means that the first graders left 3.61% more and the fourth graders left 3.67% more in average compared with the case where there was a distributor teacher. The food waste amount of specialty diet showed no significant difference. That is, the first grader students left 1.57% in average per person in case where they were distributed food by home room teacher and 0.48% in case of nutrition teacher, whereas the fourth grader students left 0.83% in average per person in case where they were distributed food by home room teacher and 0% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 0.82% and the fourth grader students left 4.23%, which means that the first graders left 0.2% more and the fourth graders left 3.4% more in average compared with the case where there was a distributor teacher. In short, the data showed the fact that the case of nutrition teacher led to a smaller food waste amount than the case of home room teacher, and that the food distribution by teacher reduced the food waste relative to no food distribution upon the comparison of food waste amounts when the nutrition education was undertaken regarding the school food service.
Though the importance of the evaluation on the effect of food waste reduction through nutrition education is emphasized, the schools tend to pay not much attention to by whom and how nutrition education should be implemented. The study aims to evaluate who plays a more effective role in the theme of nutrition education between nutrition teacher and home room teacher. In order to examine the effects of nutrition education, the author undertook a survey for 367 students who were first or fourth graders in an elementary school located in Cheonan city, Chungcheongnam province for two weeks by using the same type of menus, where the subjects were divided into three groups, and each group was guided by home room teacher, nutrition teacher, and no facilitator teacher respectively in turn. The subjects participated in a preliminary nutrition education and then were measured for the food waste amounts after the educational program. In the composition of menus, the author reviewed the previous literature on menu planning, so that planned the menus with a high level of preference on Monday and Tuesday, specialty diets on Wednesday, and the menus with a low level of preference on Thursday and Friday. The author used the time difference food distribution method and divided the existing distribution place into two places, and determined the food distribution amount per person, then undertook the preliminary training for food service staffs to put the food amount per person next to the food distribution counter by using food containers and distribute using rice paddle, ladle, and tongs by eye measurement. And the author installed an additional return counter in front of existing return counter in order to measure the food waste amounts by marking the numbers from one to five while preparing five food waste containers and five scales. The study outcomes are summarized as follows. 1. The survey results on food waste amounts for each menu are that sori bean rice among several types of rice was ranked as the highest response, dried pollack soup among soups was ranked as the highest response, Kimchi among side dishes was ranked as the highest response, and Bibimbap among specialty diets was ranked as the highest response. 2. The survey results on food waste amounts for each grade year are that the first graders left sori bean rice the most among several types of rice per person in average, whereas the fourth graders left rice cooked together with red-beans the most. And the first graders left Chinese-style noodles with vegetables and seafood or Jjamppong the most among several types of soups per person in average, whereas the fourth graders left dried pollack soup the most. In addition, the first graders left mixed dish of boiled bean threads or Japchae the most among several types of side dishes per person in average, whereas the fourth graders left pork cutlet the most. Lastly, both the first and fourth graders left Bibimbap more in terms of specialty diets. 3. The survey results on food waste amounts according to the type of food distributor are that there was found a statistically significant difference in terms of the rice waste amount upon the comparison of food waste for each menu according to the type of food distributor. Rice cooked together with red-beans was left the most in case of home room teacher, sweet potato rice was left the most in case of nutrition teacher, and sori bean rice was left the most in case of no food distributor. And there was found a statistically significant difference in terms of the soup waste amount. In particular, spinach bean paste soup was left the most in case of home room teacher, whereas curled mallow bean paste soup was left the most in case of nutrition teacher. Dried pollack soup was left the most in case of no food distributor. And there was found a statistically significant difference in terms of the side dish waste amount. In particular, pork cutlet was left the most in case of home room teacher, whereas mixed dish of boiled bean threads or Japchae was left the most in case of nutrition teacher. Red pepper paste stir-fried spicy pork was left the most in case of no food distributor. In case of specialty diet, Bibimbap was found to be left the most in case of home room teacher, nutrition teacher, and no food distributor. 4. The results of food waste amounts according to type of facilitator for each grade are summarized as follows. First of all, the food waste ratios were found to be significantly different upon the comparison of food waste for each grade according to type of facilitator. In particular, the first grader students left 2.03% in average per person in case where they were distributed food by home room teacher and 0.05% in case of nutrition teacher, whereas the fourth grader students left 2.15% in average per person in case where they were distributed food by home room teacher and 0.60% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 2.37% and the fourth grader students left 3.80%, which means that the first graders left 1.33% more and the fourth graders left 2.42% more compared with the case where there was a distributor teacher. The food waste amount of soup showed a significant difference. In particular, the first grader students left 4.70% in average per person in case where they were distributed food by home room teacher and 1.09% in case of nutrition teacher, whereas the fourth grader students left 6.89% in average per person in case where they were distributed food by home room teacher and 2.97% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 6.89% and the fourth grader students left 9.41%, which means that the first graders left 3.99% more and the fourth graders left 0.48% more compared with the case where there was a distributor teacher. The food waste amount of side dish showed a significant difference as well. That is, the first grader students left 9.18% in average per person in case where they were distributed food by home room teacher and 3.87% in case of nutrition teacher, whereas the fourth grader students left 6.77% in average per person in case where they were distributed food by home room teacher and 2.17% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 10.14% and the fourth grader students left 8.14%, which means that the first graders left 3.61% more and the fourth graders left 3.67% more in average compared with the case where there was a distributor teacher. The food waste amount of specialty diet showed no significant difference. That is, the first grader students left 1.57% in average per person in case where they were distributed food by home room teacher and 0.48% in case of nutrition teacher, whereas the fourth grader students left 0.83% in average per person in case where they were distributed food by home room teacher and 0% in case of nutrition teacher, which meant that the food distribution by nutrition teacher led to a smaller amount of food. In case where there was no distributor teacher, the first grader students left 0.82% and the fourth grader students left 4.23%, which means that the first graders left 0.2% more and the fourth graders left 3.4% more in average compared with the case where there was a distributor teacher. In short, the data showed the fact that the case of nutrition teacher led to a smaller food waste amount than the case of home room teacher, and that the food distribution by teacher reduced the food waste relative to no food distribution upon the comparison of food waste amounts when the nutrition education was undertaken regarding the school food service.
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