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This study aims to conceive, practice, and empirically examine nutrition learning classes in elementary school Home economics using a cyclical step model of self-regulated learning. The class that was conceived was a single unit name, ‘ Let’s eat and get well ’ (for fifth grade students of elementary school). As a result, research data on self-regulated learning strategies were cluster-analyzed and divided into two groups. Of the self- regulated learning strategies, the scores in Group A and Group B decreased after the lesson compared with before the lesson in 3 items and 1 item, respectively. Looking at the contents of descriptions in the self-ministry, the first time in both groups, there were many entries of false answers due to assumptions and foodsʼ colors. However, looking at the second description, the number of items related to “fact description” and “confirmation of erroneous answers” increased in Group A, whereas the number of items related to Group B “sort out the content of acquisition” increased in Group B. |
