• The Science & Technology
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• v.29 no.4 s.323
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• pp.22-24
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• 1996

대한가정학회는 1947년 창립되어 초대회장 조기홍씨를 비롯해 현재 27대 회장까지 이어오면서 49년간 학술대회를 비롯한 왕성한 연구활동을 계속해오고 있다. 전체회원 1천2백여명으로 내년 창립 50돌을 맞는 가정학회는 제9회 아시아지역 가정학회 총회를 한국에서 개최할 예정이며 '대한가정학회 50년사'도 발간할 계획이다.

• Korean Journal of Human Ecology
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• v.10 no.1
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• pp.1-13
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• 2001

본 연구는 가정과 교사교육자(전국 국 사립 대학의 가정교육과에 재직하고 있는 교수)들의 교육과정 관점을 조사함으로써 실천적 비판 중심 가정과 교육과정 개발을 위한 기초자료와 교사교육자들을 위한 세미나 프로그램 개발을 위한 유용한 자료를 제공하고자 한다. 본 연구의 결과는 다음과 같다. (1) 가정과 교사교육자들은 하나의 두드러진 교육과정 관점을 선호하지는 않았지만 인지과정중심 교육과정에 가장 높은 선호도를 보였다. (2) 석사과정에서 가정학 세부영역을 전공한 교사교육자는 가정교육학을 전공한 교사교육자보다 학문중심 교육과정과 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (3) 박사과정에서 가정교육학을 전공한 교사교육자는 가정학 세부영역을 전공한 교사교육자보다 개인중심교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (4) 가정교육학 관련 교과목을 가르치는 교사교육자는 가정학 세부영역 관련 교과목을 가르치는 교사교육자보다 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.1-10
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• 2005

The purpose of the study was to examine the effects of the lesson using Multiple Intelligence on self-esteem in the unit of Resources management and environment in Technology${\cdot}$Home Economics of middle school. In this study, the lesson using Multiple Intelligence theory for six hours was developed and applied to a class of 37 students of middle school as an experimental group. Lecture-style lesson was applied to the other class of 37 students as a control group. Significant differences between pre-test and post-test scores of self-esteem were found in the experimental group. Post-test scores of self-esteem were higher than pre-test scores of self-esteem in the experimental group. There were no significant differences between pre-test and post-test scores of self-esteem in the control group. It was found that the lesson using Multiple Intelligence theory was effective in improving self-esteem of middle school students.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.15-27
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• 2005

This study is purposed to investigate the high school students' family strengths by interests and usefulness of technology$\cdot$home economics. The subject of this study were 533 high school students in Kyungsangnamdo region, three high schools were selected in urban Jinju and three other schools were selected in countryside of Hapchun. The collected data was processed by SAS program, a social. scientific and statistical processing program, and analyzed the date using the statistical methods of frequency, t-test, one-way ANOVA, Duncan Multiple Range Test and Regression Analysis. The results and conclusions of this study are summarized as follow: 1. The degree of family strengths among high school students was 3.23, when the maximal family strengths value was set to 5.0. The significant variables to the family strengths of high school students were type of school. domestic financial status, average score of term, self-respect. 2. The higher a student recognized of the interests of technology$\cdot$home economics, the healthier their family strengths was. 3. The higher a student recognized of the usefulness of technology . home economics. the healthier their family strengths was. 4. The influential variables to the family strengths in high school students were their self-respect, recognition of the usefulness of technology . home economics, grades, domestic financial status, recognition of the interests of technology$\cdot$home economics.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.43-61
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• 2004

This study is purposed to examine the interests of students and usefulness of TechnologyㆍHome Economics, which is a requirement for both male and female high school students. The targeted subject of this study were 533 high school sophomores and seniors in Kyungsangnamdo region and in consideration of regional differences, three high schools were selected in urban Jinju and three other schools were selected in countryside of Hapchun. The collected data was processed by SAS program, a social, scientific and statistical processing program. and analyzed the date using the statistical methods of frequency, percentage and average along with t-test and one-way ANOVA. The results and conclusions of this study are summarized as follow: 1. The interests of students' Technology. Home Economics. the respondents gave 3.10 points of the perfect 5.0. The influential variables to the interests of high school students to TechnologyㆍHome Economics were sex, type of school, location of inhabitation. grades, favor to textbook, and self-esteem. 2. The practical usefulness of students' TechnologyㆍHome Economics, the respondents gave 3.17 points of the perfect 5.0. The influential variables to the usefulness of TechnologyㆍHome Economics were sex, type of school, location of inhabitation, age of father, occupation of mother, domestic financial status, grades, favor to textbook and self-esteem.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.179-192
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• 2020

High school credit system refers to a system in which a student selects the desired content according to his/her subject and completes accumulated credits to reach graduation when a certain standard is reached. The purpose of this study is to identify the advantages and disadvantages to the technology and home economics education after the introduction of the high school credit system by analyzing the status of high school elective subjects in technology and home economics areas, and the perceptions and needs of teachers and experts as the introduction of the high school credit system approaches. A survey was conducted to all professors in the Department of Home Economics Education or Technology Education, along with a national sample of the secondary school teachers of Home Economics and Technology, and responses of 282 teachers and 36 experts were analyzed. Results are as follows: First, in general high schools, the formation and operation of elective courses in technical and home economics were very insufficient. Second, there was a large number of requests for the expansion of elective courses in technology and home economics among the high school teachers. Third, in order to take advantage of the high school credit system, it was recognized that elective courses in technology and home economics should be established not only in consideration of secondary school education, but in relation to their connections with majors in universities. Improving the structure of electives in this direction is expected to play a positive role in allowing elective courses in technology and home economics to contribute to ensuring students' free choice.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.75-88
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• 2003

The purpose of this study was to grasp the instruction type and the school hours allocations for the$\ulcorner$Technology and Home Economics$\lrcorner$united on the Korean education course revised seventhly and to offer the basic materials for the efficient curriculum implementation type through proving that how are the degree of studying load of students, interest, necessity, and satisfaction and whether those are affected or not. The subject of this survey were 297 students at first grade in boys high school, girls high school, and coeducational school located in the Chungnam-Province, Taejeon Megalopolis City. The period of this survey was from 30th Sep. 2002 to 5th Oct. 2002. The results were as follows; 1. In the implementation type of the curriculum. whole charge teaching was twice times as much as alloted teaching. 2. About half of the students(54.2%) recognized that the burden of study was less than before. More two third of students(72.4%) were satisfied with implementation of subject. The coeducational school and girls high school students were being more satisfied than the boys high school students, and students educated by alloted teaching were more satisfied. 3. The field of Home Economics was higher than the field of Technology in the degree of interest and necessity for$\ulcorner$Technology and Home Economics$\lrcorner$curriculum contents. 70.8% of the respondents was satisfied for the content materials. The coeducational school and the girls high school students were more satisfied with the course content than boys high school students.

• Journal of Families and Better Life
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• v.12 no.2
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• pp.68-79
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• 1994

본 연구에서는 주부가 가족자원을 적정하게 지각하는데 영향을 미치는 요인과 주부의 가정관리수행에 영향을 미치는 요인을 분석하고, 가족자원에 대한 적정지각이 가정관리수 행에 어떤 영향을 미치는지를 규명하고자 한다. 연구결과는 다음과 같다. 첫째, 주부는 대인관 계자원과 주거자원에 대한 적저지각이 가장 높고, 건강자원, 지식.기술자원, 시간자원, 지역사회자원, 금전자원의 순으로 저정하게 지각하고 있다. 둘째, 전체 가족자원적정지각에 영향을 미치는 변수는 학력, 월평균소득, 취업유무, 하루평균 가사노동시간, 주택소유형태, 내구재소유수이다. 세째, 주부의 대상별 가정 관리수행 수준에서는 기질.성격에 대한 관리수행 수준이 가장 높고, 그 다음은 애정관리이며, 지식.기술에 대한 수행이 가장 낮게 나타났다. 네 째, 주부의 대상별 가정관리수행에 전반적으로 유의한 영향을 미치는 변수는 주부가 지각하는 남편의 가사조력도이다. 끝으로, 전체 대상별 가정관리수행은 전체 가족자원적정지각과 정적상관을 가지며, 주부가 지식.기술자원을 보다 적정하게 지각할수록 전체관리수행 수준은 높게 나타났다.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.67-85
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• 2011

The purpose of this study was to find out how to operate Technology Home Economics in the 2009 revised national curriculum and Home Economics teachers perception on the current states in the middle schools, focused on intensive course-taking, block-time, and total hours to take the course. Data were collected from the 118 Home Economics teachers nationwide through e-mail from May 25 to June 4, 2011, and analyzed with frequencies, percentage, means, t-test, cross-tabulations, and ANOVA. The results showed that Technology Home Economics was intensively taken in the most of all schools(91.5%) during 4 semesters by senior and freshmen or junior. Teachers were relatively less involved in the decision making process for intensive course-taking than did the school managers and dissatisfied with the fact of intensive course-taking. But a few school adopted block-time and most teachers did not think it was necessary. Over half of schools offered the same 16 hours of Technology Home Economics as in the previous 2007 revised curriculum, but nearly 2 out of 5 schools reduced the hours from 1 to 8 with an average of 2.8 hours. To keep the necessary hours to teach the full contents of Technology Home Economics should be protected. The follow-up research needs to be conducted to investigate the changes in the perception of Home Economics teachers.

• Journal of Korean Home Economics Education Association
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• v.13 no.2
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• pp.113-120
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• 2001