• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.51-59
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• 2016

In this study, we identified the theoretical basis of management and planning of life-cycle, the core concept of resource "Administration and Independence," of Home Economics curriculum according to "Notification of Education Ministry #2015-74." First in relation to "management", we identified the systematic theory, the theoretical basis of traditional home management, and diagnosed how this systematic theory is reflected on 2015' curriculum. As a result, the contents of actual curriculum's middle school contents does not include integrally the life related problems that middle students are facing in real life, and it is hard to be convinced what priority the element of selected contents have of several problems. Next, in case of planning of life-cycle that accentuates the importance of life plan corresponding to career orientation it mentions the contents including very comprehensive area such as value, profession, health as well as developmental task, but the fact leaves to be desired that 2015 curriculum is overlooking the importance of financial planning, the international trend.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.57-81
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• 2018

The purpose of this study is to propose the curriculum of consumer life field in Home Economics Education(HEE) to raise people who practice 'ethical consumption'. For this purpose, this study established the concept of ethical consumption through an academic review of the concept of ethical consumption first. Ethical consumption is to the practice of consumption that fulfills personal and social responsibilities to change human life happily. In this study, we find out how the consumer life area in the HEE curriculum has been educated and we propose how to teach the content of ethical consumption in HEE curriculum by critically examining the content of ethical consumption presented in current HEE textbooks First, in the HEE curriculum, the contents of the consumer life field have been presented since the first curriculum, and the qualitative change has gradually been made as the concept of the consumer culture, but responsible consumption and ethical consumption are not properly reflected in the education and the summit. Second, the revised HEE textbooks of 2015 is necessary to present concrete method of ethical consumption practice because it lacks definite definition of ethical consumption and presents only general contents. Third, the direction of HEE curriculum for ethical consumption practice is responsible and the goal of HEE curriculum is to raise awareness of social responsibility for ethical consumption practice. The contents of HEE curriculum for ethical consumption practice should be included in consumption and consumption, sustainable consumption, and ethical consumption.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.239-252
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• 2008

Doctoral professionals who majored Home Economics Education are relatively rare and recently have been produced in a limited number of institutions. The purpose of this paper was to analyze the Ph.D. Dissertation majored in Home Economics Education by research subjects and methods. Just twenty dissertations published in domestic universities were selected through internet search to be analyzed in this paper. This research showed five research subject areas of the dissertation such as core concepts and perspectives, curriculum, teaching and learning, teachers empowerment, and others. Each subject had three to five references and time difference in publication. The research subject related to concepts and perspectives was more likely to be studied in an early stage, followed by the subject of curriculum. The research subject became to be varied to teaching and learning and teachers empowerment areas. The research methods were associated with the research subject, as expected. Literature analysis was common in the subject on concepts and perspectives, curriculum, and textbook analysis, while survey was in teachers empowerment. Teaching and learning subject used various research methods together. Numerous dissertation with variety of research subjects and methods would be expected to be followed to develop research on Home Economics Education.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.143-161
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• 2009

The purpose of the study is to review the research trends of human development and family studies which published in the Journal of the Korean Home Economics Education for last 20 years. A total of 93 studies were analyzed in the area of nature and philosophy of Home Economic Education, curriculum, teaching-learning method and human development and family studies. Research topics mainly examined in the area of curriculum development, application of teaching methods, psychological and school adjustment of the adolescent and family relations. Reviews in methodological issues result in the heavy usage of survey method with self-administered questionnaires, convenient sampling and descriptive studies. Although research on human development and family studies in Home Economic Education has increased in quantity, there are greater needs to develop studios with representative subjects, various research methods, teaching - learning methods, and teaching materials to capture the rich complexity of individual development and family life. Limitations on previous studios and implications for future studies were also discussed.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.79-97
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• 2018

The purpose of this study was to analyze the democratic civic competencies of the activity tasks in 'the Family Life' part in Middle School Technology Home Economics textbooks according to the 2015 revised national curriculum. In order to achieve the purpose of this study, the activity tasks of six types of middle school Home Economics textbooks (for a total 12 of volumes) were analyzed. As a result, the use of the citizenship competency group was the most often recorded out of the three democratic civic competency groups and the subset of trust and value competencies also were frequently observed. Additionally, democratic civic competency was the seen most within the 'human development and family' area by the national curriculum, and showed the highest frequency in big idea, 'the relationship'. Activity tasks in the 'KH' textbooks were dealing with democratic civic competency the most. Based on the relationship between Home Economics education and democratic civic competencies, it is necessary to study the practice of classroom instruction so that students can develop democratic civic competence in 'the Family Life' by means of a Home Economics curriculum.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.19-39
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• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.125-141
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• 2011

The purpose of this study is to investigate Home Economics(HE) teachers' perception of Home Economics curriculum perspective and their instructional culture, and to find out correlations between them. 210 questionnaires were used for analysis. The results are as follows. First, our research showed that the preferences of HE teachers with respect to curriculum perspectives were in the order of the interpretive, emancipatory, and technical perspectives. However, there was no consistency among findings in the preferences for the sub-elements of a curriculum. Second, our results indicated that HE teachers performed their role affirmatively in terms of instructional culture such as the 'cooperation between teachers', the 'class focused on student', and the 'learning materials preparation'. Third, there was a statistically significant difference in five elements such as the 'cooperation among teachers' between the HE teachers' curriculum perspectives and their instructional culture. Fourth, there was a statistically significant difference in the 4 factors of 'instructional culture' between the teacher group whose curriculum preference was clear and those group whose curriculum preferences was vague.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.179-200
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• 2008

This study is aimed at contributing to the future development of Home Economics Education Department by suggesting basic data of TQM(Total Qualify Management) for evaluating TQM of Home Economics Education Departmeut in education colleges. A survey was conducted involving all junior(3rd year) students of Home Economics Education Department in education colleges either by making a visit to 3 different schools or by sending it in the mail to 10 different schools. Responding answer-sheets, 302 copies(88.3%) out of 342 copies in total were returned. Finally, we used 285 copies(83.3%) as data for analysis. The results of this study are as follows: In terms of Professional Qualification of Home Economics Teachers, the students had passion for their Home Economics Education and also had a great pride and mission to be future Home Economics teachers. However, their ability proved to be poor and low in presenting a vision for Home Economics, in conducting extra-curricular activities, and the computer skills. In the case of college students, their satisfaction showed an average point 3.15 on a scale of 5. Those students who entered school voluntarily or those who hoped for re-entrance showed more satisfaction than those who entered school with good academic records or those who do not hope for re-entrance into school. In terms of professors' leadership, Students are perceived to choose 'Transactional Leadership' instead of 'Transformational Leadership'. Students', who have higher satisfaction and hopes for re-entrance, perception level about their professors' leadership style showed higher satisfaction than average. The students empowerment level showed average point 3.52, which is considered relatively high. Students at the college where professors majored in Home Economics Education are employed showed higher empowerment level than students at the college with professors who did not major in Home Economics Education. The result of evaluating general demand for renovating of Home Economics Education Dept. showed that: they perceived the "Teacher Education Course" of Home Economics Education Dept. as in need of cultivating practical skills in secondary school. They also said, "Teaching Method" is in great need of renovation. In the case of teaching method, they preferred laboratory work, and practical training. In earning credits, they emphasized the importance of faithfully completing the "Study of Content". For the Subject Matter Education, they required a training course to be set up in the secondary school. Finally they claimed that the teachers and students need to take the initiative in developing a Curriculum of Home Economics Education Dept. Based on the findings mentioned above, I would like to suggest further research on how to adopt and evaluate TQM in Home Economics Education, and faculty-centered evaluation methods. I also would like to suggest to vitalize quality research through the form of narrative research.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.21-40
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• 2023

The aim of this study was to develop a comprehensive home economics teaching-learning plan, following the stages of analysis, design, development, and evaluation. The focus was on the 2015 revised home economics curriculum, specifically the 'prevention of sexual violence,' to enhance students' digital literacy competencies. In the analysis stage, the necessity of developing digital literacy competencies was confirmed by analyzing the 2022 revised national curriculum. Extracting elements from the 2015 revised home economics curriculum and textbooks, a digital tool utilization plan was designed in the subsequent design stage, aligning with learning goals, content composition, and digital literacy competency for each class. The development stage involved creating teaching-learning materials and digital tools for six sessions, centered around the topic of 'prevention of sexual violence.' In the evaluation stage, six content experts assessed the teaching-learning plans using a 5-point Likert scale and open-ended questions. The validity evaluation confirmed the effectiveness of the teaching-learning plans in improving middle school students' digital literacy competencies. Based on feedback from the experts, the plans for the six sessions were revised, with an additional session added, resulting in a total of seven sessions. It is envisioned that the home economics teaching and learning plans developed in this study can be implemented in home economics classes to foster students' digital literacy capabilities.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.61-71
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• 2012

The purpose of this study was to develop the STEAM program based on the 'home life' area of the practical arts Education for elementary school students, futhermore this study evaluated changes of elementary school students' attitudes toward practical arts and learning flow. The STEAM program was consisted of 7 teaching-learning plan for teachers and worksheets for students. Twenty-one students at 5th grade of the elementary school were voluntary enrolled in this study. Before and after learning, their attitudes toward practical arts and learning flow were investigated. Based on the findings of the study, major conclusions were reached as follows: First, the STEAM program based on the 'home life' area of the practical arts education was developed and useful for elementary school teachers. Second, the STEAM program has an effect on students' attitudes toward practical arts, Third, the STEAM program has an effect on students' learning flow.