• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.133-153
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• 2010

The purpose of this study is to find out the philosophy embedded in the newly revised 2007 Home Economics curriculum. Furthermore, it analyses the current situation and future tasks of textbooks in view of that philosophy. With this analysis it tries to give alternative teaching-learning strategies for making the best use of the existing textbooks. This study deals with the newly revised 2007 Home Economics curriculum. It also analyses the twelve sorts of textbooks for the first grade students in secondary schools, which are supposed to be based on that curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, in the character and objectives of the curriculum is embedded the critical science perspective of Home Economics curriculum. Second, the current situation and future tasks of the textbooks are analysed with the criteria by Yang, mi-kyung about textbook construction. And we have ascertained the following problems. The current textbooks are not well designed so that teachers have the appropriate orientation, encourage students to nurture the critical thinking abilities, and urge students to employ practical reasoning in the context of society, history and culture. Third, this study proposes five alternative teaching-learning strategies for making the best use of the current textbooks in order to tackle the above-mentioned problems.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.177-193
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• 2009

Since its establishment in 1989, Korean Home Economics Education Association has served as the premiere academic organization in the field, through the semiannual meetings, the journal, and other informal activities. The Association has played important roles in organizing the members and guiding the academic community in reacting to the many challenges that Home Economics Education in South Korea had to encounter due to the social and curricular changes. This study reviews the past 20 years' activities of Korean Home Economics Education Association in order to illuminate its accomplishments in terms of academic and non-academic activities. An assessment of the environmental changes was conducted, followed by thorough analyses of the semiannual meetings, informal activities, and the journal. The article is also discussing future tasks that the Association would need to pay attention to and thrive to accomplish in order to continue serving its role of guiding the academic community.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.81-96
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• 2022

The purpose of this study was to examine the extent to which the contents of elementary and secondary curricula are connected and overlapped in the 'family life' area of Practical Arts(Technology & Home Economics) subjects. The procedure and results are as were like below. First, the types of criteria for analyzing curriculum contents are developed. The connectivity are classified as 'discontinuous hierarchy' and 'spiral hierarchy' and duplication are classified as 'repetition (high level of overlapping)', 'reproducing', 'deepening (intermediate level of overlapping)', 'substitution', and 'omission (low level of overlapping)'. Second, as a result of analyzing the contents of elementary and secondary curricula, the 'Human Development' area showed higher connectivity with a deepening type of duplication. The 'Safety' and the 'Lifelong Planning' concepts showed lower connectivity. Third, as a result of analyzing the achievement standards of the 2015 Curriculum, the secondary Home Economics curriculum showed a considerable increase in the level of difficulty and the volume compared to the elementary curriculum. There was low connectivity between the contents of elementary and secondary curricula in the core concepts 'Safety' and 'Lifelong Planning', an intermediate level of connectivity in 'Life Culture' and 'Management', and high connectivity in 'Development' and 'Relationship'. Also, there was a high level of duplication in the core concepts 'Safety' and 'Lifelong Planning', being classified as 'reproducing', 'substitution', and 'omission', analyzed to have low connectivity. When structuring the curriculum contents with a spiral hierarchy, one should connect the elementary and secondary school contents organically: the hierarchy with core concepts considering the different characters of constructuring knowledge in each school level, with a moderate volume, with a moderate difficulty level, with a moderate level of duplication of the contents, and with the minimum level of repetition of the same topics within the same school level.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.65-84
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• 2017

The purpose of this study is to activate Home Economics integrated career education for strengthening career development competency in a career education intensive semester & grade system. To do this, the trend of subjects-integrated career education, and the relationship between achievement standards of Home Economics in high school and career development competency were analyzed, methods for Home Economics subjects-integrated career education were investigated, then a case study was developed. The main research results of this study are as follows. First despite the importance of subjects-integrated career education, there are much rooms to improve in operation of the career education intensive semester & grade system. Therefore, the systematic preparation for subjects-integrated career education is required at the time of application of the 2015 revised curriculum and the expansion of the career education intensive semester & grade system. Second, all achievement criteria in three domains of Home Economics were shown to be highly related to career development competency. Eventually it could be confirmed that the Home Economics is a core subject that meets the goals of career education and hones career development competency to be prepared as future human resources. Finally, in order to strengthen the career development competency, a case study of Home Economics integrated career curriculum focusing on the association with curriculum-teaching & learning-evaluation was developed and proposed. Even though the developed case study of curriculum has not been proven yet in the class, this study is expected to contribute to the enlargement of career education of Home Economics in the career education intensive semester & grade system as fundamental data for integration of Home Economics and career education.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.13-26
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• 2004

This study tried to suggest teaching and learning activities which can be effectively utilized in Home Economics Education by analyzing and suggesting “The objective and contents of personality education” in Home Economics Area in the curriculum of 7th Technology ＆ Home Economics. As a result, Personality education can be implemented in all areas of Home Economics Education. Especially in Home Economics Education, the following personality education can be implemented. First of all, it can teach the equality among family members by teaching the values of equality and respecting human rights. Secondly, it can teach to recognize and implement various values related to environmental protection. Thirdly, it can teach the ethics related to care which was claimed by Gilligan and other people - in other words, charity, forgiveness, friendship, love, sacrifice, concession, conversation, compromise and etc. Especially these kind of values are extended to also the ethics of care for others, neighborhood, and community not only for family care which was the traditional Home Economics education criticized as family selfishness. On the other hand, personality education in Home Economics Education is different from other subjects. It enables students to act through experiences not just emotion or knowledge by learning actual relationships among family members in daily life. This kind of feature is proving the fact that Home Economics Education can play a very effective role in achieving the objective of moral behavior The results of this study proves that Home Economics Education is an effective subject which can conduct personality education by the objectives and contents that are different from other subjects. This provides the reasonable cause for Home Economics Education to be an required subject in school curricula. Future study should be conducted as an empirical research to develop personality programs(activities for teaching ＆ learning) which can be implemented in Home Economics Education and to accumulate empirical data of such programs.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.233-245
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• 2007

The purpose of this study is to investigate the appropriate way of essay writing education which helps the learners perceive and express a stream of knowledge through Home Economics education curriculum by themselves. While one-way type, which teachers just give instructions to students and students just learn from them, has dominated the education, new education focuses on interactive and reciprocal way in thinking and researching together. This new stream requires appropriate and various education method as well as the new concept of education curriculum. This study applies the curriculum of the German practical philosophy that recently has been a debated topic in Home Economics education. The purpose of the curriculum pursuits improving students' practical and critical thinking competence and essay writing is the center of it. In the curriculum learners write essays by asking and answering the questions through seven areas which students can experience based on three angles such as individual, social, and idealogical viewpoints. In this process learners don't remain in the individual angles and are able to be trained as intellectuals who can lead the social and cultural change as well as the individual growth by getting an insight into the idealogical angles. The Germany curriculum what is mentioned in advance presents one possibility that essay education can be introduced in Home Economics education that has accessed the education process by the practical inference based on the practical philosophy. That is, Home Economics education shares the context with essay education whose purpose is the intellect enlightenment because the former is the curriculum to make students build the abilities to access in many-sided angles not just one point, to deal with problems wisely, and to deduce the solutions. Therefore, students are expected to participate in the class dynamically by being satisfied intellectually abreast of practical essay education that helps learners read the stream of knowledge through Home Economics education. In this manner the category of Home Economics education will enlarge by making efforts to diversify the education methodology not staying only one method.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.79-95
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• 2006

This study was based on the conceptual framework of Home Economics curriculum development carried by Korean Institution of Curriculum and Instruction. The purpose of this study was to develop the educational objectives and content standards for family life area In home economics education. To achieve this, literature review and need assessment on curriculum contents for family life were performed, and expert group meeting and workshop were held. The results form various meetings and workshop were reflected in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. Content standards were developed according to educational objectives in specific level and major concepts for each content standard were proposed. The curriculum materials proposed in this study can be considered as a precious research for the upcoming future development of national curriculum and textbooks.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.163-192
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• 2019

This study was conducted to reflect on the 30th anniversary of the Korean Home Economics Education Association(hereafter KHEEA) and to put forth a vision and a mission statement. To meet this purpose, first, reflection points were including the achievements of KHEEA for the last 30 years, the status of home economics education, themes of the bi-annual conferences of the Association, and the social contribution of home economics teachers. It was revealed that research and instruction in home economics education thrived by addressing social needs through its efforts in its 30 years of history. Second, a vision and a mission of home economics education were proposed in order to explore the prospective role of home economics education. The sharing of vision and mission functions as an ideal value and goal that home economics education as a profession should pursue, and it leads home economics professions to the direction that it should pursue. From this study, acting on a vision and a mission of home economics education, will lead to the development of a free individual, free society and sustainable environment, ultimately achieving the total well-being of individuals and families, society, and environment. This study reached the conclusion that the role of home economics education will become more prominent in the future society.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.117-136
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• 2018

The purpose of this study is restructuring the template to apply the 'Backward design' for Home Economics Instruction. This study reviewed the theory of Wiggins and McTighe, the advocates of backward design, and examined the template for version 2.0 of Wiggins and McTighe (2011). In addition, This study analyzed various previous researches using backward design, and drew implications for template restructuring for applying backward design on Home Economics Instruction. In addition, the validity of the template was verified through facial validity through the expert council. Through this process, the final 5 stages (1. Curriculum Analysis → 2. Instructional Design (Learning Experience Design ↔ Evaluation Design (Performance Task Planning) → 3. Instruction Flow → 4. Class guide for each class → 5. Evaluation record, and feedback)suggested templates for applying backward design. Future research will use the restructured assumptions and templates to develop teaching materials in the Home Economics areas of the 2015 revised curriculum. In future research, field research should be carried out on how the Home Economics instruction with backward design affects learners.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.107-127
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• 2021

The purpose of this study is to examine the relationship between the content areas and competencies of the Family & Consumer Sciences National Standards(NSFCS 3.0) of the U. S. and UNESCO Global Citizenship Education(GCED). For this purpose, the global perspective, content areas and competencies in NSFCS 3.0 and the keywords related to the three areas of content areas of UNESCO GCED were analyzed. Specifically, the content standards and competencies related to the words 'world' or 'global' were extracted and their relationship to the GCED topics and keywords were analyzed. The results of the study are as follows. First, NSFCS 3.0 described the direct correlation between individuals and the world by recognizing individuals as global citizens in 14 areas except for 'interpersonal relations' and 'parenting', specifically using the keyword of 'world' in content standards and competencies. Second, in the content standards and competencies of NSFCS 3.0, the keywords related to the topics of GCED areas were presented evenly in the three areas of FCS, dietary habits, family life, and human development. The social and emotional areas were not presented in clothing, housing, and consumer life. On the other hand, the behavioral area, which is emphasized most in the GCED, is presented in all the FCS content areas. From this, it is apparent that the learning field for GCED may be considered as the area of life pursued by the home economics curriculum. The results of this study provide foundational bases for understanding the relationship between NSFCS 3.0 and the GCED, and implications as to how to implement the content of the GCED in the next revision of the national home economics curriculum of Korea.