• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.187-207
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• 2018

The purpose of this study was to develop a teaching-learning plan applicable to high school technology·home economics and home science classes in order to prevent adolescents' dating violence which is one of the serious social problems we are facing lately. This research has following three steps: 1. Analyzing contents and selecting content elements, 2. Developing teaching-learning materials, and 3. Performing a pilot test and making corrections. In the first step, this author analyzes how the contents associated with dating violence are presented in the 2015 curriculum of technology·home economics and the textbooks and reviews related literatures to select content elements necessary to prevent dating violence for those going through adolescence. Based on that, in the second step, this researcher develops a teaching-learning plan for six lessons and then makes it verified by two experienced teachers of home economics. In the last step, the teaching-learning plan for six sessions developed is implemented to two high school classes, and then, based on the results of examining the opinions of the teachers implementing the plan and students about the class, this researcher modifies and complements the parts of the plan showing low applicability to the field and develops the final dating violence prevention teaching-learning plan. In order to prevent adolescents' dating violence, it is necessary to create a social environment safe from violence and provide violence prevention education before they begin to have relationship. This researcher expects that this teaching-learning plan is applied in home economics class and it can contribute to enhancing students' sensitivity about violence and improving their competencies to make wise judgments in problematic situations and cope with them properly.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.35-50
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• 2019

The purpose of this study is to develop a home economics education curriculum by using the 'happiness education program' in order for students to improve a feeling of happiness and enhance positive relationships. This study focuses on the unit of 'understanding families' with middle school students. Based on the ADDIE model, 15 lesson plans were developed and implemented on four classes of middle schools in Chungbuk area from March 13 to July 7 in 2017. Findings show that feelings of happiness and interrelationship among others significantly improved and showed strong enhancement. Also, understandings the importance of close relationships and the value of family showed significant improvement. The teaching methods using happiness practice activities and group activities for the happiness education in the home economics classes were evaluated as effective by participants. This study has the significance and implications for further studies in a sense that it combines happiness education with home economics education curriculum.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.17-35
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• 2011

The purpose of this study was to determine the possibility of character education in the middle school home economics program: by extracting learning factors that can cultivate gratitude disposition from the eighth grade in the unit of 'clothing life' of middle school HE text, developing five teaching-learning lesson plans and learning materials, and applying them in classrooms to see any changes in gratitude disposition standards before and after its application. Five teaching-learning lesson plans for the cultivation of gratitude disposition were developed, and completed after three experts in home economics verified their validity and revised them. From June 1, 2010 to June 30, 2010, five classes were to 210 grade students at a Gyeongbuk Junior School, and dispositions were investigated before and after the classes. Gratitude disposition standards used GQ-6, like McCullough, and for before-and-after-inspection comparison, t-test and analysis of open-ended questionnaires were carried out. The results proved the instruction effective. Before the class for the cultivation of gratitude disposition, students had a gratitude disposition average of 2.87(out of 5). After the class, the average was 3.35, which shows that students had improved considerably. Also, in analysis of a open-ended questionnaire, it was said that the class had been provided the opportunity to think about the value of nature and neighbors and that the class content reminded them about appreciation. In conclusion, for the character education in other areas of middle school home economics, teaching-learning lesson plans development must be attained to further this character education program.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.55-66
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• 2013

The purposes of this study were to examine major satisfaction and career decision level of Home Economics Education major college students, to investigate factors influencing on major satisfaction and career decision level, and to provide basic informations for career counseling. A survey was conducted to students majoring Home Economics Education at four universities, and students majoring Korean Language Education and Mathematics Education at one same university in Seoul from October to November, 2011. General satisfaction in major of Home Economics Edu. students was above average, but social perception satisfaction was low. The social perception satisfaction was lower for Home Economics edu. students than Korean Language edu. and Mathematics edu. students. There were significant differences in major satisfaction by university and class standing, but no significant difference by gender. Students showed the lowest value in Home Economics teacher as considering job, and most of students considered teacher and major unconcerned job. Students considering major concerned job showed higher major satisfaction compared to students considering major unconcerned job. Career decision level was medium and there were not significant differences in career decision level by major, university, class standing, gender, considering job. Career decision level was affected positively by only general satisfaction in major.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.73-89
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• 2023

This study aimed to analyze 'consumer life' units in middle school home economics textbooks in Korea and Japan based on the ESD concept (diversity, interaction, finiteness, fairness, cooperation, responsibility). The objective was to compare how the ESD concept was reflected in Korean and Japanese textbooks. The analysis focused on the units related to 'adolescent consumer life' in Korean textbooks and 'money management and purchase' as well as 'consumer rights and responsibilities' in Japanese textbooks. Results showed that in Korea, responsibility (23.36%) was most emphasized, followed by interaction (22.43%), cooperation (19.63%), fairness (18.69%), finiteness (10.28%), and diversity (5.61%). In Japan, cooperation (21.74%) and interaction (21.45%) received significant attention, followed by fairness (16.23%), responsibility (13.91%), finiteness (13.33%), and diversity (13.33%). Korean textbooks exhibited a wider range of ESD concept percentages compared to Japan. In the Korean textbooks, responsibility was emphasized for promoting rational and ethical consumption, while Japanese textbooks highlighted cooperation in resolving consumer issues and collaborating with local and international communities to address environmental concerns. Interaction was emphasized regarding the impact of individual and family consumption on society, economy, and the environment. Overall, both Korean and Japanese home economics textbooks reflected elements that foster sustainable consumer behaviors.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.85-101
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• 2021

The purpose of this study was to make suggestions for improvement by analyzing the activity tasks in the clothing life area in middle school 「Technology & Home Economics」 textbooks of the 2015 revised curriculum. For this purpose, the multiple intelligence teaching-learning strategy analysis criteria were reconstructed and used for analysis. The activity tasks of the clothing life area of 「Technology & Home Economics I」 textbooks from 12 different publishers were analyzed based on the reconstructed analysis criteria, and the content validity was verified by 11 experts. The content validity, assessed by CVI was 0.94. According to the results, the logical·mathematical intelligence accounted for the highest proportion with 31.02%, followed by linguistic intelligence(23.81%), visual/spatial intelligence(17.08%), intrapersonal intelligence(14.71%), interpersonal intelligence(5.79%), bodily/kinesthetic intelligence(5.22%), naturalistic intelligence(2.37%), and musical intelligence(0.00%). The results showed that the teaching-learning strategies most frequently implemented in clothing life area were logical/mathematical intelligence, linguistic intelligence, visual/spatial intelligence, and intrapersonal intelligence. On the other hand, teaching-learning strategies related to interpersonal intelligence, bodily/kinesthetic intelligence, and naturalistic intelligence were used at a relatively low proportion. Therefore, it is recommended to expand the teaching-learning strategies of interpersonal, bodily/kinesthetic, naturalistic and musical intelligence, for a more balanced intelligence development of students.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.29-45
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• 2006

This study was to investigate the perception of middle school students on the management of the curriculum $\ulcorner$Technology Home Economics$\lrcorner$ according to the 7th National Curriculum. The subjects were 494 third grade students from middle schools located in Seoul, in order to inquire into their perceptions through the questionnaire. The collected data was analyzed with the descriptive statistics, Pearson Chi-Square, t-test, and one-way ANOVA by SPSS Win ver. 12.0 program. The major findings were as follows: Firstly there were gender differences on the interests for the subject of $\ulcorner$Technology Home Economics$\lrcorner$. The girls who were interested in the subject were much more numerous than the boys, but only in the technology part of it, the boys were more interested than the girls. Secondly the students recognized that the experiment & practice for learning $\ulcorner$Technology Home Economics$\lrcorner$ was important. They, however, recognized that its operation in school was not enough to understand the contents. The higher a student viewed the importance of the experiment & practice on $\ulcorner$Technology Home Economics$\lrcorner$, the higher his perception of its usefulness in real life. Thirdly the highest ranking of its usefulness for the contents of the subject $\ulcorner$Technology Home Economics$\lrcorner$ was identified as 'the Computer and Information Processing' and 'the Nutrients and Diet in Adolescence'. These findings suggest that the importance of the experiment & practice was enhanced and the gender differences on the usefulness of the experiment & practice on the each units were considered in order to increase the degree of the students' interest and usefulness of the $\ulcorner$Technology Home Economics$\lrcorner$

• 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 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.28 no.1
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• pp.87-104
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• 2016

The purpose of this study is to suggest a pedagogic direction of home economics education that can form body image which organize self-concept of adolescents positively. To achieve this purpose, the study suggested a body image formation model of adolescents that can be applied to home economics education, and based on this formation model, analyzed contents on body image of current 12 textbooks of home economics education. The main results of this study are summarized as follows: First, to analyze textbook through body image formation model of adolescents, educational contents about body image were categorized into 4 constructs with 8 sub-categories. Second, we found the current textbooks about the child and family life field, food and dietary life field, and clothing life, are handling topics regarding body image formation model of adolescents, such as concepts and components of body image and antecedents and outcomes of body image. We conclude that although the current textbooks handles contents on body image of adolescents, those contents are sporadically presented across the three fields without an integrated perspective. Home Economics, as an entity of educating adolescents' self-esteem through daily life activities, needs to have a topic-oriented approach in developing a curriculum.