• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.103-128
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• 2013

The purpose of this study was to develop a school violence prevention program featuring the Practical Action Teaching Model(hereafter, PATM) for middle school students to prevent school violence by Home Economics Education. To accomplish this purpose, the processes of analysis, design, development, and evaluation based on ADDIE were conducted. The validity of the program was evaluated twice by Home Economics education experts(36 experts for the first group and 10 experts for the second group) and the contents of the program were modified according to the comments from the evaluators. The school violence prevention program in Home Economics classes consisted of 5 topics such as changing perception on school violence, enhancing self-esteem, relating with others, practicing consideration and sharing, and strengthening the will of preventing school violence. Twenty-four units were developed with 7 practical problems(What should I do to make friends to help with each other?, What should I do to establish positive self-concept?, What should I do to communicate to build good relationship?, What should I do to solve the conflicts peacefully?, What should I do to practice consideration and sharing in food consumption?, and What should I do to practice consideration and sharing in clothing?) in 5 topic areas. Teaching-learning plans included four steps such as problem perception, practical reasoning, action, and evaluation that comprise PATM to solve the practical problems. Every step of the teaching-learning plan consisted of questions for practical reasoning and activity assignments. Materials for students and teachers were developed. Materials for students comprised 80 pieces in total including student activity, reading, movie, and clips to make students enhance understanding and interest. Materials for teachers comprised 35 pieces in total such as rationales, newspaper articles, and movies that make teachers that lesson teaching loads and were helpful for teachers. The PATM was incorporated into developing the program and a Likert-scale was used to assess usefulness, applicability, appropriateness, fidelity, substantiality, and validity of this program. This program gained more than 4.00 on a 1-5 Likert scale. This result indicated that program is expected to be effective and useful to school violence prevention.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.93-113
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• 2017

This research analyzed the cases of math competencies-oriented assessment, integrating assessment and instruction, which had been conducted in an elementary school whose assessment system involves frequent tests from a formative perspective on assessment. The research outcome is as follows: First, the competencies-oriented assessment of integrating instruction made possible for curriculum restructuring and competencies-oriented teaching, whereas more emphasis needs to be focused on the assessment feedback. Second, assessment on math competencies involves multiple dimensions; therefore, it needs to be managed to prevent problems arising due to overlap between different competencies. Third, though it has been identified that with evaluation it is possible to recognize and gradually improve the areas short of competency, more practical studies need to be conducted in this regard. Fourth, even with the fact that various types of evaluation ensure its fairness, make an accurate interpretation of the evaluation result before arriving at a comprehensive assessment.

• School Mathematics
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• v.10 no.3
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• pp.375-399
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• 2008

Infinitesimal did not play an explicit role concerning definite integral in the textbook nowadays. But studies which investigate understanding of students on definite integral show that many students comprehend definite integral with infinitesimal. Formally infinitesimal is not taught at mathematics classroom, but many students identify definite integral as infinite sum of infinitesimals. This means that definite integral itself contains some structural elements that allow infinitesimal interpretation. In this study we investigate the role of infinitesimal In the historical development of partition-sum in definite integral, extract didactical issues concerning understanding of definite integral, and analyse Korean mathematics textbooks. Finally we propose some suggestions on the teaching of definite integral which contains the process of refinement intuition.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.129-152
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• 2022

The purpose of this study was to develop a sustainable dietary education program for middle school home economics subject using a teaching strategy to improve the empowerment of adolescents and to verify and evaluate the effectiveness of the program. To achieve the purpose of this study, the program was developed and evaluated according to the ADDIE teaching design model. The contents related to the dietary area were extracted from the technical & home economics curriculum of the 2015 revised middle school and SDGs, and their relevance was analyzed to select the contents of dietary education. The program developed based on the analysis results is 'dietary life together' and consists of five learning topics: 'living together in the global village', 'maintaining healthy diet', 'creating a dietary culture together', 'living with nature and people', and 'maintaining a safe diet'. As a strategy for improving empowerment, we presented four situations, each of which represents value judgment, prediction of results, responsible behavior choice, and decision making. The developed program was reviewed by experts and applied to 17 unit classes for 17 weeks (1 unit hour per week) to the third graders of middle schools in Gyeonggi-do. Significant differences were found between before and after the class measurements of the personal empowerment and the political and social empowerment, which shows the classes were effective in improving empowerment. However, since there was no significant difference in interpersonal empowerment before and after the program, suggestions were made to utilize strategies to facilitate discussion and cooperative learning when implementing the program. The students who participated in the class evaluated the program positively as a whole. The program was evaluated to have helped the students believe they could change society through solving dietary problems.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.

• Korean Journal of Human Ecology
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• v.4 no.2
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• pp.29-47
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• 2001

The purpose of this study is to provide marital information that premarital preparation education program is to actively help families happiness, to be reinforced by the developmental service and the protective service. The premarital education program to help unmarried or premarital couples to begin initial adaptation for successful marriage. This program is to enrich the marital relationship provided with the wholesome, potent marital system as center of a family. and further to development preserve. enhance a healthy, genial family relationship. Particularly the elevated marital relationship. The data were collected for 122 collage students. The data were analyzed by statistical methods such as frequency percentage. This program is for college students as curriculum. So it was consisted of fourteen-sessions. The sessions included as follows: Intimacy & Love. Mate Selection. Understanding Together, Communication, Family Stress & Coping, Understanding Marriage & Family Dynamics. Gender Role & Power Intimacy. Sexuality & Relationship. Financial Management, Marriage Preparation. Evaluation.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.81-94
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• 2004

The purpose of this study was to research middle school students' interest and practice about the housing education contents in Technology and Home Economics Subject(classify them into three units, application of living space, indoor environment and equipments. support and repair of housing) in their real life. This was the investigation of which 529 middle school students have lived in Jeonbuk province, SPSS program was utilized to analyze percentage. mean and standard deviation. as well as t-test, One-Way ANOVA and Pearson's correlation coefficients. The results of this research were as follows: Middle school students' interest and practice of the housing education contents appeared to the middle level. Middle school students was consider that the order of interest parts of housing contents were indoor environment and equipments. application of living space, support and repair of housing. And the order of practice parts of housing contents were application of living space. indoor environment and equipments. support and repair of housing. There were significant differences in interest and practice of contents according to demographic variables such as sex, educational level of parents, social status of home. school record. Interest about the housing education contents had significant positive relationships with practices of contents of housing education. Therefore. it would be necessary to develop teaching materials and housing education contents promoting interest of students.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.1-14
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• 2008

This study was performed to evaluate the effect of the e-Learning application on the teaching learning method in Technology-Home Economics of Middle School. For e-Learning of clothing part, diverse teaching programs and contents were reconstructed and provided in cyber-space. Among the uploaded diverse materials including advanced and supplementary materials, students could make a choice which depends on their own levels. Since the results of assignments could be uploaded in cyber-space and easily accessible to all students, the reliablity of estimation was increased and self-directed learning ability was improved. Also, more effective teaching learning activity could be expected through the mutual exchange of opinion between students and teacher, and among students. Besides, counselling and advices on overall aspect of student's life were also possible. The students were generally satisfied to e-Learning instruction. The interest and understanding about clothing part were increased, and the academic attitude and habit were positively changed. Also they responded that e-Learning instruction were very helpful because learning was possible even after school, diverse materials for learning were available, and submitting the results of assignments was very convenient. In conclusion, the application of e-Learning on the teaching learning method was very effective and should be encouraged. The development and supplement of diverse programs and contents will be necessary for more successful e-Learning instructions.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.77-97
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• 2020

The purpose of this study was to develop and evaluate the sustainable housing teaching-learning process plan aimed to achieve the global SDGs through home economics class in middle school that is based on the ADDIE model. The overall objective of the plan was to contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through everyday practice. The plan consisting of 4 lessons contained various activity and visual resources(4 individual and 4 team activity sheets, 4 reading texts, 1 homework sheet and 1 evaluation sheet, and 7 videos) for students and (4 sets of ppt and 4 reading texts) for teachers. The theme and team activities of each lesson were related to 2~7 targets of 2~3 SDGs, in total 11 targets of 5 SDGs. The plan was implemented to 4 classes of 127 senior students at Y middle school in Cheongju city during the period from the 29^th of August to the 18^th of September, 2019. The results showed that students were very positive and highly satisfied with not only practical contents but also adequacy of resources and activities of the whole 4-lessons, so that they actively participated in the lessons more than usual and looked forward to learning more about it. They thoroughly enjoyed various team activities such as brain writing, mandal art, visual thinking, making UCC, and planning the sustainable village as well as writing a short reflective journal at the end of each lesson. Students also reported that they highly accomplished the goal of each lesson and the overall objective. It could be concluded that the teaching-learning process plan of 4-lessons could contribute to cultivating students' sustainable housing values and to creating sustainable lifestyle through practicing everyday life. It indicates that home economics is one of the major subjects to contribute to the attainment of global issue of SDGs for OECD education 2030 and to educate the practically acting global citizen.