• Proceedings of the KHEEA Conference
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• 2002.08a
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• pp.281-282
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• 2002

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.179-183
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• 1997

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.184-187
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• 1997

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.159-174
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• 2003

The purposes of this study were to determine the relationship between school education for life-long education and home economics education. to analyze the present state of the life-long education programs through the school in terms of the home economics education, and to understand the role and obtainable qualification of the home economics teachers as the life-long education leader. The results of this study was intended to provide as fundamental materials for direction and plans for life-long education programs in terms of home economics educations. This study was conducted through the analysis of the literature on life long education and the working reports for-16 model schools nationwide for life long education. The results are as follows : 1. The objectives and contents for programs should be developed systematically on the relationship with society. 2. The structure of programs should be developed by characters of organizations, school levels, and regions. 3. Programs should be classified by the purposes and constructed systematically. 4. The subject of programs should be all the members of a family, not only house wives or female adults. 5. The compensation system should be followed for the home economics teachers participating on the program of life long education. 6. Various opportunities for education should be provided to the home economics teachers who want to obtain the qualification as a family-life educator.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.1-25
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• 2021

The purpose of this paper is to explore ways to prepare for the high school credit system in the home economics educational community through the case of high school credit system research school operation. To this end, the operation process of H high school in Gangwon-do, which operated a high school credit system in 2019, was monitored for 5 months, and surveys and interviews were conducted with students, parents, and teachers to determine the operation of the curriculum. Suggestions based on the case of H high school's operation of the high school credit system for home economics educational community are as follows. Home economics teachers should make active efforts to provide attractive and meaningful home economics lessons to their students by improving instruction and assessment, and implementing a variety of elective courses within the subject of home economics, including collaborative online curricula. Home economics teacher communities and related associations should build a solid network that connects local home economics subject research groups, share information related to curriculum operation, and use it as a channel for disseminating class research results. Home economics teacher training institutions should innovate the curriculum to help prospective teachers develop the ability to guide multiple classes in line with the changing teacher training policy, and develop and provide high-quality online and offline programs for field teacher re-education.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.81-99
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• 2010

This study was motivated by the fact that the educational curriculum needs revising as the contemporary society undergoes dramatic changes; this change demonstrates that Korea society now turns into a multicultural community. In this vein, this study aims to examine how the national Home economics curriculum (revised in 2007) incorporated the essence of multicultural education program and that of international understanding program into the coursebook, and to suggest which part of the coursebook needs revising to enhance its validity. To attain this goal, this research was conducted to analyze how two programs are implemented in secondary school, and to propose how those programs should be developed to address the immediate needs of the current society. To illustrate, this study examines a variety of theories and methodology on how multicultural education program should be implemented along with the current situation of Korea society. In addition, quantitative research was conducted to acquire empirical data from 6 coursebooks the frequencies of statements and visual aids that are considered to be directly reflect the essence of two programs. The results demonstrate that two programs are relegated into a lesser position compared to other programs; furthermore, they lack materials to deepen students' understanding about multicultural society and international relations. Therefore, the considerable revision needs to be conducted to embrace the essence of multicultural society and international understanding programs, and sensitize students to the immediate needs of the current society.

• 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.25 no.3
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• pp.105-121
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• 2013

This study aimed to investigate the validity and appropriate way of career education according to the integration of home economics subjects, as a way of revitalization of career education in technology and home economics subjects, after the implementation of free semester system. For this goal, the meaning and trend of free semester system, trend of subject-integrated career education, analysis of curriculum in technology home economics education subject, and trend of research about career education in home economics were investigated. The result was as in the following. First, in spite of the ambiguity of the meaning of free semester, the career education will be expanded as the importance of lifelong career education was more and more required. Second, the career paths separated from subjects had problem in its effectiveness, therefore, subject-integrated career education emphasizing on school subjects will become more crucial. Third, it was presented that extracting core achievement standard in subject-integrated career education in technology home economics education according to core achievement standard was critical. For these reasons, the objective and model of career education in home economics education under free semester system were illustrated.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.1-19
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• 2016

The purpose of this study was to design curriculum content structure integrating three systems of actions for 2009 revised current home economics curriculum. For the development of content structure and content elements, a development team of two home economics scholars, a cooperating team of three home economics teachers, and an expert team of 15 home economics teachers and professors were organized. Phase 1 of curriculum development was developed by integrating three systems of actions with traditional home economics content areas of clothing, food, housing, consumption, and family by the development team. It is examined by the cooperating team and in phase 2 is recommended to build matrix of units of the current curriculum and the three systems of actions. The final phase of curriculum development illustrated a content structure integrating the sub-units of 2009 revised current curriculum and the three systems of action following the expert group's professional opinion.

• 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.