• Journal of Korean Home Economics Education Association
• /
• v.30 no.3
• /
• pp.111-127
• /
• 2018

The purpose of this study was to analysis the home economics education curriculum from the first national curriculum to the 2015 revised curriculum using text mining techniques used in big data analysis. The subjects of the analysis were 10 curriculum texts from the first national curriculum to the 2015 revised curriculum via the National Curriculum Information Center. The major findings of this study were as follows; First, the number of data from the 4th curriculum to the 2015 revised curriculum gradually increased. Second, as a result of extracting core concept of the curriculum, there were core concept words that were changed and maintained according to the curriculum. 'Life' and 'home' were core concepts that persisted regardless of changes in the curriculum, after the 2007 revised curriculum, 'problem', 'ability', 'solution' and 'practice' were emphasized. Third, through core concept network analysis for each curriculum, the relationship between core concepts is represented by nodes and lines in each home economics curriculum. As a result, it was confirmed that the core concepts emphasized by the times are strongly connected with 'life' and 'home'. Based on these results, this study is meaningful in that it provides basic data to form the identity and the existing direction of home economics education.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2004.10a
• /
• pp.48-51
• /
• 2004

'유비쿼터스'라는 신조어를 통해 우리의 현재 IT 분야에 큰 영향을 주고 있으며, 이 개념과 맞물려 우리 일상생활에도 많은 변화가 일어나고 있다. 현재 인터넷은 우리 생활치 일부가 되었고 다음은 로봇의 시대가 될 것이라 생각된다. 많은 국가와 연구실에 로봇에 관한 많은 연구를 하고 있으며 성과를 거두고 있다. 본 논문에서는 지능을 지니고 휴대가 간편한 휴대용기기를 이용하여 가정에서 여러 가지 기능을 수행하는 서비스 로봇을 제어하고자 한다 유비쿼터스 개념과 같이 언제 어디서든지 연결이 가능하도록 무선랜 통신을 사용하여 휴대용 기기와 가정용 서비스 로봇은 정보를 상호 교환 할 수 있다. 지능형 휴대용 기기는 가정용 서비스 로봇이 가정에서 여러 가지 임무를 수행할 수 있도록 소프트 컴퓨팅 기법을 사용한 알고리즘을 이용한다. 또 한 로봇은 환경을 파악할 수 있도록 다종의 센서를 부착하고 있으며 이를 통해 환경에 맞는 임무를 수행 할 수 있도록 정보를 수집한다. 본 논문은 지능형 휴대용 기기를 이용하여 인간 친화적인 가정용 서비스 로봇이 될 수 일도록 기능을 제어하는 것이다.

• Journal of Science Education
• /
• v.41 no.1
• /
• pp.1-15
• /
• 2017

The purpose of this study was to deduct implications for national curriculum and textbook by analysing the duplicated contents and sequence between science and technology home economics subjects of the 2009 revised middle school curriculum. For duplication analysis, overlapped achievement standards and themes were examined by comparing the science and technology home economics curricular. Next, analysis of duplicated concepts is performed by comparing science and technology home economics textbooks through the concept map. The result of analyses of the achievement standards showed 4 standards related with 'digestion', 'energy' were duplicated. The other results of studying duplicated contents in textbooks suggested overlapped concepts(terms) were existed as following: digestion(22 contents), Energy(9 contents). In science textbook, the duplicated concept is usually described in detail. In contrast, the technology home economics textbook explain the duplicated concept briefly with providing various type of examples and cases. There are differences of using terminology between two subject textbooks. The findings of this study may provide educational insights into teaching of the duplicated contents between science and technology home economics.

• Journal of Korean Home Economics Education Association
• /
• v.28 no.1
• /
• pp.1-17
• /
• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Proceedings of the SOHE Conference
• /
• 2002.10a
• /
• pp.42-43
• /
• 2002

• Proceedings of the KHMA Conference
• /
• 2012.11a
• /
• pp.235-250
• /
• 2012

• Proceedings of the KHMA Conference
• /
• 2012.05a
• /
• pp.360-360
• /
• 2012

• Proceedings of the KHMA Conference
• /
• 2012.05a
• /
• pp.99-106
• /
• 2012

• Proceedings of the KHMA Conference
• /
• 2008.05a
• /
• pp.121-135
• /
• 2008

• Proceedings of the KHMA Conference
• /
• 2008.05a
• /
• pp.137-138
• /
• 2008