• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.21-44
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• 2008

The purpose of this study was to analyse the possibilities and legitimacies for using integrated essay on Home Economics Education, and to suggest the instructional design. Integrated Essay consisted with three composers, subject(students), object(texts), and strategy(thinking abilities). The results of theoretical analysis, socio-constructionalism by Vygotsky, the deconstructional literacy criticism by Derrida, and cognitive psychological approach by Beyer, Wood et al, Hayes were supported the integrated essay in instruction for Home Economics Education. Also, essay tests types of university entrance exams in Korea, previous researches of thinking ability in Home Economics Education, and essay questions in textbook were analysed. As results, theoretical framework, instruction process, and instruction design for integrated essay in Home Economics Education were developed. The possibility of integrated essay is high but it's real estimate will success when Home Economics Education realize it's nature.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.31-43
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• 2010

We investigated the extent of recognition and the rate of class practice on the contents relevant to the environmental education in the units of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in Korean middle school teachers. Two hundred sixty teachers, who had taught the units of 'Clothing Life' and responded to the questionnaires by mail from December 2007 to January 2008, were enrolled and each item in the questionnaires was analyzed in this study. Most teachers recognized the serious environmental issues in their residential area resulting in a harmful influence on their lives. Also they exhibited increased practice will such as joining to the environmental organizations and showed high practice of the environmental preservation. They commented relatively high rate of class practice on the contents relevant to the environmental education and enhanced practice of the environmental preservation in all units of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum except the units of 'Clothing Skill and Dress Clothes' and 'Simple Clothes Making'. Moreover, teachers with higher age and longer teaching career had the higher level of recognition and the greater rate of class practice on the environmental education compared to those without. Teachers should try to raise the students' recognition and practice will on the environmental issues in the class of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in Korean middle school.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.159-176
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• 2011

The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.67-77
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• 2013

The purpose of this study was to develop teaching-learning plans for the 7th grade technology-home economics classes, applying situated learning theory. In addition, the effect of developed teaching-learning plans were examined, in terms of students' perception and attitude toward clothing habits and the degree of satisfaction with the lessons. In order to carry out the research, the teaching-learning plans for the 3 lessons on "clothing and self-expression" unit were developed. Experimental study was done at a middle school in Seoul to examine the effect of the teachig-learning plans developed based on the situated learning theory. Two classes taught with the developed teaching-learning plans served as a experiment group, and another two classes taught with traditional lecture-based plans served as a control group. As a result, teaching-learning plans developed based on situated learning theory had a positive impact on students' satisfaction with the lessons and the perception and attitude toward clothing habits.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.65-84
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• 2021

The purpose of this study was to develop and evaluate the Home Economics(HE) Flipped Problem-Based Learning(FPBL) education plans focusing on 'food selection and storage' unit for middle school students. The results of this study are as follows. First, middle school students who participated in the class had mainly experienced lecture-style classes previously, but they preferred group activity classes to lecture-style classes. Their 'preferred on-line class tools' was 'Miricanvas', and the 'helpful on-line class tools for learning' was 'Tinkerbell'. Second, the HE FPBL education plan was designed and developed to conduct block time classes, twice a week for 3 weeks by applying the '13 stages of FPBL'. The main topic of the class is "food selection and storage that protects health and the environment". The practical and unstructured problems in the FPBL was to participate in the 'Food Selection and Storage to Protect Health and Environment' mission development contest of a TV entertainment program. Learning materials(stepping video, reading materials, activity sheets, and evaluation tools for process-based evaluation) were developed. The 206 senior students at a middle school in Haeundae-gu, Busan, took the class for three weeks and evaluated it as a good class that helps them learn, is satisfactory, interesting, and suitable, leads to class participation, and is differentiated from other teaching methods.

• 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.26 no.3
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• pp.69-89
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• 2014

The purpose of this paper was to understand the outlines of 1) common and free curricula implemented by the first pilot schools and 2) Home Economics related programs from both curricula. This study analyzed the 42 reports from the first pilot schools which implemented the free learning semester in 2013. The results showed that more than half of schools set two or more emphasis models of the free learning semester. In 15 out of 28 schools, the lesson hours of Home Economics were reduced by one to three hours. Various common curricula were implemented in many aspects of teaching-learning methods, curriculum, evaluation, and subject related career lessons. Free curriculum was implemented in four areas such as career exploration, student optional program, club activity, and art sports activity. In common curriculum, Home Economics was carried out in 17 out of 39 schools. The Home Economics class included subject related career lessons and improvement of teaching- learning methods. Various interesting activities and programs as a free curriculum were implemented in career exploration, students' optional program, and club activities in 38 schools. The most frequently implemented was the activity program related to food and nutrition. Further research was proposed to develop students' optional programs related to Home Economics subject, responding to their needs.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.109-121
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• 2005

The Purpose of this research was to find out differences in motivation and achievement by gender between traditional group and ARCS group. The subjects were 217 first graders in six different classes from a middle school in Daegu. Each Class had Five lessons during 5 weeks. The collected data were analyzed using descriptive statistics, ANOVA and ANCOVA by SPSS 10.0 program. The results of this study are as follows : First, the ARCS group showed significantly higher score than the control group in motivation. But no significant difference was found between boys and girls and in interactive effects. Statistically significant differences were found in three factors of motivation - attention, relevance and satisfaction - from the ARCS model, but no significant difference in confidence. Second, there was no significant difference in students' achievement.