• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.225-239
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• 2012

The purpose of this study was to develope and implement a teaching learning process plan applied with portfolio assessment for 'housing and residential environment' section of Technology Home Economics in a middle school. The teaching learning process plan consisting of 8-session lessons had been developed and implemented according to the ADDIE model mixed with 6 portfolio-development stages. In the development stage, 19 activity materials(5 reading texts, 6 individual and 2 group activity sheets, and 3 subject activity sheets) and 27 teaching learning materials(8 sets of pictures & photos and 19 moving pictures) were developed for the 8-session lessons. The plans applied to 2 classes 74 students in the third grade of K middle school in Gyeonggi-do during May 16th-17th of June, 2011. The results from survey and portfolio showed that the 8-session lessons had overall achieved the general goal of the teaching learning process plan applied with portfolio assessment, which was to stimulate students in the class through working with portfolio elements of activity materials. The students evaluated the whole process of 8 lessons were adequate and helpful. Students also reported they highly accomplished the goal of each lesson and actively participated in the lesson. The 3 subject activity sheets as well as other materials in the portfolio were excellently done with the average of over 90% points. These results supported that a teaching learning process plan applied with portfolio assessment was a combined lesson with evaluation and also an alternative to qualitative evaluation over the whole units. This plan might apply to other parts of housing as well as various other areas.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.77-101
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• 2007

The purposes of this study were to develop ICT consumer education program for the second grade middle school students using in the Home Economics and Technology class and to test the effect of this program in terms of learning the knowledge and forming the attitude to be a wise consumer. The contents of a middle school Home Economics curriculum and 10 different textbooks were analyzed. Based on these analyses 5 ICT lesson plans on consumer education were developed. The second grade middle school students as an experimental group participated in 5 ICT consumer education classes during the middle school Home Economics and Technology classes. The control group of students who had same condition with the experimental group were taught by traditional instructional methods. After experiment, the changes in knowledge and attitude to be a wise consumer of both groups were analyzed using Analysis of Covariance. The significant improvements of knowledge and attitude of it were found among the experimental group of students compared with control group of students. Thus the conclusion is that the ICT consumer education program conducted in this study was found to be more effective than traditional one in terms of learning the knowledge and forming the attitude to be a wise consumer.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.161-183
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• 2011

This study aims to design, develop the impact of a high school course in practical problem- focused teaching plan which will enable students to deal with an aging society, and prepare well for the aging by looking at issues the elderly face. This study set a target of analyzing the 2007 revised curriculum manual to develop instructor-led teaching and learning plans for 'Successful aging preparation'. Five common subjects were reframed on a practical problem basis through factor analysis of preliminary research regarding aging education for teenagers and the 2007 revised curriculum and textbooks of Technology Home Economics, and Human Development. The practical problem was 'What do we need to do to Successfully live an independent life in aging?', and the subjects studied to answer this question were the aging society and population changes. the nature of the elderly, aging preparation, care of the elderly, and welfare services for the elderly. These five subjects were grouped under the main categories of The Aging Society. Understanding the Elderly, and aging Preparation. The ultimate objective of the lessons was, through critical reasoning, to inquire into the causes of current problems the elderly face so that teenagers can understand aging societies and the elderly, and prepare for a Successful aging. Another objective was to seek reasonable alternatives for teenagers as they prepare for Successful and independent aging, and increase their problem-solving abilities in choosing the best course of action by considering the ripple effect of consequences of each of those alternatives. The practical problem-teaching lesson plans consisted of five classes on practical reasoning instruction. This study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.581-583
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• 2022

우리나라 교육통계에 따르면 외국인 가정 및 국제결혼 가정의 자녀 수는 138,227명에 달하며(교육부, 2020), 결혼이민자는 169,005명에 이른다(법무부, 2022). 이들 중 대다수는 의사소통의 어려움을 호소하며, 의사소통 문제는 학교 및 사회생활 부적응으로 이어진다. 이에 대하여, 지방자치단체와 다문화 유관기관 등에서 다양한 한국어교육 프로그램을 진행하고 있지만, 대부분이 단편적인 학습지 교육이나 문화 체험 수업에 그치거나 코로나19 등으로 인하여 수업이 중단되는 등 효과적이고 체계적인 교육이 제공되지 못하고 있는 실정이다. 본 연구에서는 한국에서 적응하고 생활해야 하는 다문화 가정 구성원들을 대상으로 한국어교육을 체계적으로 실시하기 위해 가상현실(VR)을 활용한 교육 프로그램을 제안한다. 이는 시공간의 제약을 받지 않아 일반 교재나 PC 활용 수업에 비해 접근성이 좋고 실재감과 몰입감을 높여 학습자의 흥미와 참여도를 향상시킬 수 있다. 특히 다자간 동시 참여가 가능한 메타버스 공간에서는 학습자 간 활발한 상호작용 및 소통이 가능하여 언어 능력과 더불어 사회 적응력을 기르는 데에 기여할 수 있다.

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.133-144
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• 2012

The purpose of this study was to investigate Home Economics(HE) teachers' stages of concern, levels of use, and needs about the practical reasoning instruction focusing on the Concerns Based Adoption Model(CBAM). Questionnaires were administrated to HE teachers who worked for middle or high school in Korea and used HE textbooks according to the revised 2007 HE curriculum through mailing and visiting HE teacher training centers. 350 data collected from the responses were finally analyzed using SPSS 12.0. The results of the study were as follows: First, HE teachers' stages of concern about the Practical Reasoning Instruction(PRI) were demonstrated by the following order: awareness stage 0(97.05%), informational stage 1(87.06%), personal stage 2(86.23%), management stage 3(79.85%), refocusing stage 6(63.22%), consequence stage 4(61.26%), and collaboration stage 5(60.12%). Second, HE teachers' levels of use for PRI were demonstrated by the following order: preparation level 2(30.3%), orientation level 1(18.30%), refinement level 5 (18.30%), mechanical level 3: (16.0%), routine level 4(10.09%), nonuse level 0(4.0%), integration level 6(1.70%), and renewal level 7(0.60%). Third, needs for HE teachers' practical reasoning process were shown as the following order: '(O)Outline and implement a plan for action'(1.89), '(A)Analyze choices and consequences'(1.75), '(N)Note the results of your action(s)'(1.57), '(E)Evaluate information needed to solve the problem'(1.44), '(R)Recognize the problem'(1.39), and '(S)Select the best choices'(1.36).

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.81-97
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• 2007

This study investigated the Present status of laboratories for experiment and practice, and analyzed teachers' recognitions on experiment and practice for Home Economics area of a Technology and Home Economics curriculum according to majors of teachers. Questionnaires were mailed to middle school teachers who taught home economics part and they answered on the web. 220 replies were used for the final analysis. The findings were as follows: First, the facilities and teaching equipments of laboratories for home economics area were inferior, especially, for clothing and textiles part and housing part. Second, teachers recognized necessity to conduct experiment and practice highly. Food life part scored the highest, while housing part scored the lowest. Teachers who majored in home economics recognized more necessities of experiment and practice than teachers who didn't majored in home economics. Third, they recognized level of experiment and practice to be suitable to students, but 'maintenance and repair of housing' section was relatively less suitable than other sections. Fourth, 'making clothes and recycling' section was recognized to have the least suitability in quantities and hours of experiment and practice lesson, because of too much contents and lack of lesson hours. Fifth, teachers recognized that students were more interested in 'the basis of food preparation and practice' section, but they are less interested in 'maintenance and repair of housing' section. Sixth, teachers recognized that contents of experiment and practice were very useful to the real life. 'The basis of food preparation and practice' section was the most useful, while 'maintenance and repair of housing' section was the least useful. Seventh, experiment and practice lessons for food life part were put in practice very well, followed by the order of clothing and textiles part and housing part. Teachers who majored in home economics usually took more experiment and practice lessons than teachers who didn't major in home economics.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.65-84
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• 2021

In this study, a program was developed and implemented for middle school students in the 'Healthy Family Relations' of the home economics based on design thinking process. The purpose was to investigate whether a significant difference is displayed in terms of empathy ability improvement among middle school students. For this purpose, a "Wise 'stay-at-home' life" program comprised of five class sessions was developed based on design thinking process. The program was implemented to male and female students in the second year of middle school, and students' empathy ability was examined by a pre- and post-test comparison. As a result, the developed program was found to have generated a significant improvement in cognitive empathy among middle school students. In addition, the students' satisfaction with the class was generally positive. In particular, many students mentioned that they were interested in activities such as 'empathizing through Instagram' and 'creating a sub-character'. However, there also was an opinion that the lesson activities were difficult to complete due to the lack of time and restrictions on cooperative activities due to COVID-19. In this research, we developed a program that can be used in both face-to-face and non-face-to-face situations in order to flexibly deal with situations where the learning environment changes due to COVID-19. And this research is significant particularly in that it confirmed that home economics have a positive influence on improving middle school students' empathy ability, particularly the cognitive factor of empathy.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.67-83
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• 2022

This study was designed to develop a sustainable clothing life education program for middle school students and to analyze the effects of the developed program on the "Change-maker" characteristics of adolescents. This study proceeded following the ADDIE teaching design model. The learning activities in the middle school Technology and Home Economics textbooks were analyzed according to the steps of the Change-maker education program. Based on the analyzed results, the sustainable clothing life education program entitled 'Clothes for us, actions for the earth' which includes ten teaching and learning process plans, 17 individual learning activity sheets, and seven group learning activity sheets was developed. The developed program was implemented on 285 first-year students in K middle School in Ulsan. After the class, the level of Change-maker characteristics of the students increased from 3.87(SD=.54) to 4.59(SD=.64). From the interviews of the students, it was also found that the developed program influenced the values and behaviors of the students. Therefore it was confirmed that the Education for Sustainable Development(ESD) program on clothing life in middle school Home Economics developed based on the Change-maker education program stage was effective in cultivating the Change-maker characteristics of adolescents.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.87-103
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• 2011

The purpose of this study was to develop a teaching-learning program for the unit 'youth sex and peer relationship' of middle school seventh - grade technology & home economics by applying Keller's ARCS model in five stages: analysis, design, development, implementation and evaluation. In the analysis stage, earlier studies of motivation were analyzed, and a survey was conducted to select ARCS strategies, in the design stage, in which way motivation strategies should be designed, in the development stage, a teaching-learning program for eight sessions was developed in accordance with the two practical problems. In the implementation stage, middle school seventh graders took six sessions according to the program, in the evaluation stage, the highly applicable teaching-learning program was finalized in response to the needs of the students. This study focused on revising ARCS strategies which provide in the teaching-learning programs by implementing and evaluating. Students desired for interesting instruction. It was necessary to develop new ARCS strategies can apply to Home Economics.