• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.145-161
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• 2008

The purpose of this paper is to find out the needs of housing contents in highschool Home Economics among students. The 105 housing contents and topics were chosen from the 3 textbooks and related references. The number of 516 questionnaire from 8 areas were used to analyze. Analyses indicated that respondents were more likely to favor Home Economics subject and one out of five wanted to select it. Average needs of the housing contents was above middle(3.4) and these was a little difference among 3 middle units in housing. The most needed unit was housing design. There was a more wide difference in 19 small units than in middle ones, ranged $3.00\sim3.91$. Individual contents showed the most variousness in needs from 2.89 to 4.30 in the middle unit of housing and environments, 3.00 to 4.01 in housing design, and 2.68 to 3.91 in housing management. The needs of additional contents were about the same as those textbook contents and it indicated that new textbook needs to adopt the newly demanded housing contents. Some of individual, family, and environmental characteristics were significantly related to the students needs. The higher positive attitude such as favor, interest, and selecting of the subject was related to the higher needs of housing contents. Residential areas and neighboring were also related to most of the needs of individual housing contents.

• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.23-39
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• 2017

The Purpose of this study is to present the basic data for selecting and improving the safety education contents which help practically middle school students through analysis of contents of safety education in 'field of home life' of 2009 revised middle school textbooks. The subjects of analysis are 12 types of middle school textbooks: in total 24 books written by 12 publishers in terms of the revised curriculum in 2009. The analysis criteria is developed by the researcher referring to preceding studies regarding safety education based on the seventh safety education standard presented by the Ministry of Education (2015). With such analysis criteria, all words related to the contents of the safety education of analysis criteria were extracted from each textbook, such as words directly mentioned as 'safety', words mean as 'psychological safety' and 'happy life', words related to 'attention', 'note', 'stability' etc. Under the analytic frame of safety education contents according to a home economics textbook, content analysis method was used for producing the frequency and percent of those words. The textbook analysis shows that the number of pages regarding safety education is 336.3 pages, as 9.8% in total 3,412 pages of 12 types of technology and home economics textbooks. As following the analysis of each textbook volume of the proportion in the contents related to safety education, 224.9 pages are on the first volume and 111.9 pages are on the second volume. As grades increase from year one to year three, the proportion of safety education in home economics textbooks is decreased. The highest number of safety education contents unit is 'Self-management of youth' which includes three parts of safety education. In the case of a unit for emphasizing practice, experience and practical exercise such as 'Life of youth' and 'Practice of eco-living', safety education content in the area of 'life safety' are mostly contained. Safety accidents related to the most student experienced, Household accidents (1.4%) and experiment or practice accidents (0.3%) are presented in a low figure. The contents of universal housing and school violence are duplicated on first and second volume of text. The most presented safety education content in the 12 types of textbooks are proper sexual attitude, dietary problems, family conflict and food choice. The least common contents are dangerous drugs, family welfare, internet addiction and industrial accident compensation insurance. As this study is to analyze 12 textbooks developed in 2009 revision curriculum, it is necessary to compare it with the textbook written by the revised curriculum in 2015 and to clarify the contents system of safety education and to avoid duplication of contents. In addition, it is necessary to develop and distribute a safety education program that can support textbooks.

• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.1-9
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• 2002

The objectives of this study were to measure the effect of Practical Reasoning Instruction in Home Economics : specifically. its effect on developing of critical thinking as well as to evaluate the degree of the critical thinking process. with reference to its sub-factors and the level. The research subjects were consisted of the experimental group of 119 freshman class female students from the “A” High School and the comparative group of 110 freshman class female student from the “C” High School in the city of Chung-Ju. This research was conducted under the pre-post test control group design. administering the Pre-Post testing to both the experimental and the comparative groups. The experimental group was subjected to Practical Reasoning Instruction in Home Economics : whereas the comparative group was taught under the lecture-Instruction in Home Economics The research findings are as follows: 1. Those who studied Home Economics under the Practical reasoning method scored higher on the critical thinking Process than the comparative group students who were taught Home Economics in the lecture-style approach. 2. The experimental group of students. who studied Home Economics under the Practical reasoning method. scored higher than the comparative group in their ability to perceive assumption and to render Judgment among the five sub-factors of their critical thinking processes.

• 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.2
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• pp.1-19
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• 2013

The purpose of this study was to develope and implement a project teaching learning process plan in order to improve a creativity and character for 'residential space utilization' section of Technology Home Economics in middle school. The teaching learning process plan consisting of 15-session lessons had been developed and implemented according to the ADDIE model mixed with 6 project learning steps. In the development stage, 8 activity materials(7 individual and 1 group activity sheets) and 7 teaching learning materials(2 sets of pictures & photos, 4 moving pictures and 1 space plan resources book) were developed for the 15-session lessons. The plans applied to 5 classes 163 students in the second grade of G middle school in Gwangju during Oct. 17th to 18th of Nov. 2011. The results from the survey and portfolio showed that the 15-session lessons had overall achieved the general goal of the project teaching learning process plan to improve a creativity and character. Students were stimulated by individual and group activities with creativity and character elements in the class. The students evaluated the whole process of 15 lessons were interesting and helpful to improve creativity and consideration and cooperation of aspect of character. The individual and group results of the portfolio were excellently and creatively done with the average of nearly 85% points. The researcher also found the improving process of students in the whole classes. This plan might apply to other parts of housing as well as various other areas of home economics.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.85-109
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• 2015

The purposes of this study were to analyze the duplicated contents of 'family life' unit of home economics and other subject textbooks for the middle school students. It focused on the 'family life' area in the home economics textbook compiled following the 2009 revised curriculum, and textbooks of other subjects compiled in the same period. To achieve the purpose of this study, "Home economics I II", "Ethics I II", "Social studies I II", "Science I II III", and "Physical education"were analyzed. The results were as follows. The contents in 'family life' area of "Home economics I II" were overlapped most in the textbook on Ethics, and then Science, Physical education, and social studies in order. In Ethics textbook the contents in family life area and those throughout the whole chapters of home economics textbook are overlapped most. The contents of home economics textbook are overlapped at the content of 'Juvenile's sexual development' of 'Human development process' in science and physical education, and at the content of 'Juvenile's emotional and social development' of 'Understanding of human development' in social studies. Seen from this study the 'family life' area of home economics is overlapped in science, physical education, and social studies, but, home economics has comprehensive contents with the goal of managing healthy individual and family life compared with other subjects, and it induces students' moral practices in their real life on the basis of scientific knowledge different from morality, social studies, and physical education. Hence, the instruction of 'family life' area might be done more effectively by focusing on home economics and integrating the connections of duplicated contents in Ethics, Science, Physical education, and Social studies.

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.63-77
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• 2015

Green dietary education emphasized environmental protection and humanity being conducted in middle schools. To develop effective green dietary education program for adolescents, the factors that affected their green dietary practices has been identified. This study aims to identify psychological factors that drive green dietary practices and effect of dietary education that targets middle school students. Data was collected twice from 242 middle school students in Daegu using a self-administered questionnaire in March and June, 2014. There were significant differences in school achievement, economic level and allowance a month (p<0.05) in the green dietary practices and efficacy of students. Three areas (environment, health and traditional, and appreciation & consideration) which were subgroups of green dietary practices were associated with factors such as family relations, peer relationships, self-competence of self-esteem (p<0.05), and positive and negative feelings of happiness (p<0.001). Green dietary practices efficacy was significantly affected by family relations, peer relationships, self-competence of self-esteem (p<0.05), and positive feeling, negative feeling, and negative relationships of happiness (p<0.001). After green dietary education, interests in green dietary, green dietary practices score, the score of health and environment factors of green dietary practices efficacy significantly higher than before education (p<0.05), but all the factors of self-esteem and happiness did not have any significant changes. This study suggests that green dietary education programs for middle school students could account for psychological factors such as self-esteem, happiness according to gender, school records, economic level and allowance a month to be effective.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.139-160
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• 2011

The purpose of this study is twofold: (i) to develop a teaching and learning plan and practical performance assessment tools for the improvement of teenager-parent communication and relationships as well as explore their effects on the communication in the everyday family life; and (ii) to find the underlying problems of teenager- parent communication through conversation analysis and to provide a improved dialogue model. We provided the experimental group with a performance task of communication training between teenagers and their parents in the real family situation while the control group practiced communication skills in a learning situation. However for both classes, before and after performance tasks were equally provided. The experimental group exhibited a longer conversation time with their parents, better communication skills, and higher degrees of relational satisfaction than the control group. Conversation analysis revealed that the experimental group reduced the use of blocking techniques in the teenager-parent conversations more than the control group, and all so raised the frequency of functional communications more than the control group. In both areas of communication in the experimental group was significantly improved, Most notably, a problem-solving case through no-lose conflict resolution methods was effective, succeeding by 70% in the e experimental group and 43.3% in the control group. Parents use blocking techniques like admonition, lecturing, blaming. sarcastic remarking, ordering and so forth, while teenagers use dispute, avoidance, blaming, and teasing in this order. The communication problems during the conversation process, teenagers' evasive and rebellious way of speaking instigates adverse communication responses from parents, so their conversation tends to unfold as ambiguous evasion opposed to: inquiring or evasion by short answers vs. ordering-preaching, or disputing vs. criticizing-making sarcastic, disputing vs. disputing-teaching, and criticizing vs. criticizing.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.1-18
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• 2011

The purpose of this study was to develop the evaluation questions to enhance the higher-thinking skills such as decision-making, creative thinking, critical thinking, problem-solving skills and metacognition in the housing area of middle school home economics. Two steps, selection of contents, development of questions and check the validity were adapted to develop the questions. The total of 28 evaluation elements were selected from the validity of contents and questions related to housing in the 9 textbooks based on the 2007 revised curriculum and in the three on-line question banks operated by public institutions. Four guidelines such as using multi-classified table, various materials, question types, and question structures were applied to develop the evaluation questions. The 80 evaluation questions with 175 associated sub questions related to housing were reviewed two times by two professionals to finalize. The five home economics teachers with various teaching experience have evaluated the validity of each 80 questions. The 57(71.3%) questions got 5 point with average of 4,9 out of 5 point-Likert validity scale. The result of high validity of the evaluation questions developed in this study examined by 5 teachers need to apply to students' test in the class.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.159-173
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• 2009

The purpose of this study was to develop a teaching learning process plan applying Keller's motive induction strategy to 'Nutrition and Meal' unit of the middle school home economics(HE). Five different problems were developed based on the 7th revised HE curriculum: "What should I do for a physical and mental health?", "What should I do to intake a required nutrient of my body?", "What should I do to take a well balanced diet?", "What should I do to build a desirable eating habits?" and "What should I do to deal with a nutrition issues?". This study was performed as the following procedures: the 'Nutrition and Meal' unit of the revised 7th middle school HE curriculum and the present HE textbooks were analyzed. And then the teaching learning process plan was designed, developed, evaluated, and revised. The motive induction strategies were developed based on the Keller's Motivational Tactics Checklist.