• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.19-36
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• 2011

The purpose of this paper was to explore the teaching materials in the Korean and Japanese high school Home Economics textbooks from the perspective of green life education. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has reinforced in the 2009 revised curriculum. The content analyses had been done to explore the teaching materials of five areas in the 6 Korean and 4 Japanese high school Home Economics textbooks through two checking steps. The material form of table-figure-pictures was the most frequently shown in both Korean and Japanese textbooks. Green life-teaching materials were more likely in the area of household management/consumer activity than in any other ones. All textbooks of both countries have included the green life-teaching materials according to the elements of contents mentioned in the curricula. The quantity and contents of the materials were some what differ by textbooks, so home economics teacher need to cross check the all textbooks to select useful information although the textbooks have included various types of green materials over the 5 areas. Home Economics curriculum need to actively and concretely include the green growth educational elements suggested by the previous study.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.27-41
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• 2004

The purpose of this study is to analyze connection of the field on 'Nutrition and Food' among grades in the Practical Arts and Home Economics. The subject of analysis is 'Practical Arts' textbook in elementary school and 'Home Economics' textbook in middle school and high school. The Practical Arts textbook of 5th, 6th grade and 5 Home Economics textbooks middle school 1st, 3rd and high school. First of all, it is arranged the aim and contents, used analysis connection frame. The following contents are to summarize the result. First, 'Nutrition and Food' unit is presented nutrition, food, meals management in textbook. Second, aim in curriculum is agreed with contents in curriculum, but how to description in textbook is needed agreements. Third, contents in elementary school and secondary school is connection to develope, but contents in middle and high school are repetition. With the results analyzing connection among text contents, it is concluded that contents' connection has more developed and repeated. Specially, contents of Nutrition are mostly developmental contents, contents of Food are that one part is developmental contents and the other part is repeated contents.

• Clinical and Experimental Pediatrics
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• v.50 no.4
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• pp.340-347
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• 2007

Purpose : The purpose of this study is to investigate the material in middle school and high school textbooks covering child care and children's health for medically inaccurate content and to make sure that the correct information is given to students. Methods : We have examined 47 kinds of textbooks on the subjects 'Home economics' and 'Technology and home economics' published in 2007 to find out how much importance is placed on children's health and childcare and to search for incorrect definitions, inaccurate facts or insufficient explanations. We have also analyzed the credentials of the writers of these textbooks. Results : Textbooks of middle school cover psychological and physical changes during adolescence and nutrition, and those of high school cover marriage and childcare. These materials covering health made up 27.5%, 11.7% of middle & high school texts. Age definitions of neonate and infant were incorrect. Inaccurate facts were mostly about fontanelles, primitive reflexes, breastfeeding and weaning. There also were wrong informations on the umbilical cord care and developmental milestones during infancy. The childhood immunization schedules and the growth curves were not up to date. Most of the authors major in home economics and the others were school teachers. There was no evidence of any review by a medical society or an expert. Conclusions : When writing about children's health and childcare in textbooks, a board-certified pediatrician or The Korean Pediatric Society should be consulted to provide accurate medical information to middle and high school students.

• Proceedings of KHEA Conference
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• 2004.04a
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• pp.133-133
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• 2004

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.107-125
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• 2020

The purpose of this study was to analyze the dietary life units of Korean and American high school home economics textbook according to Habermas's three systems of action and to find out how the three systems of action are reflected in the learning objectives and activity tasks of the textbook. To achieve this purpose, this study analyzed the learning objectives and activity tasks of the dietary life units in the textbooks of 'technology & home economics' and 'home economics science' in Korea, and 'succeeding in life and career' in America using a content analysis technique based on Habermas's three systems of action. In analyzing the content, each learning objective or activity was matched with one of the three systems of action by examining the context. In some cases, two or more systems of actions were integrated in one activity. This is a case where a series of learning tasks that involve different action system were grouped into one. The numbers of learning objectives and activities of the units of 'technology & home economics', 'home economics science' textbooks of Korean high schools and 'succeeding in life and career' dietary life of American high schools were 3, 26, and 248, respectively. In Korean textbooks, the percentage of communicative action was highest among the three systems, that is, 66.7% for 'technology & home economics' textbooks and 50% for 'home economics science' textbooks. In comparison technical action was the highest in American textbooks at 66.5%. Activities related to technical action included cooking, conducting research on health and food, or conducting experiments. The activities related to communicative action included role play related to health and table manners, or writing reports after conducting surveys or interviewing professionals. The activities related to emancipative action were to social participation activities such as service project in relation to health and food, or to find problems that occur in dietary life and think about be best solution through practical reasoning.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.117-136
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• 2008

This research analyzed the contents of the high school home economics textbooks within the 7th Curriculum from three theoretical viewpoints: structure functionalism family development and healthy family. A quantitative and in-depth content analysis were carried out with the six elements of family structure, family role, family relation, family life cycle, adjustment to the aged, marriage and childbirth. From the in-depth analysis, a healthy family viewpoint was reflected in the family structure, family role, adjustment to the aged, marriage and childbirth elements and a structure functionalist viewpoint was found in the family relation element. The family life cycle elements reflected a strong tendency of family development theory. The quantitative content analysis consisting of pictures, illustrations, examples indicated that a structure functional viewpoint was prevalent in both the family structure and family role elements. Overall, structure functionalism and healthy family viewpoint were reflected at similar level in the textbook. Implications for curriculum development, teaching methods and future study were suggested.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.35-50
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• 2020

This study analyzed the images of father and mother featured in the illustrations of the middle and high school textbooks, paying attention to the roles of the school education for the effective gender equality. The purpose of this study was to examine whether the middle and high school textbooks would serve for a balanced gender role through their illustrations. To this end, this study sampled a total of 36 middle and high school textbooks: for the middle schoolers, and for high schoolers, and thereby, selected their illustrations of parents, and then, analyzed them in terms of their external aspects and contents. Summing up, it could be confirmed through the middle and high school textbooks that most of their illustrations show gender-equal roles, while some of them reflect a fixed conception of the gender roles. Since the homes are the bases for socialization of the children about the gender roles, it is required of our middle and high schools to implement a gender-equal education. As seen in the results of this study, some illustrations of our middle and high school 'technology and home Education' textbooks feature the mothers as housekeeper and the fathers as family heads creating the goods and services. Hence, it is urgent to correct such conception of the patriarchal gender roles.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.155-183
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• 2010

The purpose of this study is to obtain a suggestion for writing, revising, and reorganizing for the current Korean Home Economics Textbook. To achieve this goal, the housing unit in the Home Economics curriculums from eight kinds of Japanese textbooks were analyzed. The subject of analysis was Technology Home Economics textbook Home Economics Part 2 volumes used in middle school 2009 and Home Economics Synthesis 6 volumes in high school. Contents of main text, terminology, reading material, tables and activities were analyzed. The suggestions of this analysis are as followings. First according to the increase of the level of school, if the field of housing is organized to be intensified systematically with relation to education, the goal of the subject would be clearly realized to the students. Thus, the middle school curriculum and textbook of housing field should be constructed with the consideration of education level according to the grade and the level of school. The method of intensive education in single point of time would result in low efficiency so the current curriculum should be re-considered. Second, perspective of resident, local community, terrain environment, housing culture should be included in housing education so that the learner may value the relationship between him and the society, think of the earth environment, succeed and advance the traditional culture. Third, the curriculum of the housing field should be organized with the consideration of understanding the level of middle, high school students. Middle school, with their student's low understanding, should include more experiential activity such as experiment and practice in their curriculum. On the other hand, curriculum which can enable student to research problems on their own and to apply them in their real life is required in high school course.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.97-113
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• 2019

This study is focused on the examination of changes in textbooks of Home Economics in High school from 7^st to 2015 curriculum, especially the 'Food and Nutrition section. We investigated the content elements of the National Curriculum Guide, the changes in learning contents, and the number of pages of Food and Nutrition section. The key words were extracted and the connective relationships between words were visualized using a method of language network analysis through word cloud and Semantic Network Analysis. According to the results of the research, the portion of the Food and Nutrition section has been gradually decreased on the Technology·Home Economics, following the development of the curriculum. Through the whole curriculum, 'invitation', 'Korean food', 'baby·nutrition' are appeared as key words. The education contents of Food and Nutrition section from the 7^th to 2015 revised have been developed and advanced with the changes of social needs. However, the reduction of portion and insufficiency of content elements of Food and Nutrition section bring concerns toward the decline of the quality of education on dietary life.