• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.73-86
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• 2011

This study selected the objects and the content factors of multicultural education in home economics, and analyzed multicultural contents reflected on high school technology & home economics textbooks. Based on these results, this study suggests the direction for improving technology & home economics textbook. We set up the object of multicultural education in home economics as creating the new culture through developing multicultural ability by critical thinking. The distribution analysis of multicultural contents of six kinds of technology & home economics textbook resulted that most of contents are assigned to 'knowledge section'. And 'personal relationship and group function' holds the highest ratio among the sub-sections of 'function section'. The 'value section' shows even distribution in its sub-sections. Most of textbooks contain characteristics of Korean traditional culture and necessary value in multicultural society. But, there are lack of contents about the way of communication with other cultures and coexist with diverse cultures. When we develops new textbook hereafter, it is necessary to contain the contents about which can help to understand and respect diverse culture through the egalitarian perspective and, by extension, which can make students think critically about the attitude, values, environment and way of live together with multicultural members in society. From now on Home Economics education will help the students who live in multicultural society to be understand about the differences in diverse culture and to create a desirable culture through the critical thinking as well.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.1-19
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• 2010

The purpose of this study was to develop practical problem focused teaching learning process plan for housing for the later life in order to apply it to the older stage of family planning section of Technology Home Economics in a highschool. Practical problem focused method was used for the teaching learning process plans of 3-session lessons according to the ADDIE model. The global practical problem was "What should I do to plan a safe and comfortable housing for the later life?" In the development stage, 53 teaching learning materials (44 students activity materials, 2 students' and 5 teacher' reading texts, and 2 moving pictures) were developed for 3-session lessons. The planes applied to the 5 classes, 150 students, in the freshmen of B highschool during April 20th-24th, 2009. The 5 point likert questionnaire were used to evaluate the 3-session lessons about 4 contents related aspects as well as the methods and effects of the lessons besides 2 open ended questions. The overall evaluation was very positive in all 6 aspects of the lessons. Some students wanted to learn more about universal design and aging related jobs. Those results showed that the practical problem focused teaching learning process plan for housing for the later life which this study developed would be appropriate to teach the older stage of family planning section related to housing and could be adjusted to the condition of each school and regions.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.59-75
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• 2022

The purpose of this study is to develop a sustainable dietary education program using garden vegetables for middle school students. Textbook analysis and demand survey were conducted before developing the program. Ten textbooks of technology and home economics for middle and high school students were analyzed and the results showed that none of the textbooks covered food gardening. Two hundred and six middle school students participated in the demand survey and the results revealed that students lack an understanding of food gardening despite high interest. Therefore, six sessions of a sustainable dietary education program using garden vegetables were developed based on a six-step DESIGN procedure. Then, the content validity of the program was evaluated by three experts and the program was revised based on the results. This dietary education program will lead students to live a sustainable diet, eventually benefiting the health and wellness of individuals, communities and ecosystems.

• Journal of the Korean Home Economics Association
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• v.49 no.8
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• pp.113-124
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• 2011

The aim of this study is to conduct an evaluation review of the contents of the career education unit in textbooks on technology and home economics for senior high school freshmen. This study adopted the "Objective & System of Career Education" established by the Korea Research Institute for Vocational Education & Training as the criterion for evaluating the content of career education, and targeted the unit, "Design of Vocation & Careers", which was included in six different textbooks on technology and home economics for senior high school freshmen involving five different publishers. The unit of "Design of Vocation & Careers" was mostly written in three subunits. An analysis of the textbooks by different, publisher showed that every aspect of the "Objective & System of Career Education" was appropriately covered in the unit. This was achieved by means of the elements of contents and illustrations.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.187-207
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• 2018

The purpose of this study was to develop a teaching-learning plan applicable to high school technology·home economics and home science classes in order to prevent adolescents' dating violence which is one of the serious social problems we are facing lately. This research has following three steps: 1. Analyzing contents and selecting content elements, 2. Developing teaching-learning materials, and 3. Performing a pilot test and making corrections. In the first step, this author analyzes how the contents associated with dating violence are presented in the 2015 curriculum of technology·home economics and the textbooks and reviews related literatures to select content elements necessary to prevent dating violence for those going through adolescence. Based on that, in the second step, this researcher develops a teaching-learning plan for six lessons and then makes it verified by two experienced teachers of home economics. In the last step, the teaching-learning plan for six sessions developed is implemented to two high school classes, and then, based on the results of examining the opinions of the teachers implementing the plan and students about the class, this researcher modifies and complements the parts of the plan showing low applicability to the field and develops the final dating violence prevention teaching-learning plan. In order to prevent adolescents' dating violence, it is necessary to create a social environment safe from violence and provide violence prevention education before they begin to have relationship. This researcher expects that this teaching-learning plan is applied in home economics class and it can contribute to enhancing students' sensitivity about violence and improving their competencies to make wise judgments in problematic situations and cope with them properly.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.129-147
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• 2019

This study aimed at exploring the influence of 'Healthy couple relationship' education on the relationship formation competencies and marriage values of high school students. To achieve the research objective, the 'Healthy couple relationship' lesson plan developed by the author was executed in two high schools for eight weeks from September 1 to November 3, 2018 from which the effects were analyzed. The results are as follows. First, the 'healthy couple relationship' education for high school students has been effective in improving their relationship performance, which is a part of the home economics curriculum. In S high school, the paired t-test of pre-/post-test comparison results showed statistically significant differences in the areas of 'communication', 'conflict resolution' and 'relationship formation performance'. For Sejong City campus-type joint curriculum group, where Wilcoxson signed-rank test was applied due to small sample size, showed that the overall scores as well as all the subsections of 'relationship formation performance' (i.e., 'communication', 'self-understanding', 'conflict resolution', and 'empathy') have improved, although not statistically significant. Second, the 'Healthy couple relationship' education for high school students had positive effects on the marriage values of high school students. In S high school, students' perception of marriage values rendered a statistically significant positive change, while in campus-type joint curriculum in Sejong City, no statistical significance was detected. In conclusion, the 'Healthy couple relationship' education can help high school students build positive values by cultivating their 'relationship formation competence', which is a part of the competencies listed in home economics curriculum, and also broaden their understanding of marriage, by acquiring knowledge and skills to build healthy couple relationships, and learning to implement the knowledge and skills in their own lives.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.135-145
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• 2016

This research intended to investigate, from an ecological perspective, significant predictors affecting school life satisfaction. The subjects were 312 students(2nd grade) of commercial high school in Kyonggido. Data collected by questionnaire survey were analyzed by SPSS Win 22.0 and descriptive statistics, correlation analysis, hierarchical linear regression, and stepwise regression were conducted. There were 21 independent variables: 8 organism variables (self-competence, interpersonal skills, internal control, mood awareness, emotional expression, empathy, emotional regulation, emotional capability), 9 microsystem variables(school variables: the relationship with teachers, school learning, classroom climate, school welfare facilities, school environment/peer variables: peer relationship/family variables: family functioning, education level of fathers, economic status), 2 mesosystem variables(parent-teacher relationship, parent-children's peer relationship), 1 exosystem variables(satisfaction with Korean educational system), 1 macrosystem variables(Korean's primal belief in educational achievement). The results are as follows; the significant variables were the relationship with teachers, satisfaction with Korean educational system, peer relationship, emotional capability, parent-teacher relationship($R^2=45.3%$); and the effect of microsystem was the strongest($R^2=35.7%$). This research is meaningful of analyzing school life satisfaction of commercial high school in terms of ecological perspective.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.175-185
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• 2007

The purpose of this study was to analyze the nutritional adequacy of one-dish meals in the middle and high school technology & Home Economics textbooks cooking practice units. Total of 27 technology & Home Economics textbooks(9 books published by 9 different publishers each for grade 7, 9, and 10) were examined. The total number of one-dish meals introduced in the textbooks was 27, remarkably low, and there are only 7 Korean one-dish meals. It was found that most one-dish meals failed to meet 1/3 of daily estimated energy requirement. According to the analysis of energy contribution ratio by carbohydrate, protein, and fats in one-dish meals, only 4 Korean foods, such as Yubuchobab, Bibimbab, Deokguk and Guksujangguk showed ideal energy contribution ratio. Among the foreign foods, there was no one-dish meal with ideal energy contribution ratio. According to the index of nutritional quality(INQ) analysis, there was no such one-dish meal which supply all the essential nutrients in adequate amounts. All one-dish meals introduced in the textbooks contained excessive protein, but almost no vitamin $B_1$ and $B_2$. Ca and Fe, likely insufficient in Korean people, was found to be a nutrient insufficient also in most one-dish meals.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.71-80
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• 2021

The purpose of this study is to explore the structural relationships among parents' educational involvement and parental efficacy on students' school life satisfaction and school achievement and to determine whether there are any differences depending on family type and school level. Using data from 2,497 families that participated in the 2018 National Survey on Children's Life, t-tests and structural equation modeling were conducted. The results of this study demonstrated that two-parent families reported higher levels of educational involvement than single-parent families and custodial grandparent families. Also, two-parent families raising children in elementary schools showed higher educational involvement than two-parent families raising children attending middle schools. Second, parental efficacy was found to mediate the effects of parents' educational involvement on students' school life satisfaction and school achievement. Third, the path coefficients between parents' educational involvement, students' school life satisfaction, and school achievement showed statistically significant differences depending on family type, with two-parent families having greater involvement than single-parent families and custodial grandparent families. Fourth, multiple group analysis reported a statistically significant difference in the relationship between parents' educational involvement and school achievement as well as parental efficacy and school achievement depending on the school level.