• Journal of Korean Home Economics Education Association
• /
• v.15 no.4
• /
• pp.67-86
• /
• 2003

The purpose of this study was to understand on management and problems in the instruction of the subject of Technology and Home Economics, and to suggest the effective implementation schemes under 7th national curriculum guideline. The major results of this study were as follows. First, the teachers perceived the first reason why the subject of Technology and Home economics is being more unpopular is because the subject becomes not to include in the subjects of the national examinations for the Universities. Second. the teachers regarded the main problem in the present instruction of the subject of Technology and Home economics under 7th curriculum as the incorporation of the subject between Technology and Home economics, namely, no relation and organization with two majors. Third, which the teachers regarded as important tasks for effective management of the subject of Technology and Home economics were to lesser the extra charges except instruction related work of the teachers, and to increase the supply of the teachers itself.

• Journal of Korean Home Economics Education Association
• /
• v.27 no.4
• /
• pp.121-140
• /
• 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
• /
• v.15 no.3
• /
• pp.29-44
• /
• 2003

This study aimed to evaluate the subject matters and goals, and to know the operation of Technology·Home Economics of middle and high schools in Kyungnam area. Data were collected from 235 teachers with the questionnaire by mail. The results were following; 1. The major of teachers was Technology·Industry 30.6%, Home Economics 67.2%. The teaching style was the team-teaching 51.1%, one's responsible teaching 41.3%. The team-teaching was operated more frequently in high schools than middle schools. The most difficulties were the shortage of subject's hours, the shortage of practice hours, etc. 2. The overall evaluation of subject's matters and goals were about middle levels. but the items of the job-course education and the interrelatedness of Technology and Home Economics were a little low levels. 3. The speciality and the utility of the subject's matters were evaluated highly oneself for one's major, but those of different major were lowly so. The sector of Computer was shared commonly with Technology and Home Economics' teachers. 4. The attitudes toward the separation or integration of Technology·Home Economics in the 8th curriculum revision were half and half. If Technology·Home Economics will be separated, each subject need 2 hours per week.

• Journal of Korean Home Economics Education Association
• /
• v.17 no.1 s.35
• /
• pp.55-68
• /
• 2005

The purpose of this study was to compare the content of 'Management of Resource and Environment' area in middle school Home Economics textbook with other middle school subject textbooks. The middle school textbooks of Korean. Mathematics. Social Science. Science. Ethics. Technology. Arts. Music, and Physical Education were analyzed how the contents of these textbooks were similar to or different from those of 'Management of Resource and Environment' area in Home Economics textbooks. The contents of 8 subject textbooks except Music were related with those of 'Management of Resource and Environment' area in Home Economics textbooks. The content of Social Science was the most similar to 'Management of Resource and Environment' area in Home Economics textbooks although perspectives and focus were somewhat different. The unit of Home Economics textbook most related with contents of other subject textbooks was' Our Consumption Lives'. while 'Management of Time and Work for Adolescence' is the unit of Home Economics textbook least related with contents of other subject textbooks. However. similar contents were dealt with different focus and depth in textbooks according to objectives and characteristics of subject.

• Journal of Korean Home Economics Education Association
• /
• v.34 no.4
• /
• pp.57-75
• /
• 2022

The purpose of this study was to analyze the contents of middle school technology and home economics textbooks(family life area) that reflect the school career education goals and achievement standards in the 2015 revision of the Technology and Home Economics curriculum. Five different textbooks on middle school technology and home economics written based on the 2015 curriculum were selected and the school career education goals and achievement standards developed by the Korea Research Institute for Vocational Education and Training (2021) were used as a framework for textbook analysis. The results are as follows. First, the units that cover career education contents the most were 'life design and career choice(n=87)', 'developmental characteristics of adolescents(n=36)', and 'low birth rate, aging society, and work and family balance(n=31)'. The major contents of career education covered in technology and home economics textbooks(family life area) were 'search for various professionals(24.30%)', 'exploration of the changes in the future society(22.74%)', and 'exploration of the changes in the job world(18.66%)'. Thus it was found that the goals and achievement standards of school career education are evenly reflected in the middle school technology and home economics textbooks(family life area) based on the 2015 curriculum.

• Journal of Korean Home Economics Education Association
• /
• v.16 no.3
• /
• pp.43-61
• /
• 2004

This study is purposed to examine the interests of students and usefulness of TechnologyㆍHome Economics, which is a requirement for both male and female high school students. The targeted subject of this study were 533 high school sophomores and seniors in Kyungsangnamdo region and in consideration of regional differences, three high schools were selected in urban Jinju and three other schools were selected in countryside of Hapchun. The collected data was processed by SAS program, a social, scientific and statistical processing program. and analyzed the date using the statistical methods of frequency, percentage and average along with t-test and one-way ANOVA. The results and conclusions of this study are summarized as follow: 1. The interests of students' Technology. Home Economics. the respondents gave 3.10 points of the perfect 5.0. The influential variables to the interests of high school students to TechnologyㆍHome Economics were sex, type of school, location of inhabitation. grades, favor to textbook, and self-esteem. 2. The practical usefulness of students' TechnologyㆍHome Economics, the respondents gave 3.17 points of the perfect 5.0. The influential variables to the usefulness of TechnologyㆍHome Economics were sex, type of school, location of inhabitation, age of father, occupation of mother, domestic financial status, grades, favor to textbook and self-esteem.

• Journal of Korean Home Economics Education Association
• /
• v.17 no.1 s.35
• /
• pp.15-27
• /
• 2005

This study is purposed to investigate the high school students' family strengths by interests and usefulness of technology$\cdot$home economics. The subject of this study were 533 high school students in Kyungsangnamdo region, three high schools were selected in urban Jinju and three other schools were selected in countryside of Hapchun. The collected data was processed by SAS program, a social. scientific and statistical processing program, and analyzed the date using the statistical methods of frequency, t-test, one-way ANOVA, Duncan Multiple Range Test and Regression Analysis. The results and conclusions of this study are summarized as follow: 1. The degree of family strengths among high school students was 3.23, when the maximal family strengths value was set to 5.0. The significant variables to the family strengths of high school students were type of school. domestic financial status, average score of term, self-respect. 2. The higher a student recognized of the interests of technology$\cdot$home economics, the healthier their family strengths was. 3. The higher a student recognized of the usefulness of technology . home economics. the healthier their family strengths was. 4. The influential variables to the family strengths in high school students were their self-respect, recognition of the usefulness of technology . home economics, grades, domestic financial status, recognition of the interests of technology$\cdot$home economics.

• Journal of Korean Home Economics Education Association
• /
• v.15 no.3
• /
• pp.59-73
• /
• 2003

This study aims to review and analyze the contents related to environment among curriculum of Technology$.$Home Economics subject; to produce multimedia learning materials and web-based materials for effective environmental education: and to find the way to effectively utilize them in schools. The data were analyzed by t-test with SPSS Win 10.0 program. The results of this study are as follows; First, the textbook carries a lot of contents concerning the environment. Second, the multimedia materials help students to understand environmental issues and strengthen their attitudes of environmental problems very effectively. Third, after using the instructional multimedia materials, the students showed significantly different results.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.4
• /
• pp.205-211
• /
• 2008

This study attempted to explore what is the image that preliminary teachers seek in Home Economics. The purpose of this study was to find the images that make people thought based on the Q methodology. Q methodology is a way to understand a person's structure of subjectivity. This study applied Q methodology to clarifying preliminary teachers' subjective evaluation of the image of Home Economics. 33 Q questions were prepared through literature review, and were offered to 60 preliminary teachers. The subjects were divided into the five types seeking different image with Home Economics: adjustment for society, neglection by prejudice, education for basic element of life, focused on home life, personal mature.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.2
• /
• pp.137-153
• /
• 2019

This study reviewed the Technology & Home Economics Education textbooks to examine if their illustrations would be appropriate for students' balanced view of gender. To this end, the textbooks of 'Technology & Home Economics Education 1 and 2' from 12 publishers (24 books in total) were analyzed focusing on the formative and content characteristics of illustrations in the textbooks. The results of this study is as follows. There were areas in the textbooks that may not be considered gender-equal. Although the textbooks have been improved to some extent from the previous versions, they still show gender stereotypes biased towards men. If students are constantly exposed to the prescriptive characteristics that are in favor of certain gender, they would find it difficult to develop their personality strengths, due to the gender role pressures. In order to help students cultivate sensitivity and activism toward the gender equality issues, it is important that the textbooks are gender-equal. To summarize, in order to suggest to students a balanced image of society with male and female cooperating with each other in diverse domains, it is deemed necessary to constantly examine and revise the textbooks for their gender stereotypic contents, and thereby, improve them for gender equality.