• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.1-12
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• 2007

This study analyzed the recognition and utilization regarding teacher's guidebook for middle school technology-home economics class in the 7th Educational Curriculum. The data were collected via e-mail to teachers teaching home economics in middle schools. These e-mail addresses were acquired from middle school web pages registered on the Educational Board. The 355 data were analyzed using the SPSS program. The results were as follows: First, teachers recognized highly the necessity of teacher's guidebook. However, as the actual guidebook was not adequately helpful, the overall degree of satisfaction was relatively low. Teachers utilizing guidebook had more positive recognition on teacher's guidebook than teachers who did not. And teachers majored in technology education thought teacher's guidebook more helpful compared with teachers majored in home economics education. Second, teachers referenced teacher's guidebook mostly for field practice guidance. Third, teachers who did not utilize teacher's guidebook used other reference materials such as Internet Web sites and audiovisual materials. They were most commonly used for the reason that the contents were ample and easy to access. Fourth, the followings were suggested to improve teacher's guidebook. The provision of learning contents that can be practically used in class, the various samples of teaching-learning method, the specified methods of planning and criteria for performance assessment, the adequate supplementations regarding textbook contents, and the improvement of the outward layout format of the guidebook.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.13-26
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• 2004

This study tried to suggest teaching and learning activities which can be effectively utilized in Home Economics Education by analyzing and suggesting “The objective and contents of personality education” in Home Economics Area in the curriculum of 7th Technology ＆ Home Economics. As a result, Personality education can be implemented in all areas of Home Economics Education. Especially in Home Economics Education, the following personality education can be implemented. First of all, it can teach the equality among family members by teaching the values of equality and respecting human rights. Secondly, it can teach to recognize and implement various values related to environmental protection. Thirdly, it can teach the ethics related to care which was claimed by Gilligan and other people - in other words, charity, forgiveness, friendship, love, sacrifice, concession, conversation, compromise and etc. Especially these kind of values are extended to also the ethics of care for others, neighborhood, and community not only for family care which was the traditional Home Economics education criticized as family selfishness. On the other hand, personality education in Home Economics Education is different from other subjects. It enables students to act through experiences not just emotion or knowledge by learning actual relationships among family members in daily life. This kind of feature is proving the fact that Home Economics Education can play a very effective role in achieving the objective of moral behavior The results of this study proves that Home Economics Education is an effective subject which can conduct personality education by the objectives and contents that are different from other subjects. This provides the reasonable cause for Home Economics Education to be an required subject in school curricula. Future study should be conducted as an empirical research to develop personality programs(activities for teaching ＆ learning) which can be implemented in Home Economics Education and to accumulate empirical data of such programs.

• Human Ecology Research
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• v.61 no.4
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• pp.543-563
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• 2023

The purpose of this study is to design and develop a Metaverse ZEP platform-based teaching and learning process plan by selecting learning topics that are commonly dealt with among the core concepts of the "family" area of practical (technical and home) subjects. To this end, a teaching and learning process plan was developed through planning, Metaverse platform design, expert review, and revision stages. The Metaverse ZEP "Open Class Day" platform, a virtual learning space, was created and developed to further utilize EduTech programs, such as Padlet, Mentimeter, Jamboard, Miricanvas, and Spatial. The teaching and learning process plan developed in this study consists of a total of seven sessions, including approaching EduTech, Changing Families, Exploring Our Family, and Counseling Centers 1, 2, and 3. Among them, Geumji Counseling Center 1, 2, and 3 was designed as a class in which parents and children participate together in open classes using the ZEP platform. This platform can be used as part of parent classes as well as to encourage online participation in the open classes held periodically at each individual school. In terms of the content validity ratio (CVR) of the developed teaching and learning process verified through five experts, 12 out of 15 questions had a CVR of 1, while the remaining three questions had a CVR of 0.6. The three questions with lower validity were revised and supplemented.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.167-184
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• 2020

The purpose of this study was to examine the effects of storytelling lessons using picture books on the resilience of adolescents and the parent-child relationships in the family unit of home economics subject in middle school. For this purpose, I selected picture books of five themes on family type, family relationship, family conflict, sexual violence, domestic violence, and family loss, and developed a teaching-learning process plan for 'Family class with picture book' using storytelling elements and techniques. The teaching-learning plan was applied to 194 middle school students in technology·home economics classes, and the learning effet was evaluated by comparing pre- and post-tests. As a result, the resilience level perceived by adolescents increased significantly after class, but no significant effect was found on self-expansion, which is a sub-factor of sociality. In the parent-child relationship of adolescents, the effect of instruction was shown in all areas, and the affectional bonds felt in the relationship with mother than with father showed higher increase. In the family unit of home economics, storytelling lesson through picture book seems to have a positive influence on the adolescents in their relationship with the family by bringing up the potential power in them to stand against the adversities they may face.

• 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.25 no.1
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• pp.15-36
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• 2013

This study aimed to identify the effects of using storytelling techniques in sex education, in which students are encouraged to talk about their experiences with sex and love and helps them form their own sex values and decision-making skills related to sex. A five-period teaching-learning plan covering issues including safe, considerate and responsible sex was developed using the storytelling technique for 134 first-year students in 4 classes. 134 questionnaires were administrated through pre-and post-test and 38 worksheets applying a variety of storytelling activities were analyzed using content analysis. Students were found to have gained a more positive outlook on relationships and a considerate attitude towards others in sex. There was also a significant increase in items considering safe sex, including perceptions on contraception methods and selection of safe contraception methods. The students' sense of sexual responsibility was also enhanced. Results of content analysis found students to have shifted to sex focusing on love and responsibility, and to have grown a stronger sense of responsibility in their relationships. Furthermore, the respondents expressed interest in selecting proper contraception methods and held strongly negative perceptions about abortion.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.119-134
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• 2014

This research looks at the effects of portfolio-based lessons to help female middle school students understand and develop their self identity, and to examine the influence of various factors within the school and home environment. The participants were 256 female middle school students in Gangneung-si, Gangwon-do and the analysis was done using the SPSS/WIN 12.0 program. The 6 portfolio-based teaching lessons were made with the aim of developing each subordinate scope in every module for development of self-receptiveness, uniqueness, closeness, tendency of planning the future, and independence. Results of the pre and post-test revealed that scores of self-receptiveness and uniqueness increased. Content analysis revealed that the students pursued their talents and interests through the portfolio activities, and made specific plans for their future careers. In sum, the results demonstrate that the students became specifically and systematically concerned about their future career. The results of hierarchical regression showed that self-receptiveness developed when their parents' attitudes were not rejecting and their peer relationships were positive. Uniqueness was shown to develop as the fostering attitudes of parents were receptive. Closeness developed as fostering attitudes of parents were receptive and as their relationships with peers were positive. The students' tendency to plan the future developed as fostering attitudes of parents were receptive and as their relationships with teachers were good, and independence was shown to develop as the fostering attitudes of parents were not rejecting. Results of a two-year follow-up study appeared that self-receptiveness scores decreased as time passed, so students had highest scores in their first year and lowest scores in their third year. Scores of uniqueness, tendency of planning the future, and identity increased in the students' second year and then remained steadily afterward.