• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.59-76
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• 2020

The purpose of this study was to develop and evaluate the teaching/learning process plan of 'housing culture and practical space use' for home economics in middle school according to the problem based learning(PBL) model. The plan consisting of 4-lessons has been developed and implemented following the steps of ADDIE model. Various activity materials (4 scenarios, 6 individual activity sheets, 10 reading texts, and 5 working resources) and visual materials (4 sets of ppt and 4 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented to a single class of 21 junior students at H middle school in rural area, Kyeongnam, from 1^st to 12^th of April, 2019. Students highly enjoyed and were satisfied with the whole 4-lessons in aspects such as understanding of the contents, adequacy of materials and activities, and usefulness in one's own daily life. Additionally, they have more actively participated in the lessons than usual and even interested in learning more of such lessons. Students also reported that they highly accomplished the goal of each lesson as well as overall objectives. They showed interest in the major part of PBL lesson such as scenario and group activities. And they engaged themselves in drawing the share housing space plan with '5D planner' web program which they described as the best part of the lessons. The teaching/learning process plan developed in this study may be used as a theme of maker education, which is emerging these days. It can be concluded that the PBL teaching/learning process plans for 'housing values and practical space use' would contribute to improving students' attitude on living with others and ability to manage one's individual life.

• Korean Journal of Social Welfare
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• v.54
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• pp.5-33
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• 2003

This study is about the re-validation evaluation of the family Relationship Scale (FRS), developed to measure the family relationship in the social work practice. This study aims at re-validating the FRS, developed and validated in by Yang in 2001 for more general utilization. The sample was married mates and females residing in Seoul. For Face Validity, the content analysis was performed, and the FRS was re-validated in the dimensions of Love & Caring, Acceptance, and Recognition, positive affection, empathy, and autonomy and flexibility for each area. Internal reliability was .93, and internal consistency among three dimensions was 93%. For Empirical Validity, the Construct validity, the Criterion validity, and the Discriminant validity were performed. Construct Validity was validated through factor analyses. Commonalities for the factor analysis was 54%, and the factor loading for each factor was over .45. The confirmative factor analysis also confirmed the fitness of the scale. For Predictive Validity of Criterion Validity, regression analysis showed that the family stress scores became lower as the scores of the family relationship became higher; the discriminant analysis revealed that the family stress turned low ill tile group of high scores of family relationship. The Correlation analysis for Concurrent Validity was performed and the results showed the positive and significant relationship with a couple communication level (r=54) and a parent-child communication level (r=64). Life satisfaction and mental health level also revealed significantly positive correlation to prove Convergent Validity. Physical health level revealed a weak relationship with family relationship providing the evidence of Discriminant Validity. Discriminance was also proved by the analysis of variance with demographics. Thus, Cross Validation was confirmed the validation of the FRS through the various analyses with the married population. This study result improved the validity generalization of the Scale and verify the generalized usage of this sociometric scale in the field of social work practice.

• Journal of Science Education
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• v.32 no.2
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• pp.71-86
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• 2008

The purpose of this study was to apply After-school programs related to sub-chapter 'The Change of Weather', and thereby to investigate the effect of After-school program on science-related attitude and learning achievement of students, and interaction between treatment methods and students' learning ability. The subjects of study consisted of 2nd grade students of sixty four students in high school. Sixty four students were divided into two categories by experimental and control groups on the basis of midterm examination before teaching treatment. The experimental groups have received four After-school programs including making models of a weather front, measurement of wind, measurement of temperature and the dew point, making a three-dimensional weather chart which were developed by researcher for six times. The control groups have received the instruction through the conventional teaching methods. Seventy questions within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The scores of both pre-test and post-test were estimated by ANCOVA. The results of this study can be summarized as follows. (1) After-school programs were more effective in progressing the three categories of science related attitude of high school students i.e. pleasure of science class(p<.05), reception of scientific attitude(p<.01), attitude about a science research(p<.05) than conventional teaching methods. (2) Experimental groups showed statistically significant improvement on learning achievement than control groups(p<.05). (3) The effect of treatment methods on students' learning ability has been improved in experimental groups more positively than control groups(p<.05). High level students in experimental groups showed significant improvement on learning achievement than low level students according to the representing profile plot. But there were no significant interaction between treatment methods and students' learning ability(p>.05) In conclusion, the After-school programs have positive effect on the improvement of science related attitude and learning achievement.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.902-915
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• 2004

Science drama can be an useful tool for understanding the nature of science, Science-Technology-Society relationship by providing indirect experiences to young students. Specific science concept and knowledge can also be learned with high interests. In this study, to explore the usefulness of science drama in elementary science lessons, two scripts of science drama and lesson plans were developed and implemented. Six step model for science drama lessons was also suggested. One was 'Manhattan Project' which dealt with social, ethical responsibility in using science & technology (science argument drama), and the other was 'Mom, My blood type is O' which explained the heredity of blood type (science concept drama). Two teachers were asked to write their journals during preparation and implementation of science drama lessons, and the lessons were observed by the researcher and video taped for analysis. Some students were interviewed just after the lessons by the teacher and all students were asked to write their impressions, change of their thought, what is leant etc. Overall responses of students and teachers on the two science drama lessons were very positive, 'Mom, My blood type is O' got more positive responses, and girls were more positive than boys. Some students anticipated another science drama even suggest topics for it. 'Mom, My blood type is O' was successful in making students (grade 3) understand the knowledge related with heredity of blood type (71% of the students got perfect answer). In 'Manhattan Project' students (grade 5) perceived more diverse location of responsibility after the lesson, but the danger and harmfulness of atomic power was embossed. This implied the need of more careful planning for the relevant learning activities before and after the play of science drama.Two teachers perceived the science drama as a new, useful tool for some subject which is hard to deal with by other teaching method. They were also satisfied with students' high interest and engagement during the science drama lessons but the extra time and effort for the lessons were pointed out as a main difficulties.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.109-128
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• 2013

The purpose of this study is to verify the validity of KEDI Leadership Inventory (Simplified) for elementary and secondary school student. The existing Leadership Inventory is outdated by excessive or insufficient items. To verify reliability and validity of this KEDI Leadership Inventory (Simplified), we analyze internal consistency of scale for reliability and construct validity, convergent and discriminative validity. criterion-related validity. The internal consistency of the scale is relatively high from .610 to .838 for elementary school student, and from .734 to .936 for secondary school student To verify construct validity, we analyze a confirmatory factor analysis using AMOS whether revealed that the structural equation model including 5 construct validity in KEDI Leadership Inventory(Simplified) showed fit index at a satisfactory level as follows. The major fit indexes are showed as follows; CFI (.954), TLI (.943), RMSEA (.068) in the scale for elementary school student, CFI (.935), TLI (.915), RMSEA (.070) in the scale for secondary school student. Futhermore, to secure criterion-related validity, this KEDI Leadership Inventory(Simplified) showed significant correlations with student's leader position in their classroom for r=.358 (p<.01), and gifted education students are significantly higher .50 than no gifted student. This KEDI Leadership Inventory (Sim'plified) is made up of parsimonious 20 items, so that teachers can be convenient to identify intra-inter personal leadership characteristics of a student and recommend the student for gifted education institution.

• The Journal of Information Systems
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• v.25 no.1
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• pp.1-23
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• 2016

Purpose Self-congruity deals with the effect of symbolic value-expressive attributes on consumer decision and behavior, which is the theoretical foundation of the "non-utilitarian destination positioning". Functional congruity refers to utilitarian evaluation of a product or service by consumers. In addition, recent years, social network services, especially mobile social network services have created many opportunities for e-WOM communication that enables consumers to share personal consumption related information anywhere at any time. Moreover, self-construal is a hot and popular topic that has been discussed in the field of modem psychology as well as in marketing area. This study aims to examine the moderating effect of self-construal on the relationship between self-congruity, functional congruity and tourists' positive electronic word of mouth (e-WOM). Design/methodology/approach In order to verify the hypotheses, we developed a questionnaire with 32 survey items. We measured all the items on a five-point Likert-type scale. We used Sojump.com to collect questionnaire and gathered 218 responses from whom have visited Korea before. After a pilot test, we analyzed the main survey data by using SPSS 20.0 and AMOS 18.0, and employed structural equation modeling to test the hypotheses. We first estimated the measurement model for its overall fit, reliability and validity through a confirmatory factor analysis and used common method bias test to make sure that whether measures are affected by common-method variance. Then we tested the hypotheses through the structural model and used regression analysis to measure moderating effect of self-construal. Findings The results reveal that the effect of self-congruity on tourists' positive e-WOM is stronger for tourists with an independent self-construal compared with those with interdependent self-construal. Moreover, it shows that the effect of functional congruity on tourists' positive e-WOM becomes salient when tourists' self-construal is primed to be interdependent rather than independent. We expect that the results of this study can provide important implications for academic and practical perspective.

• 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.33 no.3
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• pp.85-105
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• 2021

The purpose of this study is to develop and implement cooperative consumption education programs using design thinking in middle school home economics education classes to understand the impact on students' cooperative problem solving competency. Accordingly, a cooperative consumption education program based on design thinking was developed according to the ADDIE model, and the evaluation was conducted on a total of 25 students. The results of the study were as follows. First, based on prior research, we developed a consumption education program based on D. school's design thinking process under the theme of 'Creating a Shared School' for the practice of cooperative consumption. As a result of expert validity verification of the teaching/learning course plan and workbook for the eight sessions, the average question was 4.72 (out of 5 points) and the average CVI was 0.93, indicating that the content validity and field suitability were excellent. Second, to summarize the results achieved from the implementation of the cooperative consumption education program, the pre-/post-test using the revised and supplemented cooperative problem-solving competency tool, and the open-ended survey, It was confirmed that the developed program had a significant effect on improving not only the students' knowledge and perceived necessity for cooperative consumption along with the awareness of practice, but also the cooperative problem-solving competency. As a follow-up study, we propose to expand the research to a wider audience, and to further conduct research and develop programs applied with design thinking in home economics curriculum and in consumer competency development. This study confirmed that cooperative consumption education programs using design thinking are effective in improving youth's cooperative problem-solving competency and is meaningful in that they developed consumption education programs under the theme of 'cooperative consumption' in response to changing consumer education needs.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.81-101
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• 2020

The purpose of this study is to develop and implement a process-based evaluation program with the theme of school space design in the housing area of the middle school home economics. In order to achieve For thispurpose, a process-based evaluation program based on the theme of school space design was developed following the ADDIE instructional design model, and the program was executed to a total of 93 students. A questionnaire survey and in-depth interview were conducted for the evaluation of the program. The results of this study are as follows. First, based on the results of a 2015-Revised Curriculum analysis, a school space design program evaluation plan was established, and two evaluation tasks were developed. Accordingly, scoring criteria were prepared and 8 evaluation materials for students and 2 evaluation materials for teachers were developed. A total of 9 sessions were developed for teaching and learning activities and evaluation-linked operation procedures to perform evaluation tasks. As a result of an expert validity test for the program, all items were verified to be appropriate in content validity and content composition with an average of 3.6 to 4 points (4 points). Second, after conducting the school space design program, a survey on students were conducted, and as a result, all three areas of school space design class, process-based evaluation, interest scored high in average scores of 4.12 to 4.27 out of 5. According to the survey and interview results, the program provided new learning opportunities for school space design, the students were able to reach the suggested achievement goals, and the self-assessment, peer evaluation and teacher feedback positively affected the students during the learning process so that they could reflect on their learning and actively participate in the subsequent learning activity. This study has a limitation in generalizability in that the program was conducted on a limited number of students, and future studies are expected to expand the scope in terms of research participants, evaluation criteria, and school space design classes. This study laid the foundation for theory and practice by developing and implementing a process-based evaluation program for home economics education, and it has contribution in that it suggested the possibility that teachers and students can take the initiatives in school space design, focusing on the housing content elements of home economics.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.19-41
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• 2022

This study aims to confirm the effect of the 'Meal and Cooking for Single-Person Households' education program on improving the dietary management competency of high school students. In order to achieve this research purpose, 'Meal and Cooking for Single-Person Households' education program was developed, implemented, and evaluated based on the ADDIE instructional design model. The results of this study are as follows. First, an analysis was conducted on literature and prior research related to the dietary life of single-person households and dietary education programs of the home economics subject. Based on this, the theoretical background for the 'Meal and Cooking for Single-Person Households' education program was established. Then, teaching-learning process plan and student workbooks for a total of 16 unit classes were developed. The expert validity of the program was verified by 6 experts who are current high school home economics teachers and have experience in conducting research related to dietary education programs. As a result, the average of all items was 4.89 (out of 5 points) and the CVI was 0.98, securing very excellent content validity. Second, the researcher directly implemented 'Meal and Cooking for Single-Person Households' education program for 100 students in Y high school located in Sejong city. Considering the school's situation, the 16th session of teaching-learning process plan was shortened to 6th sessions while all the core topics. A survey was conducted on students who participated in the program and the pre- and post- results were analyzed. As a result of the survey analysis, the 'Meal and Cooking for Single-Person Households' education program had a positive effect on improving the dietary management competency of high school students. This study is meaningful in that it has implications for the development of a new subject in home economics in preparation for the high school credit system and improving dietary management competency in accordance with social changes in the era of single-person households, and the 'Meal and Cooking for Single-Person Households' education program developed in this study can be used as a mini-subject in the 2022 revised curriculum.