• Proceedings of the Korean Association for Survey Research Conference
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• 2006.12a
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• pp.41-47
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• 2006

통계청은 1999과 2004년 두 차례에 걸쳐 '생활시간조사(Time Use Survey)'를 실시한 바 있다. 이 조사는 우리나라 국민이 하루 24시간을 어떠한 이용 행태로 시간 사용을 하고 있는 지를 조사함으로써 오늘의 국민들의 평균적인 생활방식과 삶의 질을 파악하고, 시간자원의 효율적 활용에 필요한 기초자료를 제공하는데 그 의의를 두고 있다. 특히 생활시간조사는 각 개인의 시간별 활동내용 뿐 아니라 개인의 여러 가지 인구통계학적 특성들을 함께 조사함으로써 이와 관련된 실증적 연구를 가능하게 한다. 본 연구에서 관심을 가지고 살펴보고자 하는 것은 개인의 생활시간소비 행태는 성별 및 사회적 역할과 연관되어 있다고 생각되기 때문이다. 특히 개인의 피로도의 정도와 생활시간 소비 형태와의 관련성에 초점을 두고 로지스틱 회귀, 대응분석을 통하여 살펴보고자 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.11a
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• pp.616-618
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• 2017

최근 여유로운 삶을 추구하는 사람들이 늘어나면서 여가생활, 문화생활에 대한 관심이 높아지고 있다. 그러나 사용자의 정해진 일정 사이의 자투리 시간에 즐길 수 있는 문화콘텐츠를 찾기 위해서는 일일이 공연, 전시, 관람 등의 일정을 확인해야 하는데, 이 일이 번거로워 문화생활을 즐기는 것을 포기하는 경우가 많다. 본 논문에서는 문화데이터 API를 활용하여 사용자의 일정에 맞춰 이용할 수 있는 문화데이터를 추천해주는 캘린더의 개발내용에 대하여 기술한다. 본 캘린더를 활용함으로써 사용자들이 자투리시간을 이용하여 문화생활을 즐길 수 있고, 다양한 문화생활을 즐기면서 여가시간을 보다 효율적으로 사용할 수 있다.

• Korea journal of population studies
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• v.28 no.1
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• pp.173-201
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• 2005

한국 중년 남녀들의 무급노동을 비교 분석하려는 목적을 가진 본 연구는 가사노동과 가족들 보기를 하는 비율과 그 시간량을 분석하고 있다. 가사노동과 가족돌보기가 여전히 여성들의 몫으로 간주된다고는 하지만 얼마나 많은 여성과 남성들이 이러한 일들을 하고 있으며, 이에 사용되는 시간이 얼마인지에 대한 구체적인 분석을 드물다. 본 연구에서는 1999년도 생활시간조사를 이용하여 한국의 40대와 50대 중년층의 가사노동과 가족돌보기를 행하는 비율과 그 시간량을 기술하는 한편, 이들의 가구, 개인, 거주지역 및 요일특성에 따른 차이를 제시하고 있다. 주요 결과로는 중년층 여자들의 경우 본 연구에서 고려한 특성과 관계없이 대부분이 가사노동을 하고 있는 반면, 남자들은 특성에 따라 가사노동을 하는 비율의 차이가 발견된다는 것이다. 또한 가사노동 시간량에서는 남자들과는 달리 여자들에게서 동거가구원이 적을수록 가사노동의 시간 또한 적음을 알 수 있다. 가족돌보기의 경우에는 가구특성이 중요하게 나타나고 있다. 특히 남자들과는 달리, 여자들 중에서 유배우자들은 무배우자들보다 가족돌보기를 하는 비율이나 시간이 많은 것으로 나타난다. 이는 남편이 아내를 돌보기보다는 아내가 남편을 수발하거나 보살피는 것이 더 보편적임을 다시 확인시켜 준다.

• 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.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.1-22
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• 2006

The purpose of this study is that I should look for a desirous directions about home economics by studying the requirements and perception of the high school parents who have finished the course of home economics. It was about 600 parents whom I have searched Seoul-Pusan, Ganwon. Ghynggi province, Choongcheong-Gyungsang province, Cheonla and Jeju province of 600, I chose only 560 as apparently suitable research. The questions include 61 requirements about home economics and one which we never fail to keep among the contents, whenever possible and one about the perception of home economics aims 11 about the perception of home economics courses and management. The collections were analyzed frequency, percent, mean. standard deviation t-test by using SAS program. The followings is the summary result of studying of it. 1. All the boys and girls learning together about the Idea of healthy lives and desirous human formulation and knowledge together are higher. 2. Among the teaching purposes of home economics, the item of the scientific principle and knowledge for improvements of home life shows 15.7% below average value. 3. The recognition degree about the quality of home economics is highly related with the real life, and about the system. we recognize lacking in periods and contents of home economics field and about guiding content, accomplishment and application qualities are higher regardless of sex. 4. The important term which we should emphasize in the subject of home economics is family part. 5. Among the needs of home economic requirement in freshman, in the middle unit, their growth and development are higher than anything else, representing 4.11, and by contrast the basic principle and actuality is 3.70, which is lowest among them. 6. In the case of second grade requirement of home economics content for parents in the middle unit young man and consuming life is 4.09 highest. 7. In the case of 3rd grade requirement of economics contents in the middle unit the choice of coming direction and job ethics is highest 4.16, and preparing meals and evaluation is lowest 3.50.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.587-594
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• 2004

21세기는 지식 정보화 시대라고 말하며 정보 통신혁명은 모든 매체에서 인터넷을 연결시키면서 우리의 생활 및 사고에 대한 패러다임의 변화를 가져 왔다고 할 수 있다. 따라서 본 연구에서는 미래사회를 대비해야 할 우리 어린이들에게 정보화의 발전과 주5일제 수업으로 더욱 활발해진 개별학습 기회가 혹시나 의미 없는 시간소비를 통해 사이버 폭력 및 사이버범죄 등 정보화(인터넷)의 역기능에 노출 될 위험성이 있다고 볼 수 있다. 이에 정보통신 윤리교육을 강화하여 인터넷의 역기능을 차단하고 창의적이고 탐구적인 학습활동에 흥미를 가지고 적극적으로 참여 할 수 있도록 다음과 같이 운영한다. 첫째, 학생 중심의 자치적인 온라인 커뮤니티 활동을 통해 학생중심의 게시판을 개발 적용한 후 게시판별 분석자료를 통해 학생 이해 및 소질과 적성을 발굴 지도한다. 둘째, 분석자료 내용을 누가 기록하고 그 내용을 가공, 적용하여 또래집단의 원활한 교우관계 조성과 성장발달을 도모하고 여가시간을 효율적으로 활용하는 능력을 길러 궁극적으로 자아실현과 새로운 가치창조의 기호가 되도록 지도하는데 연구의 목적을 두고자 한다.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.15-28
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• 2005

This study groups the life content of adolescents according to their time spent during the week and compares their internet use. The data were collected from 2210 middle and high school students, including their life content and hours, and various internet factors such as self-evaluated internet addiction, internet support, internet experience, chatting subjects and the type of internet service. Adolescents were divided into five groups: TV-oriented group, computer-oriented group, peer-oriented group, self-study group and extracurricular institution group. The purpose of internet use, internet experience, chatting subjects, negative aspects of internet and internet addiction were different by adolescents' group type. The peer-oriented group had the highest real self image as opposed to the cyber self image and trusted other's words on the internet. The TV-oriented group had the lowest trust in the internet. The computer-oriented group received the highest internet support and internet experiences, but didn't use the internet for the purpose of information search. The self-study and extra-curricular institution groups used the internet the least, used it to solve stress and were interested in school circles on the internet.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.101-115
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• 2005

The purpose of this research was to develop and applicate In based teaching$\cdot$learning process plan for Environmentally friendly Housing. The 3 main stages of process were used: analyses, planning & development, and application & evaluation. Three teaching subjects were selected to teach Environmentally friendly housing in the analysis stage. The webhard learning environment was consisted of contents and various materials such as digital video, PPT, group activity, discussion, individual and group reporting forms, and questions. The number of 101 high school students participated for the application stage during september 22-27, 2003. Most of all students evaluated very positively the various aspects of contents as well as LT cooperative learning methods md the web based learning environment. They strongly expressed to practice the practical ways of Environmentally friendly housing learned in the class in the future. The results imply that the contents and In teaching learning plan developed in this study seem to be adequate to be included in the regular text.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.477-488
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• 2017

The purpose of this study was to investigate difference of Physical Activity and Sedentary Life according to Health and Obesity status. A total of 4,783 adults participated in this study. The subjects were divided to four group(metabolically healthy normal weight; MHNW, metabolically unhealthy normal weight; MUNW, metabolically healthy obesity; MHO, metabolically unhealthy obesity; MUO) and analyzed clinical character, physical activity, and sedentary life time. As results, Compared with MHNW, MHO was higher physical activity and sedentary time but there was no notable differences. Compared with MHNW, MUNW was higher physical activity and lower sedentary time but there was no notable differences. Compared with MUNW, MHO was lower physical activity and sedentary time but there was no notable differences. In conclusion, we suggest that MHO has high physical activity comparing nomal weight group relatively.