• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.85-104
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• 2012

The purpose of this study was to carry out the career portfolio and the teacher-directed career exploration program in the unit of 'Industry and Career' of Technology·Home Economics and to find out how much those programs affect on career maturity and career identity in middle school students. The subjects were third-grade students who were selected at random from a middle school in Daegu. The subjects were divided into 60 for career portfolio group, 60 for teacher-directed group, and 60 for control group. Those programs were conducted totally in 9 sessions once or twice a week, and each session took 45 minutes. For pretest and post test, the questionnaire consisting of career maturity scale and career identity scale was used. To analyze data, ANCOVA was used and Scheffe test was conducted to examine significant differences between three groups. The main result of this study was the following : First, students who participate in the career portfolio and the teacher-directed career exploration program are more improved than those who have not been taught anything in determinacy and purpose of career maturity. Also, students who join in the career portfolio career exploration program are much more improved than those who join in the teacher-directed career exploration program in confidence and preparedness of career maturity. Second, students who join in the career portfolio career exploration program are more improved than those who join in the teacher-directed career exploration program in stability, goal directivity and assertiveness of career identity. Also students who participate in the lecture-oriented career exploration program are more improved meaningfully than those who have not been taught anything in the task orientation of career identity.

• Journal of Nutrition and Health
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• v.41 no.8
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• pp.797-808
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• 2008

This study has been carried out to obtain information related to food habits and snacking behaviors including health related behaviors. The subjects were 300 middle school students (144 boys and 156 girls). The results were as follows: Average height and weight of boys were 162.3 cm and 54.1 kg respectively. Those of girls were 159.8 cm and 49.0 kg respectively. 59.0% of the subjects of the subjects had 10,000-30,000 won as monthly allowances and their subjective health condition was good (55.7%). In the regularity of meal, 47.0% of the subjects had twice a day, the main reason for skipping meal was insufficient time to eat due to oversleep (54.3%). Most of the subjects (75.0%) had a prejudice in food selection because of a bad taste. 62.0% of the subjects ate snack between meals more than three times a week, because they were hungry, good taste and habitual. The criteria of choosing snack were taste, nutrition and quality of food. Food as snacks they frequently had fruits, milk and milk products, cookies, chocolate in order. Boys had more french fries than girls, girls had more fruits, cookies and chocolate than boys. Average food habit score of boys (49.27 ${\pm}$ 7.53) was higher than that of girls (48.54 ${\pm}$ 7.81). The group who had a higher food habit score, they had more fruits and less soft drink as snacks, lower BMI, and also less monthly allowance than the group who had a lower food habit score. This study may provide basic information on eating habits of middle school students, suggests that nutrition education or counseling can improve food habits and develop positive behaviors toward healthy diets.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.131-152
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• 2007

The purpose in this study was to develope the concept maps of sub-units included in 'resource management and environment' area of Home Economics(HE) as an advance organizer after analyzing the overlapped and connected contents between HE textbooks and those of other subject matters(Ethics, Social Studies, Sciences, and Physical Education) taught in the middle schools. The results of this study were as follows. First, the unit of 'resource facilitation and environment' of HE is dealt in Ethics. Specifically the overlapped content in this unit between HE and Ethics is the content of the savings of resources, recycling, and environment conservation. The unit of 'work and time of youth' is dealt in Ethics and Science. The overlapped content of this unit is that of the concept of 'work'. While Ethics focuses on the general concept of work, Science focuses on the scientific concept of work. Home Economics doesn't focus on the concept of work but on how to manage the work. In the unit of the 'adolescents and their consumption', there are many overlapped contents among three subject matters, HE, Ethics and Social Studies. Second, the 7 concept maps were developed by following the steps: (1) confirming the learning objectives presented in the 'resource management and environment' area of HE; (2) identifying the overlapped and connected contents between HE and other subject matters(Eethics, Social Studies, Sciences, and Physical Education); (3) organizing the overlapped and connected contents between HE textbooks and those of other subject matters.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of Science Education
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• v.46 no.1
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• pp.93-108
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• 2022

The purpose of this study is to develop a STEAM program that can be used in the high school credit system to be fully implemented in 2025, and to examine its validity and effectiveness. The STEAM program analyzed the 2015 revised curriculum centering on science, technology, and engineering through the 2015 revised curriculum analysis, and then selected the five latest issues: hydrogen fuel, climate crisis, data science, appropriate technology, and barista. In accordance with this self-developed program development format (frame), it was developed for seven months through a process of group deliberation. The draft of the STEAM program for 29 sessions of five types, developed to indirectly experience the career path and occupation of high school students, was verified through consultation with 2 STEAM education experts. It was applied at five different high schools for a pilot implementation. As a result of the pilot application, it was confirmed that the students' STEAM attitude significantly improved in the post-test than the pre-test, and the students' high satisfaction with the program was confirmed. In addition, through an interview with the pilot application teacher, it was positively evaluated that 'the content and level of the program are suitable and through experience solving real-life problems, you can apply the content knowledge of related subjects and have an opportunity to experience careers.' Based on the results of the pilot application, the high school credit system STEAM program for students and teachers was finally completed in 29 lessons of five types. Through this study, the development and operation of the next-generation STEAM program that can be applied in the high school credit system should be actively developed, and a plan to improve teachers' professionalism so that the high school credit system can be established and operated properly for blended classes triggered by COVID-19. The necessity of design was suggested. This study is expected to be used as basic data for the development and operation of STEAM programs in the high school credit system, which will be fully implemented in 2025.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.145-161
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• 2023

The purpose of this study is to develop a content system for the home economics curriculum that integrates Education for Sustainable Development(ESD) and provides basic material for ESD implementation in schools. In view of this, the content elements of the revised home economics curriculum for 2022 were analyzed, and a content system for the home economics curriculum, linked to ESD, was proposed based on the implications drawn from the analysis. The results are as follows. First, the three components of competencies, namely knowledge, values, and skills, were organized equally as a whole. However, the association between the content elements and key competencies in sustainability was found to be insufficient. Consequently, it is proposed that key competencies in sustainability should be cultivated integrally. Second, no content element was identified that can promote social participation. Therefore, it is proposed that solutions should be dealt with at the level of social participation. Third, the connection with Sustainable Development Goals(SDGs) was observed in only six of the 28 content elements. Wherever relevant, it is proposed to incorporate key issues related to SDGs. Fourth, the analysis confirmed that only the environmental dimension of sustainable development was considered. Therefore, it is proposed to pursue coexistence based on temporal and spatial relationship and consider the dimensions of environment, society, and economy in an integrated manner.

• Journal of Science Education
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• v.47 no.2
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• pp.180-191
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• 2023

The purpose of this study was to investigate the preferred SSI topics of students and teachers in elementary, middle, and high schools. It analyzed the similarity of students' and teachers' preferred SSI topics by school level using the cosine similarity measure. A total of 566 students and 327 teachers from elementary, middle, and high schools participated in the study. Sixty topics were identified and listed in the areas of environment, science and technology, health and medicine, and other social issues based on the literature and SSI programs. Students and teachers were asked to select five of their favorite topics. The data was collected online using SurveyMonkey. The collected data was divided into six groups of students and teachers, and the frequency of topic selection was analyzed within each group. The topic preference similarity was analyzed by calculating vector values based on the frequency of the selected topics and measuring the cosine similarity between students, teachers, and teachers and students by school level. The results are as follows: First, the cosine similarity of SSI Preferred Topics between students' school-level cohorts was higher between middle and high school students (0.982) than between elementary and middle school students (0.651) or between elementary and high school students (0.662). Second, the cosine similarity of SSI Preferred Topics between teachers' school-level cohorts was similar for all comparison groups between elementary, middle, and high school. Third, the SSI topic preference similarity between students and teachers by school level had a higher cosine similarity between the elementary student and teacher cohorts (0.974) than the other school level comparisons, middle school (0.621) or high school (0.645). Access to topics of interest to students in SSI education is strongly associated with motivation and persistence in learning, as well as an enjoyable learning experience and positive attitudes toward learning. Therefore, when designing SSI lessons, it is important to examine topics from the perspective of student interest, especially if the teacher has selected SSI topics that are different from students' preferences. Careful instructional design will be needed to overcome the gap.

• Journal of Korean Home Economics Education Association
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• v.28 no.3
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• pp.47-63
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• 2016

The purpose of this study is to suggest the basic information for diverse and balanced research and development in this field with understanding research trends related to safety education in home economics. In order to so, this study makes population and sampling by targeting cases which refer to 'safety' on 15 papers of academic journals related to home economics registered in the National Research Foundation from 2001 to 2015, 244 papers related to safety education area and 179 master doctorate thesis by searching keyword as 'safety'. Analysis contents are research trends of papers related to safety education by year and by subject and research trends of safety education by area and by research method. As a result of the study, first, the number of research papers related to safety education by year on home economics curriculum repeated increase and decrease and there have been consistent studies conducted on safety education with 14-52 papers per every year and yearly average 28.2 papers. On the other hand, the most number of studies conducted in 2015 with 52 papers which are twice as much of 26 papers in 2014. This seems to be affected by the announcement of safety comprehensive countermeasures from government and the emphasis of safety subject on 2015 curriculum revision of the Ministry of Education. Second, with regards to research trends by topic, 137 papers are related to safety education (29%), 336 papers are related to safety actual condition (71%). Accidents and recognition had a greater percentage in a paper before 2009 (74.4%) and studies are increased after 2009 (from 21 papers to 53 papers) in terms of development or evaluation of safety education program, development of education materials, development of education method etc. Subject area dealt with the most on the research of safety actual condition is regarding safety accidents or effective variables (23.2%). Subject regarding the variables are researches related to factors influencing family violence, internet addiction, spouse violence, willingness to purchase unsafe food, age harassment, or suicidal attempt etc. Next, researches related to safety recognition (13.9%), safety knowledge and attitude (7.4%), safety behaviors (6.3%), safety consciousness (2.3%) show in sequence. Subject area dealt with the most on the researches regarding safety education is development and evaluation of safety education program (11%) and this appears the most in 2015 by year (21.5%). Third, with regards to eight areas of safety education, there are 143 papers regarding public safety (33.8%), 106 papers regarding violence and personal safety (25.1%), 93 papers regarding general subject on safety or whole safety area (22%) and 58 papers regarding drug and internet addiction (13.7%) in sequence. And there is no paper related to first aid and 1 paper is related to occupational safety (0.2%). Occupational safety area is less researched nevertheless its included in home economic curriculum as relative chapter. First aid does not directly correlate with home economics curriculum but should be studied in preparation for accident which could happen in practical class. Forth, with regards to research trends by research method, quantitative research (89.1%) is mostly used and both research study (70.4%) and experimental research (18.7%) are used the most frequently. In particular, researches on the actual condition of safety education and experimental studies for effectiveness verification take most of research method. As qualitative studies, there are phenomenological study (3.1%) and case study (3.1%) related to actual conditions of safety accidents. 10 papers (2.4%) are mixture of quantitative and qualitative research and some research conducted research study and experimental research at the same time (0.9%). With regards to subject of study, human environments (87.5%) are more than physical environments (12.5) and students (48.4%) are more than teachers and school parents (20.6%). As the subject of physical environments, school (6.5%) is the most but home environment is none. As a result of the study, research for the development of evaluation tool for evaluating safety education, occupational safety and lifelong education should be conducted from this time forward. In addition, the object of study shall be expanded to both human environments in terms of entire life and physical environments for home. An in-depth qualitative research should be needed by observing and meeting with each student.