• Journal of Korean Home Economics Education Association
• /
• v.10 no.1
• /
• pp.137-151
• /
• 1998

The purpose of this study is (1)to develop the teaching plan based on Cooperative Learning approach and (2)to investigate the effect of students'Interest on Subject matter and Teaching method and Attitudes to others of the area of Foreign food in Home Economics class. Among those various types of Cooperative Learning's models, this study adopted 'Learning Together'developed by Johnsons. To investigate these purpose, subject matter were analyzed and reconstructed for Cooperative Learning. The tests were developed to evaluate the interest on the Subject matter and teaching methods, and the attitude to others of the students. 108 femail high school students were divided into two groups with 54 students-traditional learning condition, Cooperative Learning condition-and had a 5 session. The subject of the class was Foreign food including Western, Chinese, and Japanes food. Before and after the class, students were tested. The statistical methods used for the study methods used for the study were t-test. The research findings are as follows : When the students in the Cooperative Learning classes were compared before and after the test, (1)Interest on Subject matter were improved considerably(p〈.001) (2)Interest on Teaching methods were improved considerably(p〈.05) (3)Attitude to Others were improved considerably(p〈.001) Therefore when the teaching-learning model based on Cooperative Liarning was used in Home Economics class, their interest on the subject and teaching methods and attitude to others were improved.

• Journal of the Korean Society of Costume
• /
• v.39
• /
• pp.139-166
• /
• 1998

This dissertation is to help understanding about the emergence of active children's clothes in the latter part of the 18th century in England. In previous ages children had not been look-ed upon as children, but as incomplete and in-ferior men and women, the costume of children had not been distinguishable from that of their elders. The early eighteenth-century chil-d could not play in comfort because they dressed like their parents. But in the third quarther of the eighteenth century children became free from their con-comfortable and became active. English chil-dren's clothes was prevailing even in Europe as well. In the background of this liberation, there were many enlightened ideas, such as philosophers of enlightenment, doctors, writers, educators. Among these John Locke and Jean Jacque Rousseau criticized openly about rampant fashion which was distorting the body by corset and hoop. Rousseau was the one who wrote$\boxDr$Emile$\boxUl$and played the most important role to free children from an old fashioned idea, and emphasized to bring up children by the natural process of mental and physical development as human beings are a part of nature. Fashion reflects politic, economic, social, ideology, culture of the days and these factor function to create fashion which shows“Time Spirit”.Children's clothes, like those of their parents, follow the fashion, but with a difference, the form of which varies with the attitude to the child. Thus this dissertation was to study in relation with the background of the times in the latter part of 18th century in England and Rousseau's Naturalism in connection with the emergence of active children's clothes. The result is that diffusion of the idea of freedom and equality, the growth of bourgeoisie, the development of clothing and tex-tile industry have influenced to the emergence of active children's clothes. Also a great deal of middle and high class parents devoted to their children's education and was influenced by Rousseau's Naturalism. Specially the bourgeoisie who made their fortune by their own effort were eager to educate their achievement and business by their children through education. This factor influenced to the children's clothes as well.

• Journal of the Korean Home Economics Association
• /
• v.44 no.5 s.219
• /
• pp.99-107
• /
• 2006

The purposes of this study are to identify the types of teacher efficacy, to present a theoretical base for teacher efficacy among Home Economics teachers and subsequently, to improve the quality in the practices of home economics education. To achieve these purposes, 263 secondary school home economics teachers were surveyed by the prime investigator. The three research questions of this study were: 1. What are the individual characteristics, the environmental characteristics and the trends of teacher efficacy among secondary school home economics teachers? 2. What is the factor in teacher efficacy among secondary school home economics teachers? 3. What are the types of teacher efficacy among secondary school home economics teachers? For these research questions, factor analysis and cluster analysis were conducted. The factor analysis on teacher efficacy with a survey of secondary school home economics teachers produced 5 factors of efficacy: classroom management, needs assistance, instructional strategies, environmental assistance and teaming assistance. The teacher efficacy had a mean of 3.58 and the home economics teachers showed a slightly higher level in teacher efficacy. Of the 5 efficacy factors, classroom management showed the highest level (M=3.89), followed by learning assistance (M=3.81), instrumental strategies (M=3.57), environmental assistance (M=3.42) and needs assistance (M=3.19). Overall, the teachers had positive feeling in teacher efficacy. Three types of teachers were found in the types of teacher efficacy: the supreme, the average and the efforts-needy. Those types were identified based on the mean scores of the five sub-domains from the factor analysis. To enhance the teacher efficacy, the needs assessments for the students and behavioral adjustment issues should be reflected in the curriculum of teacher education and workshops. The primary investigator suggested that continuous and long-term plans for teacher education need to be developed because short-term plans may not be effective in changing attitudes such as teacher efficacy.

• Journal of Korean Home Economics Education Association
• /
• v.2 no.1
• /
• pp.45-90
• /
• 1990

This study aims finding a desirable practical skill evaluation practice evaluation method and then improving student’s learning effect by analyzing the present state and the methods of practical skill evaluation in middle-high schools home economics education. Investigated persons are 250 of high schools home economics thachers(125) and middle schools home economics teacher(125) in Seoul, who are choosen by means of random sampling. The items analysis of questionnaires was performed by means of SPSS(Statistical Package for Social Science). The investigator analyzed their responses to the questionnaires according to teachers’ages, school careers, majors, places of employment, school years in charge. The results are marked with percentage and the significance level is verified by means of Chi-square(X$\^$2/) analysis method, when necessary. This thesis handles practical skill evaluation of general practice units, of clothing and textile unit, and of nutrient and food unit. The results obtained from the items analysis are as follows; I. Results of the items analysis. A. Practical skill evaluation of general units. 1. The motivation and accomplishment feeling of students are most frequently considered as the aims of practical skill evaluation, but the results of practical skill evaluation are, by contraries, most infrequently considered as improvement materials. 2. A greatest number of teachers make together with their colleagues an annual plan for practical skill evaluation an inform students of the concrete information of the test, but perform respectively practical skill evaluation, using 5 steps method. 3. The percentage that teachers majoring in home economics education as compared with others lay the similar stresses on the preparation processes, attitudes, and results of students is very high.

• Journal of Korean Home Economics Education Association
• /
• v.13 no.3
• /
• pp.147-160
• /
• 2001

The purpose of this study is to suggest one of teaching methods through developing a new guideline of the teaching-learning applied the Problem-Based Learning which is derived from the Constructionism. And then we apply this guideline to the class of Home Economics. especially the unit of the Consumption life for investigating the effect of this method in the aspect of improving man-power development as a consumer The results of this study are summarized as follows : First. the class applied a new method of Problem-Based Learning turn out to be more improved in the aspect of consumer consciousness than the untested class going through explanation-based teaching(P< .01). This is, the former result more positive than the latter because the former could be given chances to handle faced problems in class. Second there is no significant difference between the tested class and the untested class in the aspect of consumer skill. This is the fact that the research was conducted in a short Period of time and that the researcher failed to show the suitable stimulation or materials. even though the researcher was well aware of what Problem-Based Learning is. Third students\` evaluation after the test indicates that the tested class not only increase interest in home economics but also help them to take an active Part in class as the main of the class. and that the learning atmosphere is improved and that the effect of learning was also enhanced. Although the aspect of consumer skill is not statistically significant. the result show that adolescents try to Practice their learning from the class in their life.

• Journal of the Korean Society of Costume
• /
• v.50 no.4
• /
• pp.131-146
• /
• 2000

The starting point of this study was that the Orientalism reflected in the modern clothing is realized the different view by Western and Eastern. Based on this regard, this study semiotically analyse that clothing is creating the cultural values and signification and that the western designers are reproducing an ideology as orientalism being the western-oriented thought when expressing the Asian image in the modern clothing. The theoretical sides are based on the semiotic analyses of F. Saussure, C. Peirce, and R. Barthes. By the result observed through this study, the Orientalism reflected in the modern clothing designed by Western designers are discriminative image, mystic image, past-oriented image, natural image, and complex-eclectic image. The discriminative image is reproduced as a savage and uncivilized image. In addition, it regarded as a decorative and superficial image is expressed as if it is an uncharacterized and underdeveloped image in the modern clothing. The mystic image is reproduced as a romantic image to stimulate Westerners'curiosity. That is, Asian image is regarded as a dream and magical image rather than a scientific and rational image. The past-oriented image is expressed through restricting Asian positive image in Asian historical glory. The natural image differs from Western image based on science in the modern clothing. The modern clothing regards the natural image as a primitive and instinctive image. The complex-eclectic image is the pastish pattern through selecting and distributing heterogeneous materials in the modern clothing. This study critically analyzes the western-oriented thought of orientalism in the modern clothing. The results of the study imply that it is critical that we provide a new contact point for the East and the West in the context of our Asian values and traditions.

• Journal of Korean Home Economics Education Association
• /
• v.4 no.1
• /
• pp.17-30
• /
• 1992

This study aims at finding a new home economics education with will include male students as its teaching objects, and then providing home economics teachers with useful materials. For this purpose I examined the curriculum of foreign home economics education and analized male and female secondary school students’and their recognition and demand to the home economics education. Investigated persons are male and female students of the first year of 3 sendary schools and their parents in Seoul, who are choosen by menas of random sampling. The items analysis of questionnaires was performed by means of random sampling. The items analysis of questionnaires was performed by means of SPSS. The results are marked with percentage and the significance level is verified by t and X(sup)2 analysis methods. The results obtained from the items analysis are as follows：1 According to the increasing number of female employees, the mechanization of household affaires, and so on, male students and male parents got to realize the necessity of home economics education and the importance of men and women’s cooperation to lead a family life. 2. It is shown that the goal of home economics deucation must be to form a right value point of the family life and family. This fact implies that many examinees regards the home economics education in the moral point of view. 3. In the necessity degree according to each field of the home economics education curriculum, moral and social aspects such as family relationship, home management & economics, human development and bringing up are regarded more important than household affairs and the related technical aspects. 4. In the difference between groups to the necessity degree according to each field of the home economics education curriculum, there are few differences between male and female parents, but there are many differences between male and female students. Male students regards the contents of the home economics education curriculum less necessary than female students. Especially in the field of clothing, residence, human development and bringing up, the difference between male and female students is obvious. 5. The necessity degree of the contents related to environmental pollution, saving of energy and resources, utilizing of computer, etc. is very high.

• Journal of Korean Home Economics Education Association
• /
• v.12 no.3
• /
• pp.65-76
• /
• 2000

Comparative Study on Historical Changes of Practical Arts Education and Technology-Home Economics Education in Korea and Japan This dissertation is a comparative study on Practical Arts(Home Economics) Education and Technology-Home Economics Education of Korea and Japan. I established two research objectives to conduct the research : To understand the differences in historical changes in Practical Arts Education and Technology-Home Economics of the two countries: And to grope for the new direction of Home Economics Education. Research findings are as follows : Japan was also ahead of Korea for about two decades in terms of putting Home Economics Education in practice at elementary schools. Practical Arts Education Started to emerge in Elementary school system in 1955, which had been originated in vocational education before the year 1945 in Korean However, from the 3th curriculum Practical Arts Education Curriculum put emphasis on home lives. Regarding the characteristics of education from the perspectives of historical changes at Korean Junior-high schools after the year 1945. Home Economics Education had been regarded as “female subject”until the 1980s and was integrated into regular curricula for co-education in the middle of the 1990s. when the 6th Curriculum was activated. Technology-Home Economics started to emerge in Japan in 1962. while the subject Home Economics Education was integrated into curricula for males in high school as well in 1989. In the Korean 7th Curriculum, the combined subject Technology-Home Economics is divided into three categories. A remarkable difference from japanese Technology-Home Economics is that korean curriculum has no division between required and elective. In conclusion. I observe that both Korean and Japanese curricula for Home Economics Education were originated in Confucianism. However, unlike Korean situation, current Japanese Home Economics Education takes a significant part as a continuing and required subject for both primary and secondary co-education.

• Journal of Korean Home Economics Education Association
• /
• v.12 no.3
• /
• pp.19-38
• /
• 2000

This study is about open and secondary level Home Economics Education which is applicable to field and which includes the characteristics, purpose and problems of each open education, secondary education and home economics education. Based on the ideology of open education this study will identify the meaning of openness in terms of Home Economics Education reconstructing meaning purpose, characteristics, curriculum paradigm and curriculum. The instructional model and module which use web, will be presented as the results o the reconstruction works. The open instructional module in Home Economics Education which will be operated on the web is consisted of 1) setting the orientation of curriculum development 2) instructional model development 3) rebuilding the Home Economics Education curriculum 4)development of instructional modules and web-based materials and 5)construction of the web-site. Six instructional module begin with critical/emancipatory curriculum paradigm in open Home Economics Education use module as a unit of class management instead of 1 class, facilitates nest-type integration which is applied from open education keeping the nature of Home Economics Education and focus on practical problem and problem solving through reconceptualization with dialectical perspective on individual, family and society. The practical problem solving model has four steps: Identifying practical problems. Understanding the contexts of problem, Searching for solutions and examining its consequences, Action and evaluation. The web-site has to be developed based on the six instructional module includes those issues : self-identification for reinforcing autonomy and self-esteem, living with family living with friends, autonomous living healthy living and understanding sexuality.

• Journal of Korean Home Economics Education Association
• /
• v.9 no.2
• /
• pp.115-130
• /
• 1997

The purposes of this study are：(1) to analyze the learning content & subjects on the area of clothing and textiles in Home Economics for Young Men： A Teaching Guide, (2) to compare it with the learning content & subjects on the area of clothing and textiles in Home Economics teaching guides in the middle school in Korea, (3) to provide preliminary data for developing the learning content & learning method on clothing and textiles education for middle school students. To implement these proposals, Home Economics for young Men： A Teaching Guide in U.S.A and 6 Home Economics teaching guides for the middle school in Korea are reviewed and analyzed. The research findings were as follows： 1. Home Economics for Young Men is characterized as including： (1) interesting learning contents for girls and boys in the middle school, (2) learning contents for helping students to work on their own initiative (3) learning contents related to actual life, (4) practical consumer education content related to clothing and textiles area, (5) learning contents for developing originality, (6) learning contents related to vocational education. 2. The subjects in Home Economics for Young Men give careful considerations especially on how to learn. They are based on the idea that middle school students have to learn and to solve the subject by themselves. 3. Learning contents on Home Economics teaching guides for middle school in Korea are different from learning contents in Home Economics for Young Men in the subject & the form of description, the subject matter of practice in clothing area, the standpoint of description on clothing matters. The subjects in Home Economics teaching guides for middle school in Korea don’s give careful consideration on how to learn. There are little idea that middle school students have to learn and to solve the subject by themselves.