• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.149-161
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• 2006

This study examined preferences for the clothing and textiles section of 'Technology and Home Economics' course, comparing males to females, and subdividing three groups based on the preference of the clothing and textiles section: a high-preference group, a medium-preference group, and a low-preference group. Their perceptions of the section. need to study, level of practice of teamed content, and learning needs were compared between males and females and among the three sub-groups. The subjects of this study were 176 male and 176 female high school students in Seoul. Data were collected using questionnaires with a 5-plint scale in September, 2004. Finally, 352 questionnaires were analyzed by the SPSS program. The results showed that all preferences for the clothing and textiles section were average and girls' preferences were higher than boys' preferences. General perceptions of the clothing and textiles section were positive, and there were no significant differences by gender. The perceptions of the high-preference group were more positive than those of the other two groups. The perceived importance of studying was high. especially with respect to clothing care and storage. Girls reported a greater need to study than boys did. Among both boys and girls, the high-preference group reported a greater need to study than the middle and low-preference groups did. The level of practice of learned content was leo, except for contents related to attire and the purchase of clothing. Girls practiced contents learned about attire more than boys did. Among boys, the high-preference group practiced contents teamed in all areas more than boys in the other two groups. However, among girls. only content related to attire was preferentially practiced by the high-preference group. Both boys and girls exhibited tile greatest learning need for fashion coordination. Girls had more learning needs than boys in all contents, except for clothing and environment. Among all students, the higher the level of preference, the higher their learning needs.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.89-103
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• 2003

The purpose of this study was to investigate to relation of necessity and practice of contents of clothing and textiles education(classify them into four units, choice and dressing of clothes, textile and management of clothes, design and sewing of clothes, knitting and embroidery). Method of posing a questionnaire is adopted to obtain stochastic data required for pertinent analysis. This is the investigation of which 400 (high school students 204, university students 196) girl students located in Choongnam and Junrabookdo province. In this statistical analysis, SPSS 10.0 for Windows Program was utilized to calculate percentage, mean and standard deviation. Also, these materials were verified by t-test, One-way Anova, Pearson's correlation coefficient. The results of this research were as follows. First, girl students' necessity mean point were higher than practice mean point about the contents of clothing and textiles education. And necessity had a positive relationship with practices of contents of clothing and textiles education. Second, there was a significant difference in necessity and practice of contents of clothing and textiles education according to demographic variables. These results should be provide fundamental information for improving students' critical practice in their real life. Since this study has touched only limited research on the topic of clothing and textiles education, it is essential that further research covering a wider array of themes be done in the future. this study has touched only limited research on the topic of clothing and textiles education, it is essential that further research covering a wider array of themes be done in the future.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.131-146
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• 2004

The Purpose of this study is to suggest strategies for environmental education through the Practical Arts(TechnologyㆍHome economics) Subject in a viewpoint of the clothing & textiles resources to resolve problems in the clothing life area. For this, this study was carried out through review of literature which is related with the consumption, the environmental problems, the environmental policies, and regulations of the government and new environmental technologies, of clothing & textiles industries and environmental education. The major findings of the study were as follows; 1) The environmental education system model in a viewpoint of the Clothing & Textiles resources was developed. This model system is consisted with interactions on school, government, industry, home and non-government organizations. Thus, the fact that Practical Arts(TechnologyㆍHome economics) Subject were the most effective subject to teaching the environmental education viewpoint of the Clothing & Textiles resources was confirmed. 2) The standards were analysed out to analyse the contents in the clothing area of the Practical Arts(TechnologyㆍHome economics) Subject. It were consist of 4 factors and 12 elements under the factors: Awareness of clothing & textile resources(clothing consumption, production of clothing & textile and environmental problems). Planning and buying of clothing(planning, buying), Management of clothing(understand of textile. human body & environment, laundering and Environmental pollution, arrangement & conservation) Recycling & exhaust of clothing(contribution, redesign, recycling, exhaust) 3) Analysing the current Practical Arts (TechnologyㆍHome economics) subject from the Environmental education in the clothing section, the environmental education related with clothing were taught the most in the middle school course, and environmental contents were concentrated in the recycling factors. but not so much on other factors. 4) After analysing the Practical Arts (TechnologyㆍHome economics) subject, the strategies were suggested for reinforcing the environmental education in the clothing of the Practical Arts(TechnologyㆍHome economics) subject.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.49-75
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• 2017

The purpose of this study is to provide the justification of the subject through review and alternatives example on the internal consistency of Home Economics curriculum components focused to the clothing & textiles area based on the beliefs and values inherent in the Home Economics curriculum. For this purpose, we examined the perspective of the assumptions about the five components of the curriculum - family, society, objective, subject matter, method in education - from the revised curriculum in 2007 to in 2015, and suggests an example of subject matter based on the result. The results of this study are summarized as follows. First, the clothing & textiles area of the revised curriculum from in 2007 to in 2015, family, society, objective, subject matter and method in education, excluding subject matter, were taken from a critical science perspective. In order for Home Economics curriculum components to be internally consistent, assumptions about the subject matter should be transformed to deal with the clothing & textiles as a family work. And needed to complement assumptions about family, objective and method in education. Second, based on the discussion, suggested an alternative example to the clothing & textiles area based on the internal consistency of Home Economics curriculum components.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.183-195
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• 2005

The purpose of this study was to develop educational objectives and content standards for clothing life area based on the theoretical framework of home economics education. To achieve this, literature review and need assessment on curriculum contents for clothing life area were performed. and expert meetings and a workshop were held. The results were considered in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. The curriculum contents were developed according to educational objectives in the specific levels in the form of content standards. Specific concepts for each content standard were proposed. The curriculum materials proposed in this study can be applied flexibly to the future development of national curriculum and textbooks.

• Proceedings of the SOHE Conference
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• 2003.10a
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• pp.91-91
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• 2003

제7차 국민공통기본 교육과정에서는 교육내용 조직이나 수준별 교육과정의 편성에 있어서 연속성의 보장을 제도화할 수 있다는 특징을 지니고 있다. 다시 말해 학교급별에 따라 교과의 명칭만 다를 뿐 교과의 성격, 목표, 지도내용 등에서 체계적으로 편성되었다는 특징을 지니고 있다. 그러나 이러한 취지와는 달리 교육과정 구성에 있어서는 다르게 조직되었다. 특히 의생활 교육내용의 경우 일부 학년에 국한되어 제시되고 있거나, 내용구조도 체계화되어 있지 않다. 이것은 7차 교육과정에서도 의생활 교육내용이 체계적으로 편성되지 않았다는 것을 의미한다. 따라서 본 연구는 제7차 교육과정에 따라 집필된 초$\cdot$중$\cdot$고등학교 교과서를 중심으로 의생활 교육내용의 체계에 관하여 연구하고자 하였다. 이를 바탕으로 앞으로 가정과 교육과정에서 의생활 교육내용의 조직과 선정에 기초자료를 제공하는데 목적을 둔다. 교과서 분석에는 체계적 내용분석(systematic content analysis) 방법을 채택하였다. 체계적 내용분석은 교육내용의 임의적 서술을 체계적으로 정리하는 것을 의미한다. 의생활 교육이 그 가치와 위치를 정립하려면 그 분야만이 가지는 독특한 영역이 있어야 하는데 이는 체계적인 이론을 통해서만 드러낸다. 체계적인 이론은 우리가 교육현상을 바르게 지각하고 이해하며 그 실체를 볼 수 있게 하는 틀을 마련해 준다는 의미에서 이 방법을 채택하였다.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.155-172
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• 2013

This study developed smart education programs on clothing in Home Economics education for middle school students and assessed the validity of the programs. To create a self-directed adaptive learning model, 'Textile fibers' was selected as a topic. A digital textbook was developed to provide an adaptive learning experience to each student. The students can learn the contents of the digital textbook via their smart phones or tablet PCs in their Home Economics classes. To create a cooperative learning model for a good communication, 'Recycling clothes' was selected as a topic. Students can cooperate to solve the problems via Google docs and facebook in their Home Economics classes. The programs gained more than 4.5 on a 5-point Likert scale. The results of the assessment indicated that the smart education programs on clothing are appropriate to enhancing the self-directed learning, communication, and cooperation competencies of the students in Home Economics classes.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.1-14
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• 2007

This study aimed to analyze the contents of clothing and textile areas in practical arts, technology and home economics, and science of home economics courses, and the degrees of vertical connections among them. Totally 21 textbooks were chosen for this study, which consist of fifth and sixth grade practical arts textbooks(one from each grade), sixteen technology and home economics textbooks(eight from each eighth and tenth grade), and three high school science of home economics textbooks. In order to analyze systematically the degrees of vertical connections, clothing and textile areas were divided into 6 large sections, which were subdivided into 48 specific categories(contents) by content analysis. The method of connection analysis was based on development(constant continuity and sequence), repetition (continuity without considering sequence), gap(sequence without considering the continuity of curriculum), and reduction(the lack of both continuity and sequence). The connection analysis were done in 48 categories separatively. In the sections of clothing attire and clothing management, the most categories(46.1% and 44.5%) were evaluated as having connections of reductions. No category was analyzed as development in the section of clothing planning and the most categories(83.3%) had connections of repetitions. In the clothing material section showed to be the section with the most in-depth and expanded content compared to the previous educational levels, with developed categories of 50%. The most degree of connection in the clothing and textile areas of practical arts, technology and home economics, and science of home economics subjects was the development at 29.2%, followed by repetition at 25%, reduction at 25%, and finally gap at 20.8%. Developed categories were relatively more than repetitive, reduced, or gap contents. However, as the connection between grades was not highly outstanding, it was difficult to say that the connection of the curriculum was adequately distributed according to the school grades.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.67-83
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• 2022

This study was designed to develop a sustainable clothing life education program for middle school students and to analyze the effects of the developed program on the "Change-maker" characteristics of adolescents. This study proceeded following the ADDIE teaching design model. The learning activities in the middle school Technology and Home Economics textbooks were analyzed according to the steps of the Change-maker education program. Based on the analyzed results, the sustainable clothing life education program entitled 'Clothes for us, actions for the earth' which includes ten teaching and learning process plans, 17 individual learning activity sheets, and seven group learning activity sheets was developed. The developed program was implemented on 285 first-year students in K middle School in Ulsan. After the class, the level of Change-maker characteristics of the students increased from 3.87(SD=.54) to 4.59(SD=.64). From the interviews of the students, it was also found that the developed program influenced the values and behaviors of the students. Therefore it was confirmed that the Education for Sustainable Development(ESD) program on clothing life in middle school Home Economics developed based on the Change-maker education program stage was effective in cultivating the Change-maker characteristics of adolescents.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.85-101
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• 2021

The purpose of this study was to make suggestions for improvement by analyzing the activity tasks in the clothing life area in middle school 「Technology & Home Economics」 textbooks of the 2015 revised curriculum. For this purpose, the multiple intelligence teaching-learning strategy analysis criteria were reconstructed and used for analysis. The activity tasks of the clothing life area of 「Technology & Home Economics I」 textbooks from 12 different publishers were analyzed based on the reconstructed analysis criteria, and the content validity was verified by 11 experts. The content validity, assessed by CVI was 0.94. According to the results, the logical·mathematical intelligence accounted for the highest proportion with 31.02%, followed by linguistic intelligence(23.81%), visual/spatial intelligence(17.08%), intrapersonal intelligence(14.71%), interpersonal intelligence(5.79%), bodily/kinesthetic intelligence(5.22%), naturalistic intelligence(2.37%), and musical intelligence(0.00%). The results showed that the teaching-learning strategies most frequently implemented in clothing life area were logical/mathematical intelligence, linguistic intelligence, visual/spatial intelligence, and intrapersonal intelligence. On the other hand, teaching-learning strategies related to interpersonal intelligence, bodily/kinesthetic intelligence, and naturalistic intelligence were used at a relatively low proportion. Therefore, it is recommended to expand the teaching-learning strategies of interpersonal, bodily/kinesthetic, naturalistic and musical intelligence, for a more balanced intelligence development of students.