• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.67-85
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• 2011

The purpose of this study was to find out how to operate Technology Home Economics in the 2009 revised national curriculum and Home Economics teachers perception on the current states in the middle schools, focused on intensive course-taking, block-time, and total hours to take the course. Data were collected from the 118 Home Economics teachers nationwide through e-mail from May 25 to June 4, 2011, and analyzed with frequencies, percentage, means, t-test, cross-tabulations, and ANOVA. The results showed that Technology Home Economics was intensively taken in the most of all schools(91.5%) during 4 semesters by senior and freshmen or junior. Teachers were relatively less involved in the decision making process for intensive course-taking than did the school managers and dissatisfied with the fact of intensive course-taking. But a few school adopted block-time and most teachers did not think it was necessary. Over half of schools offered the same 16 hours of Technology Home Economics as in the previous 2007 revised curriculum, but nearly 2 out of 5 schools reduced the hours from 1 to 8 with an average of 2.8 hours. To keep the necessary hours to teach the full contents of Technology Home Economics should be protected. The follow-up research needs to be conducted to investigate the changes in the perception of Home Economics teachers.

• Journal of Family Resource Management and Policy Review
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• v.10 no.2
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• pp.19-42
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• 2006

The purpose of this study is to analyze the changes in contents of home management part in the home economics textbooks fur middle school from the 1st to the 7th curriculum period. The contents in the all of home economics textbooks published in every curriculum period are analyzed. The major findings of this study are as follows: 1. The part of home management is divided into seven specific areas including 'definition and process of home management', 'utilization of family resource and environment management', 'time management', 'household labor/work nanagement', 'family financial management', 'purchasing', and 'consumer protection'. 2. From the 6th curriculum period, the area of 'definition and process of home management' begun to be explained using system's approach and the area of 'household labor/work management' changed its' focus from household to self management. 3. The areas emphasized in the beginning of curriculum period were 'family financial management' and 'household labor/work management'. The 'consumer protection' ' and 'utilization of family resource and environment management' were the areas emphasized in the later curriculum period. 4. The contents of 'family financial management' area have changed very little, however, the contents of 'purchasing' area have changed a lot during the all curriculum periods. 5. The contents of illustrations, tables, pictures, and activities have changed according to changes of the contents of the textbooks.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.53-62
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• 1986

본 연구의 목적은 한국 중 고등학교 학생들의 지적 발달의 특성을 조사 분석함으로써 교과서 및 교육과정의 개발에 필요한 기초자료를 얻으려는 것이다. 지역, 학년, 연령, 성 및 가정의 사회 경제적 지위에 따른 인지 발달 특성을 조사하였다. 연구의 대상은 전국을 대도시, 중 소도시, 농촌으로 유층화한 유층군집 표집방법에 의해 표집한 중학교 1학년부터 고등학교 2학년까지의 남 녀 학생이었다. 표집학생 수는 중학교가 18개교 54학급 3,164명이었고, 고등학교가 18개교 36학급 1,981명이었다. 가정의 사회 경제적 지위는 가정의 경제적 형편, 부의 직업, 부의 학력, 가정의 수입 정도를 고려하여 4계층으로 구분하였다. 사용된 도구는 지적 영역의 조사에 Piaget의 인지발달이론에 따른 논리발달 검사를 이용했다. 분석된 결과를 요약하면 다음과 같다. 첫째, 명제논리, 확률논리, 조합논리, 변인조작개념은 연령과 학년이 높아질수록, 대도시로 갈수록, 사회 경제적 지위가 높을수록 더욱 발달하는 경향이다. 둘째, 개념의 발달경향에 있어서 이원추리와 조합논리개념의 발달이 확률논리와 명제논리 개념의 발달보다 빠른 경향이다. 셋째, 한국의 중등학생 중에서 12세의 64.6%, 13세의 58.1%, 14세의 43.8%, 15세의 30.1%, 16세의 22.6%가 구체적 조작 후기에 도달해 있다. 넷째, 중등학생의 학년별 인지발달경향을 보면 중1의 69.8%, 중2의 51.1%, 중3의 47.4%, 고1의 21.6%, 고2의 21.7%가 구체적 후기의 발달수준이다.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.63-77
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• 2004

The purpose of this study was to construct an issue-centered discussion instructional model for Home Economics and to determine its effect on middle school students' critical thinking. The research questions were posed as below. 1) The object and content of home economics in the 7th national middle school curricula are analyzed to sort out possible issues. 2) An issue-centered discussion instructional model is constructed to be applicable to middle school home economics class. and a lesson plan is prepared. 3) The effect of the issue-centered discussion instructional model developed in this study on student critical thinking faculty is examined. The findings of this study were as follows : First. seven criteria were selected to determine what types of issues were applicable to home economics lesson. Based on the selected criteria. 41 themes of issues were extracted from the 7th middle school textbooks. and their content validity was verified. Second, an issue-centered discussion instructional model was designed to deal with four themes in eight sessions in the procedure of problem raising, confirming, term defining. tentative alternative selecting, data gathering. discussing/critical approaching. and selecting/concluding. Third, two different third-year classes of K middle school in the city of Busan that consisted of 75 students were respectively selected as an experimental group and a control group, and the experiment was conducted in eight sessions for five weeks to see whether the teaching plan brought any changes to the critical mind of the students. The experimental group exposed to the issue-centered discussion lesson made a significant progress in critical thinking faculty(P＜.05). In particular. that instruction gave a favorable impact on demonstration evaluating(P＜.05). one of the critical thinking subfactors. When the students were asked to assess the issue-centered discussion lesson. most of them viewed it favorably. In the future, more research efforts should be dedicated to enhancing the practical applicability of issue-centered discussion instruction in home economics education. developing good evaluation tools about critical thinking faculty and finding out how discussion instruction could be conducted more efficiently.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.79-93
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• 2016

This study analyzes the middle school Home Economics textbook's 'Adolescence consumption life' unit using framework of Education for Sustainable Development(ESD) to examine correlation with the current Home Economics ESD, and aims to provide the base data for the composition of the educational curriculum that can help the students cultivate the capability for leading sustainable life from the future oriented perspective and for the selection of educational contents. This study analyzes the 'Adolescence consumption life' unit in the Home Economics textbook of the 12 type revised curriculum of 2009. As for the analysis method, Romey's content analysis method is used to carry out in-depth analysis of the ESD content elements. The analysis demonstrates the following. First, content elements extracted commonly from the 'Adolescence consumption life' unit are analyzed with the ESD's criteria of analysis (environment, economic and social domain), which led to the composition with the sub content elements following 23 related topics. Secondly, content elements of 12 types of Home Economics textbook's 'Adolescence consumption life' unit used in middle school are analyzed in three domains, which led to social domain (68%), economic domain (58%) and environmental domain (40%) in the order mentioned. This focused on the role of the Adolescent-consumer on the active consumer that is presented in the 2009 revised educational curriculum, and it is possible to see that this is very closely related to the right to organize and to be active in terms of the human safety, consumption culture, social interest and group.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.15-30
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• 2008

Various types of students activities presented in the clothing part of the current 'Technology Home Economics' middle school textbooks were analyzed to provide basic idea for improving the quality of content of text, which can arouse students' interest and practical use. Analysis was conducted for the units related to clothing contained in 10 different technology & home economics textbooks of 2nd grade middle school students approved by the Ministry of Education under the 7th national curriculum. Types of student activities were categorized based on "size of groups", "type of problems" and "methods of carrying out tasks" and the this study sought to explore future directions for action plans especially in terms of composition of contents, the methods of performance and suggestions. As a result, the volume of each part in clothing & textiles section was investigated. Among them 'dressing' part was found to make up the largest percentage of the clothing unit. And among the six of the detailed contents, "How to Wear Traditional Korean Clothes" and "Functions of Clothes", took up the largest space. In additions, the types of students activities and methods of implementing and how to performing tasks vary depending on publishing companies and detailed contents of areas. As a result, 'individual activities', 'structured problem', and 'problems that require prior home-based experience' were most common types of activities. Based on this study, it is suggested to increase the number of small group activities and the activities that require diverse problem-solving methods.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.107-118
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• 2007

The purpose of this study was to investigate the effects of relationships with parents and self-esteem on application of family life part in Home Economics curriculum of the middle-school student. The subjects of this study were 900 students of first grade of middle school who reside in Seoul and 878 self reported questionnaires were used for final analysis. The major results of this study were as follows: First, male students showed more applications of a characteristic of adolescent in family life part in Home Economics curriculum than female students. Second, the most effective variables on middle-school students' application the family life part in Home Economics curriculum were relationships between parent and adolescent, self-esteem. Middle-school students' application of family life part in Home Economics curriculum were positively influenced by relationships between parent and adolescent and self-esteem.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.101-122
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• 2012

The purpose of this study is to develop teaching learning process plans with problem-based learning using book-making applying to the "Dressing and Self Expression" unit and evaluate its effect in middle school home economics for first grade. We developed teaching learning process plans with problem-based learning using book-making including 9 teaching materials for teachers and 15 learning materials for students. Further, we conducted and investigated pre- and post-tests in a form of questionnaires in 167 students from a girls' middle school in Pusan. Teaching learning process plans with problem-based learning using book-making showed positive results in body satisfaction, such as reduction in distortion or less dissatisfaction regarding students' body images. Also, they were found to be less affected by sociocultural attitude towards appearance. The estimation of students included the positive contents that the class was interested with various materials and it provided them with a chance to understand their body. Meanwhile, minor comments pointed out lack of time and complained of the amount of assignments. With these results, we found that teaching learning process plans with problem-based learning using book-making was an appropriate model to achieve the purpose of this study and we suggested that this class might be applied to other units of middle school home economics.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.97-117
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• 2006

The purpose of this study was to investigate the teachers' recognition on the optimization of the educational contents of Clothing & Textiles in subjects of :he Practical Arts or the Technology & Home Economics in the course of elementary, middle and high schools. The statistical data for this research were collected from 203 questionnaires of teachers who work on elementary, middle and high schools. Mean. standard deviation, percentage were calculated using SPSS/WIN 12.0 program. Also. these materials were verified by t-test, One-way ANOVA and post verification Duncan. The results were as follows; First, The equipment ratio of practice laboratory were about 24% and very poor in elementary schools but those of middle and high school were 97% and 78% each and higher than elementary schools. Second, More than 50% of teachers recognized the amount of learning 'proper'. The elementary school teachers recognized the mount of learning in 'operating sewing machines' too heavy especially, the same as middle school teachers in 'making shorts': the same as high school teachers in 'making tablecloth and curtain' and 'making pillow cover or bag'. Third, All of the elementary, middle and high school teachers recognized the levels of total contents of clothing and textiles 'common'. The 80% of elementary school teachers recognized 'operating sewing machines' and 'making cushions' difficult especially. The same as middle school teachers in 'hand knitting handbag by crochet hoop needle', 'the various kinds of cloth' and 'making short pants'. The same as high school teachers in 'making tablecloth or curtain'. Fourth, Elementary school teachers recognized 'practicing basic hand needlework' and 'making pouch using hand needlework' important in the degree of educational contents importance. Middle school teachers recognized 'making short pants unimportant. High school teachers considered the contents focusing on practice such as 'making tablecloth and curtain' and 'making pillow cover or bags' unimportant. My suggestions were as follows; Both laboratories and facilities for practice should be established for making clothing and textiles lessons effective in Practical Arts in elementary schools. The 'operating sewing machines' which were considered difficult should be dealt in upper grade, re-conditioning to easier or omitted. The practical contents should be changed to student-activity-oriented and should be recomposed in order to familiar with students' living. It was needed to various and sufficient supports for increasing the teachers' practical abilities.