• Journal of vocational education research
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• v.35 no.4
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• pp.155-176
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• 2016

This study analyzed content of and recognition on occupations shown from Technology Home Economics textbooks of the high school elective subject having a higher connection with the career development capability for the occupational world as shown from a curriculum analysis. Hence, this study selected 3 kinds of high school Technology Home Economics textbooks with a higher share from 6 in the 2007 revised curriculum and analyzed a frequency by characteristic of occupational content and recognition on description of a occupation. Content analyzed by researchers was examined by 2 school teachers to ensure the validity and objectivity of research findings. Research findings show that there is a great deal of frequency difference in occupations suggested by publisher and unit in the Technology Home Economics subject. Also suggestion frequency of the occupational classification by level from Korean standard industrial classification did not correspond to an actual situation of employment. Occupation names suggested from textbooks occupied 3.3% of those by Korean Occupation Dictionary, showing a higher suggestion ratio at occupations preferred by adolescents. In the textbooks, occupations were suggested from reading materials, photos and illustrations more than from texts. Recognition on descriptions of occupations showed for the most part the neutral(82.8%) and the positive16.2%)', and there was no biased intention even from some negative cases(1.0%). Based on research findings, this research has significance in that it suggested things to be considered for teaching career development capability in the high school Technology Home Economics subject and need for cultivating teachers' specialty to understand occupations and instruct career development. It also suggested improvements to be required for a new curriculum textbook.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.175-185
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• 2007

The purpose of this study was to analyze the nutritional adequacy of one-dish meals in the middle and high school technology & Home Economics textbooks cooking practice units. Total of 27 technology & Home Economics textbooks(9 books published by 9 different publishers each for grade 7, 9, and 10) were examined. The total number of one-dish meals introduced in the textbooks was 27, remarkably low, and there are only 7 Korean one-dish meals. It was found that most one-dish meals failed to meet 1/3 of daily estimated energy requirement. According to the analysis of energy contribution ratio by carbohydrate, protein, and fats in one-dish meals, only 4 Korean foods, such as Yubuchobab, Bibimbab, Deokguk and Guksujangguk showed ideal energy contribution ratio. Among the foreign foods, there was no one-dish meal with ideal energy contribution ratio. According to the index of nutritional quality(INQ) analysis, there was no such one-dish meal which supply all the essential nutrients in adequate amounts. All one-dish meals introduced in the textbooks contained excessive protein, but almost no vitamin $B_1$ and $B_2$. Ca and Fe, likely insufficient in Korean people, was found to be a nutrient insufficient also in most one-dish meals.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.107-125
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• 2020

The purpose of this study was to analyze the dietary life units of Korean and American high school home economics textbook according to Habermas's three systems of action and to find out how the three systems of action are reflected in the learning objectives and activity tasks of the textbook. To achieve this purpose, this study analyzed the learning objectives and activity tasks of the dietary life units in the textbooks of 'technology & home economics' and 'home economics science' in Korea, and 'succeeding in life and career' in America using a content analysis technique based on Habermas's three systems of action. In analyzing the content, each learning objective or activity was matched with one of the three systems of action by examining the context. In some cases, two or more systems of actions were integrated in one activity. This is a case where a series of learning tasks that involve different action system were grouped into one. The numbers of learning objectives and activities of the units of 'technology & home economics', 'home economics science' textbooks of Korean high schools and 'succeeding in life and career' dietary life of American high schools were 3, 26, and 248, respectively. In Korean textbooks, the percentage of communicative action was highest among the three systems, that is, 66.7% for 'technology & home economics' textbooks and 50% for 'home economics science' textbooks. In comparison technical action was the highest in American textbooks at 66.5%. Activities related to technical action included cooking, conducting research on health and food, or conducting experiments. The activities related to communicative action included role play related to health and table manners, or writing reports after conducting surveys or interviewing professionals. The activities related to emancipative action were to social participation activities such as service project in relation to health and food, or to find problems that occur in dietary life and think about be best solution through practical reasoning.

• Journal of the Korean Home Economics Association
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• v.31 no.2
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• pp.1-14
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• 1993

The purpose of this study is to find the differences between home economics before and after korean Independence of the dominance of Japanes Empire. The specific aimes are to compare the subject organization, educational purpose and subject contents etc. of home economics in korean school before with after the Korean Independence of the dominance of Japanes Empire. The methods to study were to analyze some documents(laws or regulations)and textbooks etc. at that time. The result of this study is summerized as follow. 1. The subject of home economics in primary school were‘Jaibong(sewing)’,‘Kasa(household affairs)’just before Korean Independence of Japan in 1945. But the subject of home economics changed to‘Yori(cooking)’,‘Jaibong’after Korean Independence in 1945. In 1946,‘Yori’and Jaibong were integrated in‘Kasa’. In 1954, ‘Kasa’changed to ‘Silkwa(Practical Course)’. The subject of home economics in middle or high girl school were‘Kajeong(home)’, ‘Yuga(nursing)’,‘Bogeon(preservation of health)’,‘Pibok(clothing)’just before Korean Independence in 1945. But the 4 subjects changed to‘Kasa’,‘Jaibong’,‘Suye(embroidery)’and the 3 subjects changed‘Sileop and Kajeong(home affairs)’again. 2. The hours per week assigned to home economics education were higher in high school years than in low school years both in primary schools and middle or high schools. 3. Among various home economics subjects, the hours assigned to‘Jaibong’were higher than any other home economics subjects. But The hours assigned to the‘Kasa’tended to increase in high school years. 4. The purpose of home economics education in schools before Korean Independence of Japan focused of fostering korean's loyalty to Japan Empire in the end and on cultivating womanly virtue etc. This tendency was more prominant in middle or high school than primary school. 5. Korean home economics education during about 10 years generally followed the home economics education of Japanes Empire. 6. The home economics education in primary school for school boys was practised after 1955(The period of 1th curriculum). Before that time was practised home economics education for school girls. 7. Generally home economics education in Korean schools was weakened after Korea became Independant of Japanes Empire in 1945. 8. The contents of home economics education after Korean Independence tended to follow those of Japan. Among domains of the home economics the rate of contents of‘siksainghwall(life of foods)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in primary, while the contents of‘oeusainghwal(life of clothing)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in middle education.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.155-183
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• 2010

The purpose of this study is to obtain a suggestion for writing, revising, and reorganizing for the current Korean Home Economics Textbook. To achieve this goal, the housing unit in the Home Economics curriculums from eight kinds of Japanese textbooks were analyzed. The subject of analysis was Technology Home Economics textbook Home Economics Part 2 volumes used in middle school 2009 and Home Economics Synthesis 6 volumes in high school. Contents of main text, terminology, reading material, tables and activities were analyzed. The suggestions of this analysis are as followings. First according to the increase of the level of school, if the field of housing is organized to be intensified systematically with relation to education, the goal of the subject would be clearly realized to the students. Thus, the middle school curriculum and textbook of housing field should be constructed with the consideration of education level according to the grade and the level of school. The method of intensive education in single point of time would result in low efficiency so the current curriculum should be re-considered. Second, perspective of resident, local community, terrain environment, housing culture should be included in housing education so that the learner may value the relationship between him and the society, think of the earth environment, succeed and advance the traditional culture. Third, the curriculum of the housing field should be organized with the consideration of understanding the level of middle, high school students. Middle school, with their student's low understanding, should include more experiential activity such as experiment and practice in their curriculum. On the other hand, curriculum which can enable student to research problems on their own and to apply them in their real life is required in high school course.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.1-18
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• 2019

The purposes of this study were to develop analysis criteria and analyze the two subject competencies of units dealing with the core concept 'Relation' of the middle school Technology-Home Economics textbook in accordance with the 2015 revised curriculum: 'practical-problem-solving-ability' and 'relationship ability'. The subject of analysis of the current study was the activity assignment of Chapter 1 related to the core concept 'Relation', from the twelve middle school 'Technology-Home Economics II' textbooks. The results of this study were as follows: First, some textbooks showed differences in highlighting or downplaying the components of certain subject competencies. The analysis results for 'practical-problem-solving-ability' in textbook A, E, and G were shown in the high frequency, while in textbook D in the lowest frequency. The analysis results for 'relationship ability' in textbook K and A were shown in the high frequency, while in textbook J in the lowest frequency. Second, Value Judgement was the most frequent component of 'practical-problem-solving-ability' followed by Logical Thinking, Practical Reasoning, and Decision-Making. Family Relation and Sense of Community was the component of 'relationship ability' most frequently dealt with followed by Communication, Conflict Management, and Respecting Others, however Environmental and Ecological Awareness was not shown at all. The two subject competencies were mostly reflected in the Technology-Home Economics textbooks from all the twelve publishers.

• Journal of the Korea Fashion and Costume Design Association
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• v.17 no.1
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• pp.117-130
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• 2015

As environmental issues have become a worldwide concern after the 20th century, the idea and the term of 'green growth development' has become familiar to the public. After 2008, the green growth development dramatically became an important ideology in Korea; thus industries, studies and product investments in relation are in active progress. Following the trend, the latter major unit of the middle school textbook "Technology & Home Economics" was named the revision of elementary, middle and high school textbooks in 2009. The learning goal of 'green' or 'eco-friendly' of the revised edition of the textbook will guide the middle school students to have better understanding of the issues of clothing habits and the environment. Furthermore, students will be able to apply the 'green' concepts in their real life and put eco-friendly clothing habits into action. Thus, the practice of effective learning will depend on the quality of the current issue of the textbook. Therefore this study analyzes the eco-friendly contents of the semi-unit from 7 different textbooks and presents an example of textbook production to the preliminary teacher of home economics.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.73-86
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• 2011

This study selected the objects and the content factors of multicultural education in home economics, and analyzed multicultural contents reflected on high school technology & home economics textbooks. Based on these results, this study suggests the direction for improving technology & home economics textbook. We set up the object of multicultural education in home economics as creating the new culture through developing multicultural ability by critical thinking. The distribution analysis of multicultural contents of six kinds of technology & home economics textbook resulted that most of contents are assigned to 'knowledge section'. And 'personal relationship and group function' holds the highest ratio among the sub-sections of 'function section'. The 'value section' shows even distribution in its sub-sections. Most of textbooks contain characteristics of Korean traditional culture and necessary value in multicultural society. But, there are lack of contents about the way of communication with other cultures and coexist with diverse cultures. When we develops new textbook hereafter, it is necessary to contain the contents about which can help to understand and respect diverse culture through the egalitarian perspective and, by extension, which can make students think critically about the attitude, values, environment and way of live together with multicultural members in society. From now on Home Economics education will help the students who live in multicultural society to be understand about the differences in diverse culture and to create a desirable culture through the critical thinking as well.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.23-35
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• 2003

The purpose of this research is to analyse the composition of theories and practical activities in clothing and textiles in Technologyㆍ Home economics textbooks in the 7th National Curriculum and find out learning requirement of students in the area. For this research, a survey was conducted using questionnaires with 280 high school students living in Daegu and the rate of response was 78.9%. The results of this study are as follows. 1. After analysing the curriculum of Practical Arts subject in elementary school and Technology´ Home Economics subject in secondary school, we could find out that more emphasis is put on practical activities in elementary school and high school. On the other hand, theories are considered more important in middle school. 2. Students have similar preference both for theories and for practical activities as a way of learning in class and show positive responses to practical activities unless they´re giving too much pressure as a part of performance test. 3. According to their learning requirement. several teaching-learning contents in clothing and textiles in Technology Home economics are selected such as materials,. clothes designs, how to set dressed well, how to make a reasonable purchase on clothes, and the process of manufacturing various clothes, etc. Therefore it would be desirable to provide the students with the learning opportunity to the extent where even the students who haven´t chosen the selected-advanced course can take part in class actively.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.37-55
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• 2018

The purpose of this study is to contribute to the improvement of the resilience of adolescents through the analysis of activities in high school Technology·Home Economics textbooks developed according to the 2015 revised high school Technology·Home Economics curriculum. For this purpose, we analyzed the activities of 12 high school Technology·Home Economics textbooks in the 'human development and family' and 'family life and safety' areas based on the sub-factors of resilience. A total of 303 activities were extracted from 12 textbooks. After analyzing the activities of the three people, the process of revising and supplementing the analysis criteria through consultation was conducted three times and then reviewed by three experts. The analysis found that although there were differences in the number of activities to be dealt with, it was common to focus on raising interpersonal ability(54.8%) among the sub-factors of resilience. Followed by self-regulation(39.4%) and positive(5.8%). Second, the analysis of the activities by core concepts showed that the most activities dealing with the sub-factors of resilience were in the 'family life and safety' area, which deals with 'safety (44.3%)' as a core concept. And in the area of human development and family, which deals with development (25.1%) and relationships (36%) as core concept, the sub-factors of resilience were also covered. This can be inferred that the home curriculum is suitable for systematic education of resilience, and that the term resilience in the curriculum has been considered and dealt with resilience before it is specifically mentioned. I hope that the results of this study will be used as basic data for the development of home and resilience education programs in the future.