• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.27-38
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• 2002

This study has the aims to find out desirable directions and improve the problems that interfere with club activities related to the Home Economics curriculum. The number of 109 teachers and 345 students were surveyed from 81 middle schools in East Gyungsang-namdo, were performing club activities concerned with the Home Economics curriculum. The results of this study are as follows ; First. teachers were teaching 31 to 40 students per club activity. but they answered the ideal number of students to guidance were from 11 to 20 per club. Most teachers overloaded teaching students for the club activity. The most effective schedule of club activities was 4 hours once a month. The 80% of the objectives said that the expenses for the club activity were too many. especially their presentations. Second. the most of teachers were never educated to the training courses for the club activity. had no licenses. Home Economics teachers strongly felt for the necessity of training and its licenses than other subject teachers. Students wanted to learn by Home Economics teachers and specialists. Third, most teachers had presentation chances for the results of club activities once a rear as small schools had no presentation.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.1-8
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• 2004

The purpose of this study was to investigate as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. and to seek future policy direction which can be improved even better. if any. for further revision. To implement this proposal, this study employed 8 different textbooks published among 12 textbooks developed for the 7th Curriculum for data base. The results of this study were as follows: It was covered such areas of change and develope in the composition of category and system in the Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. The whole system of textbook was composed of cover page, the inside of a book cover. the title page, introduction. table of contents. appendices. It was same in the total pages with the exception of table of contents. appendices. the inside of a book cover and it was much alike in contents of introduction. In the aspect of the unit system of the textbooks. their whole flows were similar to each other. but the writers' intention and the stress on the focal points had appeared well in topic introduction and texts for the units of the textbooks. In addition. it can be said desirable that much more middle school teachers took a participation in the development of textbooks as textbook writers than before. In the organizational aspect of the sub-area organization of textbooks in the 7th Curriculum, it was not dispersed in grade 1, 2, and 3, but was centralized in a certain grade to increase its efficiency. The number of activity and experiment & practice that students could try to do actually were drastically increased compared to the 6th Curriculum. but it showed a wide difference between textbooks.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.57-80
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• 2021

The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.29-39
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• 1998

The lack of characteristical understanding of the Home Economics Education will have difficulty in achieving the goal of the Home Economics Education. To allow the Home Economics Education class in school contribute toward the enhancement of the quality of life, it is inevitable to reinforce the recognition of the importance and necessity of the Home Economics Education and to newly propose a directional guidance forward the coming 21st century. The purpose of this study was to provide basic data for planners of the future Home Economics Education by surveying research administrators in charge of programming the overall school curriculum. This study was conducted under the following procedure to have the outcome as follows ; 1. Answers from respondents of age over 50 or careers over 16 years tended to grasp the goal of Home Economics Education in relation to the enhancement of quality of life rather than to the accumulation of knowledge, skill or capacity. 2. Of all the surveyed, 9.64% regarded Home Economics Education as an essential part of school education and the positive ratio was higher with younger respondents. 3. To the question asking if the high school Home Economics Education could have influence on one's capacity, 97.2% of the answerers said yes. The respondents with career under 15 year showed 100% of positive agreement in this matter and of age under 40 marked much higher ratio of 98.84% than the elders. 4. The overall recognition of the necessity for separate sections in Home Economics Education programmed in accordance with the 6th Revision of High School Curriculum displayed a considerably high ratio, with a little differences among age and job groups.

• Journal of the Korean Home Economics Association
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• v.41 no.11
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• pp.61-72
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• 2003

The purpose of this study is try to suggest the practical trend of Home Economics Education by analyzing the trends of subject matter education in it. To do this, this study analyzed 115 articles published on The Journal of Korea Home Economics Education Association and The Journal of Korean Home Economics Association. Through this analyzing them, it is found out that teaching-teaming method and teaching materials are trend to be mainly concerned. But recently evaluation study and teacher education study in Home Economics Education have been increased. As a result, Home Economics Education needs to develop the speciality of Home Economics Education as a subject matter education.

• Journal of Korean Home Economics Education Association
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• v.15 no.2
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• pp.21-33
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• 2003

The purpose of this research is to investigate the type of curriculum implementation and the level of teachers´ participation in the decision making process and their satisfaction related to the Technology and Home Economics, in middle school. The survey data were collected by mail from 284 $\ulcorner$Technology and Home Economics$\lrcorner$teachers for the first graders in middle school from July to August. 2001. The results showed that $\ulcorner$Technology and Home Economics$\lrcorner$ were mainly taught by Home Economics teachers alone. The teachers teaching whole subject alone were more anxious about lacks of facilities and confidence of students and parents as well as lacks of skills and knowledge of the non-major part. and student´s interest in the subject than team teaching teachers were. The team teaching teachers were more likely to be participated in the process of deciding curriculum implementation types and to be satisfied with the type of curriculum implementation. The satisfaction with curriculum implementation was mainly affected by the Participation in the decision making process as well as the type of curriculum implementation.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.149-168
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• 2007

The purpose of this study was to analyze the home economics education items in the teacher recruitment examination for secondary school. To achieve the purpose, all the home economics education items, which were carried out for seven times from the school year 2001 to the most recent year 2007, were compared and analyzed. The form of items was analyzed by frequency and rate. Behavioral domain of items was analyzed by content analysis. In this study, some recommendations were suggested for the quality of home economics education items through discussion of science education and society education items, which were abstracted from the school year 2001 to the most recent year 2007. The results of this study were as follows. First, the score ratio of home economics education items was fluid as 20-30% from the school year 2001 to 2004 but it fixed as 30-35% since the school year 2005. In subcategory of home economics education, curriculum items accounted for highest ratio(43%). In the next thing, items of teaching-learning method(35%), evaluation(19%) and philosophy(3%) related to home economics education were followed in order. Second, the form of home economics education items was coexistent form of single item and subordinate item from the school year 2001 to 2004. But it was changed into form of single item by 100% since the school year 2005. Third, regarding the content of home economics education items, most of the curriculum items were related to the content of the 7th National Curriculum. Teaching-learning method items were taken mostly from model of teaching-learning. Evaluation items were taken mostly from performance assessment. Philosophy items related to home economics education were taken only from Habermas's three systems of action on the school year 2005. Fourth, about behavioral domain of home economics education items, most of the curriculum items were level of 'simple knowledge or memory'. Therefore, it was suggested that behavioral domain of curriculum items had to be changed into 'complex knowledge or comprehension and application'. The behavioral domain of teaching-learning method items and education evaluation items was mostly 'complex knowledge or comprehension and application'. However, to bettering the items it was suggested that the behavioral domain of them has to be changed 'comprehension' into more 'application'. Fifth, regarding the coverage of home economics education items, curriculum items were limited only superficial content of the 7th National Curriculum. Therefore, it was suggested that coverage of curriculum items had to be extended to theoretical content, which was philosophical background and various principles of curriculum. It was suggested that coverage of teaching-learning method items had to be extended to the content including various teaching-learning theories and the practical reasoning home economics instruction proved effective as home economics instruction recently. Evaluation items were taken mostly from performance assessment. Therefore, it was suggested that coverage of evaluation items had to be extended to analysis of evaluation result, item validity and reliability, and evaluator's philosophical perspective.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.1-25
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• 2021

The purpose of this paper is to explore ways to prepare for the high school credit system in the home economics educational community through the case of high school credit system research school operation. To this end, the operation process of H high school in Gangwon-do, which operated a high school credit system in 2019, was monitored for 5 months, and surveys and interviews were conducted with students, parents, and teachers to determine the operation of the curriculum. Suggestions based on the case of H high school's operation of the high school credit system for home economics educational community are as follows. Home economics teachers should make active efforts to provide attractive and meaningful home economics lessons to their students by improving instruction and assessment, and implementing a variety of elective courses within the subject of home economics, including collaborative online curricula. Home economics teacher communities and related associations should build a solid network that connects local home economics subject research groups, share information related to curriculum operation, and use it as a channel for disseminating class research results. Home economics teacher training institutions should innovate the curriculum to help prospective teachers develop the ability to guide multiple classes in line with the changing teacher training policy, and develop and provide high-quality online and offline programs for field teacher re-education.

• Human Ecology Research
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• v.56 no.3
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• pp.263-282
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• 2018

This study is used to understand the characteristics of home economics teachers that could to help develop personal development in home economics teacher and home economics education. The questionnaire survey was conducted on 150 home economics teachers who belong to either the home economics teachers' study association or Korean home economics education essociation. The survey was processed with frequency analysis, standard deviations, factor analysis, independent sample t-test, and reliability analysis using SPSS 12.0 depending on the contents of the research. The study results are as follows. First, for home economics teachers' conscious teaching, they build their own identities as experts, and have a vocation and sense of duty for their job. The culture of research and investigation community to study education and to maintain collaborative relationships with teachers of home economics teachers' associations has evolved. Second, home economics teachers have the ability to analyze and manage students' demands in order to perform teaching activities, and understand individual student characteristics. They understand new study trends and curriculum, develop sources for class, use appropriate teaching and learning theories, and create students' reflective activities. In addition, they grow their learning ability as specialist and study in self-oriented ways.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.173-187
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• 2021

The purpose of this study was to investigate high school students' needs for home economics elective courses in line with the introduction of the high school credit system and the development of the next home economics curriculum. To this end, 1,689 high school students across the country were analyzed for needs of home economics elective courses (eighteen elective courses and six sub-disciplines of home economics) and differences in the needs of home economics elective courses based on gender, grade levels, and completion of home economics science subject. The research results were as follows. Among the six sub-disciplines, the preference for 'dietary life' was the highest, and in terms of teaching types, experiment and practice class had significantly higher preference in 'dietary life' than other sub-disciplines. Girls showed higher preferences for home economics elective courses than boys, and the third graders showed significantly higher preferences only for the 'dietary life' sub-discipline than the first graders. High school students who are learning or have learned the home economics science subject showed higher preference for home economics elective courses in all the sub-disciplines than those who have not learned it. Based on the results of this study, it is suggested for the national curriculum development that further researches should be actively carried out to develop home economics career elective subjects.