• Journal of Korean Home Economics Education Association
• /
• v.1 no.1
• /
• pp.19-31
• /
• 1989

The purpose of this study is 1) to find out the general tendency of high school girls’recognition and application of Home Economics course 2) to find out the variables influencing on the recognition and application of Home Economics Course 3) to find out the relationship between recognition and application of Home Economics Course. The subjects of this study were 639 high school girls of third grade in Chunnam province including Ko-heung Kun. The questionaire was used as a methological instrument. The statistics used for data analysis were x$^2$-test, T-test and F-test. The major findings were as follows. 1. The general tendency about recognition and application of Home Economics Course. A third of 639 subjects answered that Home Economics Course was helpful for their livers. 45.1% of the subjects felt that Home Economics Course was eaiers to study than the other courses required in High school. 31.9% of the subjects liked Home Economics Course while 11.9% of subjects disliked it. 79.7% of the subjects wanted more practical studies and practices than theoretical studies in class of Home Econmics Course. The degree of application of Home Economics Course was low level； average score was 19.6 out of 30 points. 2. Variables related to the recognition and application of Home Economics Course. Variables influencing on the recognition toward Home Economics Course were the degree of helping housework, the degree of happiness as a female, and the degree of satisfaction with home life. The higher the level of income, happiness as a female and the satisfaction with home life, the higher the application score of Home Economics Course. 3. Relationship between recognition and application of Home Economics Course. There was a positive relationship between recognition and application of Home Economics Course. Students who showed affirmative responses to Home Economics Course, their application scores of home Economics Course were higher than those of students who showed negative responses.

• Journal of the Korean Home Economics Association
• /
• v.33 no.3
• /
• pp.1-16
• /
• 1995

The purposes of this study were to : (1) examine current curricula related to home economics in university liberal education curriculum, (2) identify the educational needs on fields and contents related to home economics in college-level liberal education curriculum perceived by university students and professors, (3) provide the findings to make recommendations for development of liberal subjects related to home economics in university liberal education curriculum. This study was conducted by means of the review of literatures and the questionnaire survey. the instruments for the survey was developed by the researcher, the one was for students and the other was for professors. They included items of needs about 6 fields related to home economics and 8 contents each, and there were items of reasons for needs about each fields. The samples for the analysis were 284 university students in Seoul, and 176 university professors of all over the country. The research findings were as follows : 1. There were differences between current curricula and students' needs related to home economics in university liberal education curriculum. 2. There were much more subjects related to home economics in woman's university than in co-ed. university. 3. Students needed such fields as follows : (1) maintenance of individual and family relation, (2) human development, (3) home management and consumer education 4. The reason why students needed the subjects was that they could be helpful to solve the problems of everyday life. 5. The reason why professors needed the subjects was that they could be useful to prepare for the future of every student.

• Journal of Korean Home Economics Education Association
• /
• v.3 no.1
• /
• pp.15-47
• /
• 1991

The purpose of this study is to suggest basic data and the direction for revising the curricula of the departments of Home Economics Education toward developmental and efficient ones. The current 23 curricula of all the department of Home Economics Education in Korea were analyzed and compared with the course of the subject “Practical Arts”included in the 5th Study Course of Secondary School to get the following results. 1) Only three subjects are commonly established in all the colleges, and they are Nutrition(obligatory in 23 colleges), Home Economics (obligatory in 21, optional in 2) and Housing (obligatory in 21, optional in 2). 2) Some subjects have various names differing with colleges, though the contents being the same, 8 subjects are established under more than 7 titles. 3) Principles of Home Economics and Home Education, which are obligatory subjects for the majors in Home Economics Education, are established with far less number of scores than the instructions given from the specialists. 4) Subjects over-subdivided beyond necessity are sometimes established, and some curricula are showing the lack of balance in distributing scores among disciplines after concentrating on a particular discipline. 5) Too few subjects are established entirely for experiment and exercise. 6) There is almost no subject related with the technics for domestic life, vocation and career which are included in the Secondary School Course.

• 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.

• Journal of the Korean Home Economics Association
• /
• v.11 no.1
• /
• pp.92-106
• /
• 1973

Brief history of home economics education after modern period (GAEWHA-KI) (1900~1945). Education of home economics in our country is known to have been developed mainly through school education by need of women education. The first period is construed "from 1890's until before the conclusion of ULSABOHO treaty, which can be referred to as an inception of the education for home economics by including subjects of sewing and manual arts in the curriculum of EWHA-hakang. The second period is "from the conclusion of ULSABOHO treaty in 1905 until the act of higher education for women was decreed, transition of the education for home economics and major curriculum thereof and the text books of home economics are handled. The third period is "from the promulgation of CHOSUN education act in 1911 until the fall of Japan education of home economics in this period is described in terms of national education under the Japanese colonial rule. The education was first renewed by women missionaries with the onset of "blooming period (GAEWHA-KI)" and school education of home economics far educating women was initiated at EWHA-hakdang in 1896, in 1908, with the pronulgation of the act of higher education for women, major curriculum and subjects were set up and text books of home economics were also compiled. In accordance with CHOSUN education act in 1911, housekeeping and sewing subjects at secondary school were taught 10 hours a week with the emphasis on general education and practical subject oriented training. Home economics under the Japanese rule was so educated as to imbue, students with the sense of nationality by teaching Korean custom and family habits.

• Journal of Korean Home Economics Education Association
• /
• v.3 no.1
• /
• pp.61-69
• /
• 1991

The purpose of this study is to investigate the preserivce curriculum and present it as a material for planning of curriculum of Home Economics. For this study, the preservice curriculum of 5 areas were collected and the questionnaires were administered to teachers who were being trained at these areas. Most of the teachers contented with the numbers of literal art subjects and educational subjects and the prescribed hours of them. More than a half numbers of teachers unsatisfied with the numbers of Home Economics subjects and the prescribed hours of them. They wanted that they could take the more Home Economics courses. The proportion on the lab courses hours are 33% of the hours of the total Home Economics ones.

• Human Ecology Research
• /
• v.56 no.1
• /
• pp.1-14
• /
• 2018

Technology and Home Economics are associated with gender-related roles. In this respect, students' attitude toward these subjects may be influenced by gender equity awareness with attitudes that may perpetuate gender-biased images of subjects. This study examined the influence of gender equity awareness of middle school students on attitudes toward Technology and Home Economics. Data were collected through a survey to 442 students from eight purposively sampled middle schools in Seoul. Three gender equity awareness groups were identified through a cluster analysis: Equity in house work group (n=163), Traditional gender role group (n=102), and Equity in all areas group (n=152). The analyses of variances enabled an examination of the effects of gender and gender equity awareness. Differences were found among gender and gender equity awareness groups on attitudes toward Home Economics, but not toward Technology. Girls showed higher preference, higher perceived usefulness than boys, but with a lower importance for career preparation for Home Economics. Traditional gender role group scored the lowest on usefulness and importance for everyday life, yet highest on importance for career preparation. Equity in all areas group perceived lowest importance of Home Economics for career preparation. The results show that Home Economics is more strongly gender-typed than Technology, and that effort is needed to change the gender-biased image of the subject.

• Journal of the Korean Home Economics Association
• /
• v.31 no.2
• /
• pp.1-14
• /
• 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 the Korean Home Economics Association
• /
• v.47 no.4
• /
• pp.49-59
• /
• 2009

he purpose of this study was to investigate the effect of body weight and body image perception on body image satisfaction of female junior high school students in Seoul. We further examined if body image satisfaction was related to obesity stress, weight control attitudes. From the 327 students surveyed, 6.1% were overweight and 38.8% of subjects were underweight. Over half of the subjects (54.4%) considered themselves to be more fat than their actual body shape. This manifested itself in low body satisfaction. Subjects less satisfied with their body shape suffered from high stress about obesity, were much more interested in weight control programs, and had more experience in weight control attempts. Among the subjects with low body image satisfaction, 25.7 % of them had eating disorder. It is our suggestion that school curriculum should include proper nutritional programmes to help students correctly recognize their body shape and to maintain healthy weight.

• Journal of Fisheries and Marine Sciences Education
• /
• v.23 no.4
• /
• pp.648-661
• /
• 2011

The purpose of this study was to examine the school parent and student's perception of Practical Arts and Technology Home Economics and to suggest plan to school parent of multicultural and learning disability families. The subjects of this study were elementary and secondary teachers who teaching Practical Arts or Technology Home Economics. The instrument of this study was questionnaire including five sections: influence on students by Practical Arts and Technology Home Economics, interest in Practical Arts and Technology Home Economics to school parents, school support with learning ability improvement, school parents support with home in Practical Arts and Technology Home Economics, data form of school parents support with home in Practical Arts and Technology Home Economics. The findings of this study were as follows; Sociality development of students is influential by Practical Arts and Technology Home Economics. School parents and students believe important subjects in Practical Arts and Technology Home Economics. Teachers ask for support with learning ability improvement for practical training space and programs in Practical Arts and Technology Home Economics. School parents ask for support with learning ability improvement of programs of teaching learning method for home education on Practical Arts and Technology Home Economics.