• Journal of the Korea Fashion and Costume Design Association
• /
• v.16 no.4
• /
• pp.137-156
• /
• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• Journal of Korean Home Economics Education Association
• /
• v.12 no.3
• /
• pp.129-143
• /
• 2000

The Survey of Teaching Practice and the Factors of Satisfaction on Teaching Practice in Home economics Education The purpose of this study was to investigate teaching practice and factors on satisfaction of educational practice in home economics education of middle and high school, to provide information for improving educational practice. The subjects were 365 college students who had the educational practice in 1999. A questionnaire was used. The results were as follows: 1. Seventy on point eight percent of the subjects choose their teaching-practice school by themselves, however 25.2% of them was recommended by college. Twenty five point six percent of the subjects satisfied the orientation of the college, but 32.8% of them didn’t. Thirty four point four percent of the subjects indicated the form of practice documents was good, whereas 27.9% of them it needed more improvement. 2. Fifty four point eight percent of the subjects used their own research room. The orientation of teaching-practice school was good(36.4%) but 20.0% of the subjects dissatisfied. Eighty nine percent of the subjects managed the class as vice supervisory teachers, 46^ of them had example instruction, the number of subjects practised at middle school and public school were more than high school and private school respectively. 3. The score of educational expertise of teachers was 3.66 and the teacher educators’was 3.85 The score of educational expertise of the teacher educators who were in college of education(3.87) was higher than in general teacher course(3.77) at p$\leq$0.05 4. The score of educational practice satisfaction in the all subjects was 3.67. The factors to effect the satisfaction of the educational practice were the kind of research room, the orientation plan of the practice school and the management of the class, The score of the educational practice satisfaction was correlated with the score of educational expertise of teachers and teacher educators. and the agrresive attitude to the teaching practice of the teacher educators.

• Journal of the Korean Home Economics Association
• /
• v.35 no.5
• /
• pp.33-48
• /
• 1997

The purpose of this study was to examine the differences of self-confidence and satisfaction level in teaching home economics between home economics majored teachers(HET) and other subject majored teachers(OST). The subjects of this study were 192 home economics teachers randomly selected from 96 middle schools all over the country. The data was collected from 16, september to 12, October, 1996, and was analyzed with descriptive statistics, crosstables, and t-test using SAS program. The major finding were as follows: 1) In general, home econimics is taught mostly by OST in boy' middle school. 92% of OST is employed in boy' middle school and 89.13% of them is employed in private boy' middle school. 2) OST had less in-service experiences than HET on sixth revised curriculum, and had lower recognition than HET on the goal, content, teaching method, evaluation of home economics. 3) There were significant difference on the level of self-confidence and satisfaction in teaching home economics between HET and OST.

• Journal of the Korean Home Economics Association
• /
• v.33 no.6
• /
• pp.149-161
• /
• 1995

The purpose of this study is to explain the need of consumer adviser and to justify its certification program, Suggestions on who might be the subjects of the certification program, on what kinds of qualifications are required, and on who bestow the certification to qualified subjects were made. Specifically, graduates major on Home Economics in College or University were recommended to be the consumer adviser professionals.

• Journal of Korean Home Economics Education Association
• /
• v.1 no.1
• /
• pp.87-99
• /
• 1989

This paper is aimed to improve the current curriculum in the Korean elementary school’s practical course, which covers both industrial fields and Home Economics. Specially inveotigated here are teacher’s attitude toward the practical course and the degree of difficulty in teaching each content of the practical course in the 4th and 5th grade in the elementary school in term’s of teacher’s sex and localing. Since two heterogeneous subjects, industrial fie인 and Home Economics, are integrated into one subject named the practical course, the teaching of the practical course is not specialized. Besides, the teaching is implemented inefficiently, owing to the teacher’s misunderstanding of the practical course. In this respect, as a way of maximizing the effectiveness of practical course in elementary school, the authors suggest some proposals. (1) The curriculum of practical course should be divided into two course, industrial fields and Home Economics (2) All students should be completed Home Economics as a required course (3) A system of full-time teacher for Home Economics subject should be introduced. Concurrently, the curriculum of the practical course in Teacher’s College be modified.

• Journal of the Korean Home Economics Association
• /
• v.46 no.1
• /
• pp.25-37
• /
• 2008

The aim of this study was to provide basic materials that would enable students who take courses in the subjects of technology and home economics to take the knowledge and technological skills they learn in the classroom and apply them to real life situations and to nurture their thinking power and creativity. To achieve these research objectives, a survey was conducted on 217 home economics teachers at 129 schools in the metropolitan area in order to assess their classroom operations and the adequacy of the curriculum regarding "clothes-making and reuse." The results showed that most of the schools surveyed have only one classroom for home economics and that a majority of them are cooking rooms. The most preferred place to practice making clothes was found to be the classroom. In addition, the use of teaching aids pertaining to clothes-making are lacking or in poor shape. Furthermore, analysis of the curriculum regarding "clothes-making and reuse" showed that most of the students use kits that contain materials for making clothes, due to a lack of practice hours. Most teachers thought that this section was appropriate for the school curriculum. In the more detailed categories, the students' ability to use sewing machines was the lowest, while the ability to sew by hand was selected as the most useful and most appropriate for real life situations.

• Journal of the Korean Home Economics Association
• /
• v.35 no.6
• /
• pp.137-142
• /
• 1997

The purpose of this study is to investigate the etymological change of 'home economics' and to suggest the future research direction of home economics. For this purpose, 'oikonomia'-that was used by aristotle-was analyzed and the process of the change of the term 'oikonomia' after modern society was considered. according to the results of this study, it is known that economic perspective has been enhanced in study in home living. the enhancement of the economic perspective in grasping home resulted in the limit of understanding of the meaning and nature of home. It was suggested that we should take more interest in 'economy' on the basis of 'oikonomia' than in 'home economics' which is based o 'economics', philosophical study rather than empirical study these subjects should be adequate.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.18 no.4
• /
• pp.125-139
• /
• 2016

This study looked into how Colleges of Education around the country about how they are composing the curriculum to achieve the goal of Home Economics Subjects' national teachers training, how National Teacher's Examination's questions are set and which correlation is between university's curriculum composition and National Teacher's Examination questions and they were mainly focused on clothing area. For this study, 11 Colleges of Education's Home Management Major's curriculum and clothing area of Home Economic Subjects' National Teacher's Examination's questions from 2010~2016 were analyzed, and it will be summarized in the following. First, in College of Education's Home Management department, clothing area is organized with minimum of 4 to maximum of 12 different subjects. 'Textiles and Care for Textiles' and 'Design for Clothing' which is needed for the very basic subject completion for certificate to become a Home Economic Subject's teacher were included in all the university's curriculums and depending on the department's characteristics, 1~10 extra subjects were composited. Second, there were 34 questions on the exam of National Teacher's Examination in Home Economic subjects, and the results were 10~12 out of 80 each year according to the record of recent 7 years which is from 2010 to 2016. In the Clothing Area, 31 questions included various materials such as pictures, graphs, dialogues, explanations, examples and others, and 19 questions had more than 2 data overlapping. Third, as a result of looking into the correlation between the questions of Curriculum of Clothing Area of College and National Teacher's Examination, there were most questions from the curriculum of basic subject of completion. This means, 18 questions were related to 'Textiles and Care for Textiles' and 'Design for Clothing' and there was 8 questions related to 'Construction of Clothing' which was the second most. The result of this study will help effecting setting exam questions for Home Economic Subject's National Teacher's Examination and Home Management's Curriculum of Clothing Area College being amended.

• Human Ecology Research
• /
• v.60 no.3
• /
• pp.359-376
• /
• 2022

Based on an ecological model of teacher agency, the purpose of this study was to examine the relevance of HE (home economics) subjects and CSE (comprehensive sexuality education) for HE teachers, and their implementation in HE classes. To achieve this, a survey was conducted with HE teachers nationwide for which 243 responses were collected, and interviews were conducted with five HE teachers who were actively practicing CSE. The results of the survey and interview were as follows. First, HE teachers strongly recognized the relevance of HE subjects and the topic of CSE with an average score of 4.63 (out of 5 points), and practiced CSE at an average of 72.23% (97.12%~43.21%) in their class. Second, based on the ecological approach model of teacher agency, the factors facilitating the CSE practice of HE teachers included: childbirth and parenting experienced as parents, experiences of students encountering sexual problems in school, the philosophy and content of HE subjects, positive feedback from students and support from fellow teachers, and intention to help students in their lives. Conversely, HE teachers cited a lack of sexual education experience as learners, complaints from parents, weakness of HE teacher networks, lack of specific statements in curriculum and textbooks, insufficient class content and teacher training, and lack of absolute class time. This study is significant in revealing that CSE is highly relevant to the contents of HE subjects and is already being practiced in HE classes.

• Journal of Korean Home Economics Education Association
• /
• v.14 no.3
• /
• pp.1-9
• /
• 2002

The objectives of this study were to measure the effect of Practical Reasoning Instruction in Home Economics : specifically. its effect on developing of critical thinking as well as to evaluate the degree of the critical thinking process. with reference to its sub-factors and the level. The research subjects were consisted of the experimental group of 119 freshman class female students from the “A” High School and the comparative group of 110 freshman class female student from the “C” High School in the city of Chung-Ju. This research was conducted under the pre-post test control group design. administering the Pre-Post testing to both the experimental and the comparative groups. The experimental group was subjected to Practical Reasoning Instruction in Home Economics : whereas the comparative group was taught under the lecture-Instruction in Home Economics The research findings are as follows: 1. Those who studied Home Economics under the Practical reasoning method scored higher on the critical thinking Process than the comparative group students who were taught Home Economics in the lecture-style approach. 2. The experimental group of students. who studied Home Economics under the Practical reasoning method. scored higher than the comparative group in their ability to perceive assumption and to render Judgment among the five sub-factors of their critical thinking processes.