• 제목/요약/키워드: Home Economics Subjects

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A Study on the Criteria Appropriateness of Experimental Materials & Facilities in Home Economics Education of Secondary School (중등학교 가정과 실험학습 교구.설비기준의 적정성에 관한 연구)

  • 강혜숙;윤인경
    • Journal of Korean Home Economics Education Association
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    • 제5권1호
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    • pp.61-85
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    • 1993
  • Because of the specificity of subjects belong to middle school curriculum of Home Economics Education of function training is very important. but it pointed out that the existing standards are out-dated, and because of it , it incongruent to our realities. Therefore, whenever the curriculum o education and the national textbook are reorgrnized periodically, the reform of standards of educational materials & facilities must be followed by it. But in my opinion, in korean middle school, especially in Home Economics Education, educational facilities are not reformed at a proper time. Therefore to enhance the qualities of experimentation/practice of Home Economics Education, in the first place, the preparation for the given conditions of standards of educational materials & facilities are needed. But the educational facilities of Home Economics Education have many problem not only in the qualitative aspect but also in the quantitative aspect. And in addition to it, lost of educational facilities which cannot match contents of national textbook of Home Economics Education are exist. Therefore this thesis aims at examining comprehensively the problem of experimentation /practice of experimental materials & facilities of Home Economics Education connect with contents of Home Economics Education, holding several problems of experimentation/practice of Home Economics Education in middle school, grouping ; the principles and ways concerning the innovation experimental materials & facilities of Home Economics Education by which many teachers and students make sure of more efficient teaching/studying, and obtaining basic data which guarantee the ability of innovation concerning problems of the education of experimentation/practice of Home Economics Education. Method are : 1)grasp our educational realities with my original(question). 2)Integrate/analyse results of 1) 3)check the frequency, percentage with methods of X$^2$-test, T-test, and ‘One-way Analysis of Variances’. 4)suggest my own alternative proposal.

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A Study on food Ecology According to Obesity Index of Elementary School Children in a High Socioeconomic Apartment Complex in Seoul (서울시내 고소득층 아파트단지 국민학교 어린이의 체격과 식생태에 관한 조사연구)

  • Kim, Ju-Hye;Kim, Bok-Hee;Kim, Hee-Kyung;Son, Sook-Mee;Mo, Su-Mi;Choi, Hay-Mie
    • Journal of the Korean Society of Food Culture
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    • 제8권3호
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    • pp.275-287
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    • 1993
  • An ecological survey of food and nutrition was conducted in April and May, among 278 children, 6 to 12 years old, of the Youido elementary school, which offers no school lunch program, and is situated in Youido delta of Han River side of Seoul, known as the location of one of the socioeconomically high groups; Eighteen percent and 18.3% of subjects were proven to be overweight and obese, respectively. With regard to frequency of skipping breakfast, 28.4% of the subjects skipped breakfast often and 2.5% of subjects skipped breakfast every morning. Obese children showed good appetite and the time consumed for eating was shorter than those of normal or overweight children. Most serious anxiety among the mothers for those children was food habit of `eating rapidly' and `overeating'. Another striking observation was that 14.4% of the subjects ate only one side-dish with boiled rice, and such a pattern was more often found in the normal or slim group. Most of the subjects had their snacks after being back in home from school. Thirty-one percent of the children had snacks when they felt hungry, 69% had snacks for various reasons such as `habitually', `for unwinding', and `mother gives me snacks'. Thirty-eight percent of the boys and 19% of the girls had physical exercise everyday and overweight and obese children got exercise more frequently. But the time consumed for exercise was much more shorter than that of normal subjects. Most of the children liked fruits, meats, and biscuit, in contrast, lowest preferency was for vegetables, fermented fish products, and boiled rice mixed with other grains. Obese children experienced more kinds of food than normal or slim group. The study found that habits of overeating due to good appetite and eating rapidly were recognized as one of dominant reasons causing obesity among children. On the other hand, serious dietary problem of children of normal or slim group was eating less variety of food. Active nutrition education for both children and mothers will be recommended with joint participation of teachers.

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Experiences of the Teachers in the Practical Problem-Based Home Economics Class (가정과 실천적 문제 중심 수업에서 교사의 경험에 대한 연구)

  • Han, Ju;Chae, Jung-Hyun
    • Human Ecology Research
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    • 제54권4호
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    • pp.351-363
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    • 2016
  • This study examined in depth what teachers experience in a practical problem-based home economics class. This study established the research question, "What do teachers experience in the practical problem-based home economics class?" and selected three teacher participants who had steadily performed a practical problem-based home economics class to directly observe classes and conducted intensive interviews with the class performing teachers. The three research participants performed the practical problem-based class as a method of practicing their educational beliefs and based on a problem consciousness that textbook centered classes focusing on concepts cannot manage. They also tried to make efforts to reconstruct the textbook centered with practical problems to promote the critical thinking abilities of students. In practicing the practical problem-based class, the research participants recognized that it was important to show the present problems in reality to the students, teach broad value concepts, and establish rapport with students. They tried to make class content correspond to class evaluation. They felt awarded in how they influenced the development of students and the perception of home economics subjects in a positive way as well as experienced various actual difficulties in performing the practical problem-based class. The three research participants examined themselves through the agony and reflection of the class, and integrated the class with daily activities by applying problem solving methods of practical problem-based classes to their lives.

The Perceptions and Needs of Teachers and Related Variables on the Curriculum Implementation of Technology and Home Economics (『기술.가정』 교과 운영에 대한 교사의 인식과 요구)

  • 이연숙;조재순;곽노선
    • Journal of Korean Home Economics Education Association
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    • 제14권2호
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    • pp.1-14
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    • 2002
  • The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the Perception and needs of the teachers from the perspective of the curriculum content. professionalism of the teacher realistic operations of the school . and the administration of the school system. The results obtained from the research are as follows : 1) The background knowledge and characteristics of the two curriculums are different. and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher. 2) The issues that were most serious to teachers were professionalism of the teacher. qualification of the teachers. and teaching method. Also the teachers lacked in confidence in teaching and the curriculum itself. 3) In regards to qualifications of the teacher the teachers requested that teachers should have single qualification in 'Technology(or Home Economics)'or dual qualifications in both 'Technology' and 'Home Economics'. As for teaching methodology responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be Put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into two subjects.

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Textbook Analysis of Middle School-Home Economics and Survey on Consumption Status and Nutritional Knowledge of Milk and Dairy Products of Middle School Students in Gongju City, Chungnam Province (중학교 가정교과서의 우유 교육 내용 분석과 중학생의 우유·유제품 섭취 실태 및 영양지식 조사 - 충남 공주시 중학생을 중심으로 -)

  • Kim, Sun Hyo
    • Journal of Korean Home Economics Education Association
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    • 제29권4호
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    • pp.117-131
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    • 2017
  • This study was performed to analyze education contents related to milk in current home economics textbooks of middle school, and to investigate intake status, consumption behaviors, perception and nutritional knowledge of milk and dairy products among 364 middle school students in Gongju for improvement of milk education in home economics subjects and milk intake of adolescents. As a result, education contents of milk and dairy products in home economics textbooks currently applied in middle school were major nutrients, consumption method for balanced diet, and selection and storage of milk and dairy products, thus it tended not to match current food trend. Only 30.5% of subjects met 2 cups of milk a day, the recommended level. The main reason for drinking milk was to 'be taller' and 'to quench thirst' and there was a difference by gender(p<0.01). The rate of not participating in school milk program was 23.1% of total and its satisfaction was moderate. The most popular dairy products by subjects were ice cream, followed by yogurt and cheese, and the choice of milk was focused on 'taste' or 'expiration date'. The rate of knowing certification mark of K-MILK was low at 28.8%, and most subjects knew as 'domestic milk use'. In home economics class, experience-based learning such as cow ranch experience was the most preferred instruction method for milk followed by laboratory practice and lecture, and there was a difference by gender(p<0.001). Perception degree of milk and dairy products was moderate and male subjects were more positively perceived than female subjects(p<0.01). Nutritional knowledge level of milk and dairy products was moderate and female subjects were higher than male subjects(p<0.01). Therefore, education contents of milk and dairy products of home economics textbooks of middle school should be centered on real life in accordance with food trend, and applied student participation-based instruction methods such as experience-based learning. In addition, it is necessary to enhance taste and merchandise of milk and to provide them with preferred milk and dairy products in school milk program for improvement of milk intake of adolescents.

An International Comparative Study of Lower Secondary Home Ecnomics Education -Curriculum Analysis Approach- (중학교 가정과 교육의 국제비교 연구 연구 -교육과정을 중심으로-)

  • 윤인경;박선영
    • Journal of Korean Home Economics Education Association
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    • 제2권1호
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    • pp.91-99
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    • 1990
  • By the comparative analysis of middle school Home Economics curricula in the U.S, Sweden, japan, Taiwan, and Korea, this study attempts to understand the current Home Economics education and to access its trends for each country. Based on the findings of the analysis, this study also seeks to get the major implications of the analysis for the betterment of the Korean Home Economics Education. The main sources of information and data analyzed here are :1)curricula for 10 School Districts in Pennsylvania state as representives of the U.S ; 2)Home Economics curriculum for middle school in Sweden ; 3) Home Economics Teaching Guidelines in Japan ;4)Home Economics curriculum in Taiwan ; and 5) Home Economics curriculum in Korea. Content Analysis technique is applied in this study. The major elements of contents include :1)structure of the curriculum ;2)subject name ; 3)time allotment; 4)goals and objectives ; 5)subject areas and content composition ; 6) other related characteristics for the implemention of the curriculum Summarized results of the study outline as follows; 1)Home Economics is offered as independently required subject without sex discrimination in all five countries. 2)Time allotment for Home Economics in Sweden is double that in the other countries. 3)The common goals of Home Economics courses is practical learning experiences closely related to reality. 4) In terms of subjects areas, Food and Nutrition, Clothing & Textiles, Housing Human Development, and Child care are offered in three of four countries, which is also similar to those of Korea. In addition Consumer Education is also covered in the U.S., Sweden and Korea. 5)Curriculum can be utilized as instructional planning materials due to the clear specification of instructional method, materials, and evaluation method on the curriculum, especially in the U,S, and Taiwan.

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A Study of Ecological Aspect of Food and Nutrition of Elementary School Children in Remote Villages of Chung Buk Province (충북(忠北) 벽촌지역(僻村地域) 국민학교(國民學校) 아동(兒童)의 식생태(食生態)에 관한 연구(硏究))

  • Baek, Soo-Kyoung;Choi, Kyung-Sook;Kim, Bok-Hee;Yoon, Hye-Young;Mo, Su-Mi;Kim, In-Sook;Kang, Seong-Goo;Kim, Jong-Nak
    • Journal of the Korean Society of Food Culture
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    • 제5권2호
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    • pp.217-228
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    • 1990
  • An ecological study of food and nutrition was conducted among 198 children, 6 to 12 years old, of the Songmyun elementary school and Samsong elementary school, located in remote villages of Chungchun-myun, Goisan-gun, Chung Buk Province between July 11 and 16, 1988. The results were summarized as follows. In regard to frequency of skipping breakfast, 3.3% of subjects skipped every morning; 15% often skipped; and the others never skipped. The most common reason for skipping a meal was lack of appetite. 6.6% of subjects often skipped an evening meal because of delayed meal preparation by a mother who returned home late. The survey found that 5.1% of subjects skipped a lunch at school. The reasons for skipping lunch were the mother’s being too busy to prepare a boxed lunch; a school bag too heavy to carry for a long distance to school; no adequate side-dishes for the boxed lunch. Growth patterns of those children having poor food habits, were reflected in lower figures in arm circumference and weight for height. The percentage of children having meals with their family on weekdays was 84.7% for breakfast; 85.6% for evening meal. About 7% of subjects had many dislikes and 74.1% had some dislikes in what they ate; 18.9% had good food preferences. There was a strong correlation between appetite or food preferences and anthropometric measurements or nutrient intake. Boiled rice was the predominant dietary staple, and principal sources of protein taken by subjects at home were soy beans and soy products. Regarding the boxed lunch prepared at home, most popular was one with only one kind of side-dish, including kimchee. 43.4% of the side-dishes were prepared with vegetables only. As for between meal snacks, milk and milk products, fruits and breads were popular among the subjects. The survey found that the children liked fruits, yogurt, corn, Chajang noodle; in contrast, lowest preference was for soup made with bones, curried meat with rice, and aromatic vegetables. The survey discovered a local dietary characteristics; 46.2% of the children customarily ate frog meat, an unconventional food.

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가정교과 학습을 통한 남중생의 가정생활에 대한 인식 및 태도에 관한 조사연구

  • 신현자;김기남
    • Journal of Korean Home Economics Education Association
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    • 제3권1호
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    • pp.49-59
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    • 1991
  • The purpose of this study is to find out the influence of Home Economics learning on the recognition and attitude of middle school boy’s home life and to suggest the basic materials for the development of the Home Economics education through students’opinion of Home Economics. For this purpose, a survey was conducted in Cheong-ju area using questionaire. The subjects were 487 boys who studied Home Economics (HE group)and 480 boys who studied Technique (T group) in middle school. The statistics used for data analysis were t-test and x$^2$-test. The results of this study were as follows: 1. The recognition and attitude to home life on the general characteristics of home life; In urban area, the interests in bealth and the role of the consumers were higher than those of rural areas-on the bases of the standard of life, the middle class students had a higher interest in nutrition and food habits, the students whose father were engaged in special job had a higher interest in health and nutrition. 2. The difference of the recognition and attitude between HE & groups; In the field of food life, HE’s knowledge about the six nutrients and the basic food groups and attitude toward buying food were higher than T’s. In the field of family life and resources, HE and T accepted the importance of family life and the role of home as important, hoped to get psychological relax from home and to take the right sexual education. In the field of clothes life, HE and T had the general tendency to have their clothes in proper manner and to select their clothes for themselves, but HE took a higher interest in clothes mending and the role of clothes. 3. The opinions on Home Economics; HE answered that Home Economics was useful to them (more than 90% of HE) and that 57.1% of HE were interested in Home Economics. The order of interest among three fields were as follows: food life, clothes life, family life and resources. 71.9% of T hoped to take Home Economics course.

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Exploring the Core Keywords of the Secondary School Home Economics Teacher Selection Test: A Mixed Method of Content and Text Network Analyses (중등학교 가정과교사 임용시험의 핵심 키워드 탐색: 내용 분석과 텍스트 네트워크 분석을 중심으로)

  • Mi Jeong, Park;Ju, Han
    • Human Ecology Research
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    • 제60권4호
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    • pp.625-643
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    • 2022
  • The purpose of this study was to explore the trends and core keywords of the secondary school home economics teacher selection test using content analysis and text network analysis. The sample comprised texts of the secondary school home economics teacher 1st selection test for the 2017-2022 school years. Determination of frequency of occurrence, generation of word clouds, centrality analysis, and topic modeling were performed using NetMiner 4.4. The key results were as follows. First, content analysis revealed that the number of questions and scores for each subject (field) has remained constant since 2020, unlike before 2020. In terms of subjects, most questions focused on 'theory of home economics education', and among the evaluation content elements, the highest percentage of questions asked was for 'home economics teaching·learning methods and practice'. Second, the network of the secondary school home economics teacher selection test covering the 2017-2022 school years has an extremely weak density. For the 2017-2019 school years, 'learning', 'evaluation', 'instruction', and 'method' appeared as important keywords, and 7 topics were extracted. For the 2020-2022 school years, 'evaluation', 'class', 'learning', 'cycle', and 'model' were influential keywords, and five topics were extracted. This study is meaningful in that it attempted a new research method combining content analysis and text network analysis and prepared basic data for the revision of the evaluation area and evaluation content elements of the secondary school home economics teacher selection test.

Analysis of the Needs of Korean High School Students in Home Economics Elective Courses (가정계열 선택과목에 대한 고등학생의 요구 분석)

  • Han, Ju;Ju, Sue Un;Yu, Nan Sook;Park, Mi Jeong;Baek, Min Kyung
    • Journal of Korean Home Economics Education Association
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    • 제33권2호
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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.