• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.41-62
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• 2019

The purpose of this study was to examine how the contents and pedagogical styles of Food and Nutrition in the middle school home economics textbooks could promote constructivist learning. For this, Food and Nutrition contents of 12 current textbooks were analyzed, based upon the learning factors derived from both a practical problem-focused curriculum from the constructivist perspective, and the current home economics curriculum from the objectivist perspective. Pedagogical styles of the texts and exercises were classified into four types- neutral informative, injunctive, persuasive, and participative, out of which 'persuasive' and 'participative', in particular reflect the constructivist perspective. The major findings were as follows: First, the analysis results of Food and Nutrition contents showed that of 14 learning factors, 13 of the textbooks corresponded well to the current curriculum(92.9%). On the other hand, Out of the 26 learning factors, 18 of the textbooks corresponded to the practical problem-focused curriculum(72.4%). Classified into each stage of the practical problem solving processes, only learning factors related with 'the concepts of the valued ends' were fully covered. However, the other learning factors related with the concepts of 'the practical problem', 'the context', 'the action' and 'the consequence', that is the factors particularly related with 'the concepts of the context', were not properly addressed. Besides, learning factors were not addressed from diverse viewpoints, especially from the social perspective. Second, the analysis of pedagogical style related to Food and Nutrition illustrated that the neutral informative(59.9%) in texts, and the participative in exercises(60.4%), were most common. However, persuasive and participative were insufficient in texts(22.1%). Furthermore even though the exercises, are more likely to be described from the constructivist perspective, nearly none of the exercises was considered from the social perspective. In conclusion, this study showed that Food and Nutrition in Korean home economics textbooks need to reflect constructivist learning better.

• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.87-99
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• 1998

The purposes of the study are to see as to how much of changes has occurred in the newly revised high school Home Economics Textbooks required by the 6th Curriculum and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 6 different textbooks published in 1996 geared for the 6th Curriculum for data base. The components of the contents divides into two major parts. The first part faUs into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pacover page, illustrations, table of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weigh laboratory experiences, and illustrations and tables. To conclude the study, there found followings key features : 1) The new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. 2) The content area consists of 3 major areas of Human Development & Family Relationship. Food and Nutrition. Clothing and Textiles with ratio of 23.8%, 23.1%, and 21.9% respectively. 3) Human Development & Family Relationship area ranked first with 71 times in the numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea. numbers of laboratory activities for each content area. followed by Food and Nutrition with 56 and Family Resorces & Consumerism with 54. These increased numbers of laboratory activities in textbooks represent the changing contents of Home Economics and imply the desirable and positive directions of Home Economics education in Korea.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.133-153
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• 2010

The purpose of this study is to find out the philosophy embedded in the newly revised 2007 Home Economics curriculum. Furthermore, it analyses the current situation and future tasks of textbooks in view of that philosophy. With this analysis it tries to give alternative teaching-learning strategies for making the best use of the existing textbooks. This study deals with the newly revised 2007 Home Economics curriculum. It also analyses the twelve sorts of textbooks for the first grade students in secondary schools, which are supposed to be based on that curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, in the character and objectives of the curriculum is embedded the critical science perspective of Home Economics curriculum. Second, the current situation and future tasks of the textbooks are analysed with the criteria by Yang, mi-kyung about textbook construction. And we have ascertained the following problems. The current textbooks are not well designed so that teachers have the appropriate orientation, encourage students to nurture the critical thinking abilities, and urge students to employ practical reasoning in the context of society, history and culture. Third, this study proposes five alternative teaching-learning strategies for making the best use of the current textbooks in order to tackle the above-mentioned problems.

• 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.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.9 no.1
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• pp.133-143
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• 1997

The purposes of the study is to see as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 6th Curriculum as compared to those by the former the 5th Curriculum, and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 8 different textbooks published in 1997 geared for the 6th Curriculum for data base. The components of the contents divides into two major parts. The first part falls into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pages, cover page, illustrations, table of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weight, laboratory experiences, and illustrations and tables. To conclude the study, among many findings, two major points are of great importance to mention here. First, the new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. Second, the strict regulations created by the Ministry of Education for developing textbook found restricting the authors creativity and thus contents variety of textbooks. Those restricting factors include letter type and size, coloring, paper quality, and volume size.

• International Journal of Human Ecology
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• v.11 no.2
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• pp.77-91
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• 2010

This study examined the Family and Consumer Sciences (FCS) National Standards with some examples at the state level, analyzed the previous studies relevant to curriculum implementation in the USA, and explored critical success factors in moving toward the new perspective curriculum in exemplary states. The process, in which the FCS discipline struggled to clarify the identity and image as well as to find the mission and vision, produced the FCS National Standards in 1998 and 2008 in the USA. The FCS National Standards were established to fulfill the mission of the FCS based on a critical science perspective. The previous research on a state level implementation indicated that the majority of FCS state administrators agreed that the National Standards positively influenced curriculum development. The critical success factors in integrating National Standards into local programs included the dissemination of thephilosophical works of Marjorie Brown, the foundation of the FCS curriculum with a critical science perspective, the establishment of National Standards corresponding to the philosophical works and a critical science perspective, the openness of state FCS administrators to educational reform, the construction of an infrastructure to support reform, and the commitment by university professors to develop a teacher training program. The critical success factors identified can be employed as an informative guide for the future development and implementation of the Family and Consumer Sciences curriculum in Korea.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.107-129
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• 2008

The purpose of this study was to get insights and data from home economics teachers for the development of an in-service educational program on practical problem focused home economics program, which was planned to be held from January 21st and to 29th, 2008. For this, focus group interview, one of qualitative research methods, was used. One session of pilot and three sessions of main focus group interview in which total of 18 from October 31st, 2007 to November 14, 2007. Home economics teachers that participated were carried out. Participants requested the followings contents of an in-service educational program regarding the practical problem focused home economics curriculum. First, most of participants strongly desired to participate in an in-service educational program when a program provided. The participants wanted to be a professional, who is able to explain logically with philosophical background and knowledge about the practical problem focused home economics curriculum. Second, participants requested the followings regarding practical problem focused home economics curriculum for the contents of an in-service educational program: philosophy of home economics, setting a perspective on each content areas, development of practical problem, watching a sample class unit, developing teaching materials and motivation stimulating questions, designing of instruction and lesson plans, class presentation and peer evaluation, constructing paper and pencil test items, and feedback from expects on the practical problem focused home economics curriculum. Third, participants wanted an in-service educational program to be a combination of theory and practice, and at least 50% of it allotted to practice. Participants thought that both peer participants and experts from university would evaluate them whether they achieved the objectives of the in-service educational program if an in-service program has to evaluate participants. Participants would evaluate an in-service educational program excellent when they become empowered to teach other home economics teachers the theoretical aspects of the practical problem focused home economics curriculum and the practical aspects as well. Based on the results of this study a framework of the 30 hours practical problem focused home economics curriculum was proposed.

• Journal of the Korean Home Economics Association
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• v.35 no.1
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• pp.221-236
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• 1997

Koreans who put a high value on confucian ethics traditionally have considered sex problems as taboo. Being faced with western liberal and hedonic culture that comes with waves of industrialization our younger generation who has grown in cultural backgrounds of confucianism has had mental confusion. Due to higher standards of living physical growth has quickened but mental growth has not reached there instead. Because of lureand trouble which come from this problem related with sex this is considered as a social problem. In this research through judgement which the most effective way that can solve adolescence sex problems is systematic sex education teaching method for desirable sex education is presented asfollowing First some supplement and desirable direction of sex education were proposed through the analysis of eight currently using home economics texbooks. A lesson plan was proposed using CAI program which was developed by authors with assistance of professional computer programmers. The CAI program includes following curriculum contents: 1concepts of sex This study ultimately aimed to let students develop desirable attitude and perspective on value regarding adolescence and sex, For this goal of research another lesson plan was proposed fostering classroom group discussion.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.1-17
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• 2011

The purpose of this paper was to explore the materials in the Korean and Japanese Home Economics textbooks in middle school with the perspective of green life education. Home Economics is one of the relevant subjects to green growth education. Therefore, home economics teachers need to teach green life based on the low $CO_2$-green growth in the class. Sustainable living at home has been emphasized as one of the main importance of Home Economics since the first curriculum period. However, it is required to reinforce in the 2009 revised curriculum. The content analyses had been done to explore the materials of five areas in the 8 Korean and 2 Japanese junior highschool Home Economics textbooks through two checking steps. Each subject area of Home Economics had various form of materials such as terminology, table figure pictures, reading, and activity, related to green life related to environmental, economic, and social sustenance. The forms and the quantity of materials were some what differ by subject areas as well as textbooks. The levels of material contents were ranged from the knowledge, recognition, to intention to practicum of green life. The green life materials were more likely practical in Japanese textbooks rather than Korean ones. It is recommended teachers to choose the valuable materials over the textbooks and practical green life should clearly mentioned in home economics curriculum to be showed in textbooks.