• Journal of Korean Home Economics Education Association
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• v.15 no.2
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• pp.79-99
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• 2003

This study is designed to identify the goals of home economics education. starting from the needs for basic research to establish a theoretical framework in home economics and for the development of basic logics to strengthen the position of home economics education as a prerequisite course in a national curriculum. To this end. this article thoroughly studied curriculum documents prepared at the national level and curriculum papers reflecting research trends of home economics education. using the results as data to identify the theoretical goals of home economics education. The research results are as follows : First, home economics education should help students become independent members of society. on the basis of daily lives. Second, with respect to personal capability development. home economics education should help to identify and solve various life-related problems in a practical problem solving. Practical members of society should be able to maintain balance in family, job, and personal career, solving the aforementioned problems in a practical way. Third, home economics education should make contributions to promoting a creative family culture in which life styles tailored for personal needs are created (education for creative members of society). The theoretical results of the study should be verified in a critical manner, followed by quantitative research that will lead to agreement among experts as to the theoretical goals.

• Human Ecology Research
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• v.61 no.4
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• pp.673-686
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• 2023

The purpose of this study was to identify home economics (HE) teachers' concerns about and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution and to reveal whether they differ according to teachers' general background variables. The questionnaire survey method to measure HE teachers' concerns and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution was conducted online using the Google Questionnaire from which 150 responses were received. The main results were as follows. Firstly, HE teachers scored an average of 3.46 out of 5 for the latest technology. Among these interests in the latest technology, interest in "augmented reality and virtual reality technologies" scored the highest at an average of 3.80, while interest in "neural network machine learning" (2.78) was low. HE teacher's concerns about HE education using the latest technologies in the era of the 4th Industrial Revolution were high, with an average score of 4.40. Among these concerns for the latest technology, "concern about the results of HE education using the latest technology" scored the highest at 4.53. HE teachers' anxiety about the latest teaching technology in the era of the 4th Industrial Revolution was moderate, averaging 3.05. The highest form of anxiety was "anxiety about the impact on the job" (4.03) and the lowest was fear of "the disappearance of the teacher's job" (2.50). HE teachers' innovation resistance to the latest teaching technology was low at 2.18. Expectations of the latest technology in HE classes in the era of the 4th Industrial Revolution averaged 3.85, slightly higher than the middle of 3.

• Journal of Korean Home Economics Education Association
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• v.6 no.1
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• pp.95-102
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• 1994

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.91-106
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• 2007

The purpose of this study was to provide the information for the development of gender-equality oriented content of Technology Home Economics subject. For this purpose, a total of 404 male and female middle high school students in Chuncheon city were sampled and asked to estimate the degree of practical use and preference for the 47 units of Technology Home Economics subject. Results were summarized as following : 1. The 47 units were classified into 4 groups on the basis of similarity in the degree of practical use and preference: 23 units estimated as 'better than average' by male and female students were classified into group 1; 4 units estimated as 'better than average' by female students but as 'less than average' by male students were classified into group 2; 10 units estimated as 'less than average' by male and female students were classified into group. 3; 10 units estimated as 'far less than average' by male and female students were classified into group 4. Most of the units in Home Economics area were classified Into group 1 or 2, but most of the units in Technology area were classified into group 3 or 4. 2. Gender difference was confirmed between male and female students' estimation of the degree of practical use and preference for the 47 units. In about three-quaters of the units in Home Economics area, female students' estimation of the degree of practical use and preference was higher than male students' estimation. In about half of the units in Technology area, male students' estimation of the degree of practical use and preference was higher than female students' estimation. However, possibility was detected in several units of Technology Home Economics subject that gender difference could be decreased.

• Journal of Korean Home Economics Education Association
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• v.27 no.2
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• pp.1-33
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• 2015

This study examined the curriculum deliberation in the home economics historical literature of United State. Out of 13 literature, 9 were carried by academic federation or association and 4 were carried by individual authors. Starting from Catharine Beacher's Treatise on Domestic Economy to NASAFACS's National Standards for Family and Consumer Standards, the background of each document was introduced, curriculum contents organization was examined, and its implication was discussed. The results showed that home economics curriculum has been suggested being organised around key concepts in typical home economics areas throughout the history until the practical problem-focused curriculum organization based on critical science suggested by Majorie M. Brown in 1978. Regardless of the patterns of organization of curriculum contents, home economics pursue the common mission and aims of home economics. Another finding was that curriculum deliberation on the integration of curriculum contents was sought throughout the history.

• Human Ecology Research
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• v.61 no.4
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• pp.543-563
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• 2023

The purpose of this study is to design and develop a Metaverse ZEP platform-based teaching and learning process plan by selecting learning topics that are commonly dealt with among the core concepts of the "family" area of practical (technical and home) subjects. To this end, a teaching and learning process plan was developed through planning, Metaverse platform design, expert review, and revision stages. The Metaverse ZEP "Open Class Day" platform, a virtual learning space, was created and developed to further utilize EduTech programs, such as Padlet, Mentimeter, Jamboard, Miricanvas, and Spatial. The teaching and learning process plan developed in this study consists of a total of seven sessions, including approaching EduTech, Changing Families, Exploring Our Family, and Counseling Centers 1, 2, and 3. Among them, Geumji Counseling Center 1, 2, and 3 was designed as a class in which parents and children participate together in open classes using the ZEP platform. This platform can be used as part of parent classes as well as to encourage online participation in the open classes held periodically at each individual school. In terms of the content validity ratio (CVR) of the developed teaching and learning process verified through five experts, 12 out of 15 questions had a CVR of 1, while the remaining three questions had a CVR of 0.6. The three questions with lower validity were revised and supplemented.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.19-31
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• 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 Korean Home Economics Education Association
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• v.24 no.2
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• pp.63-85
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• 2012

The purpose of this study was to investigate consumer education paradigm perceived by home economics teachers and its related factors, and to find out relationships among them. 205 questionnaires were used for analysis. Major findings were as follows. First, home economics teachers perceived that the critical consumer education perspective is more important, but in practice, they mostly used the traditional consumer education perspective. Second, according to their perception on the consumer education teaching method, the critical perspective was considered more significant and was more frequently used than the traditional perspective. However, the home economics teachers held an ambivalent perspective on the areas of purpose of consumer education, consumer education knowledge, consumer, and consumer society. Accordingly, they used both perspectives in practice for those areas. Finally, the teachers' degree in home economics education and the perspective on the home economics curriculum were found to be the two important factors that determine the teachers' consumer education paradigm.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.91-110
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• 2023

This study aimed to develop and implement a home economics education program with a travel theme for middle school students and investigate whether it improves their subjective well-being. The ADDIE design model was used to develop and implement the home economics education program titled 'Happiness Travel with You and I'. The program consisted of six sessions focusing on time management, dietary life, and housing life. The 'Happiness Travel with You and I' program was implemented for first-year male and female students at middle school B in Cheongju City. The results revealed that the program reduced negative emotions in adolescents and positively influenced their perception of the value of life. Students rated the program highly in terms of satisfaction with class content, class interest, and recognition of the importance of the class. This study is significant as it is the first attempt to test the effect of a travel-themed home economics education program and suggests the expansion and promotion of travel and leisure education in the field of home economics education.

• Journal of the Korean Home Economics Association
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• v.41 no.10 s.188
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• pp.57-73
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• 2003

The purpose of this study is to investigate the relationship between home economics teachers' characteristics and middle school students' affective morality through Home Economics Instruction. The affective morality of middle school students after taking home economics classes were assessed and investigated as to what sorts of affective morality there were and to find out what level they were. further, what factors affected the affective morality of middle school students considering the variable factors of home economics teachers. 800 first year male and female students of 17 middle schools located in Cheonju and Cheongwon were selected through non-random or accessible sampling. The frequency, precent, mean and standard deviation, correlation, t-test, and one-way ANOVA, and multiple regression of these data were obtained by using the SPSS 10.0 for Windows Program. The result of this study were as follows: First, basic etiquette was the most important rated the highest among the affective morality, nature preservation turned out the lowest in each questionnaire. Learned in home economics, it was considered the highest goal; Second, in terms of character and affective morality of middle school students, male students ranked higher than female students and the students with a better academic performance record, and those who engaged in club activities showed better results in affective morality as did students with religious beliefs and students with better educated parents and also students from homes with better financial situations. Third, in terms of students' perception of home economics teachers with a good nature turned out the highest, teaching ability and career awareness and also reflected at the same level. Fourth, students' perception of home economics teachers' characteristics and their affective morality are honed out correlated with each other. The correlation of home economics teachers' career awareness and compassion${\cdot}$devotion${\cdot}$service morality proved to be the highest. Fifth, the affective morality of those students who do community service, club activities and those who are interested in home economics and who respect home economics teachers tended to be high.