• 대한가정학회지
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• 제37권5호
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• pp.19-30
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• 1999

This study attempts to identify the level of the propensity of college student's conspicuous consumption and clarify the related variables such as socioeconomic variables, consumption-oriented attitude, and influence of reference groupl Data used in this study were collected from 485 college students in seoul. The samples were analyzed by frequency, mean, t-test, ANOVA, Duncan's Multiple Range Test, and regression. The results can be summarized as follows: 1) The average level of the propensity for conspicuous consumption was a little higher than middle point ; 2) the propensity of conspicuous consumption of college students was significantly different according to age, sex, the amount of monthly allowance, and the parents' level of education; 3) the variables with statistically significant effects on college students' conspicuous consumption include the consumption-oriented attitude, the influencing degree of reference group, the amount of monthly allowance, and sex.

• 한국생활과학회지
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• 제15권1호
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• pp.177-185
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• 2006

The purpose of this study is to research middle school students' interests in the housing education contents of Technology Home Economics Subject - to classify the contents into three units, we have application of living space, indoor environment and equipments, support and repair of housing. This study has a subject of 529 middle schoolers living in Jeonbuk province. In this statistical analysis, SPSS program was utilized to analyze percentage, mean and standard deviation. These materials were also verified by t-test. The results of this research were as follows: Middle school students' interests in housing education contents stayed at a mid-level. There was a significant difference in contents interest according to their gender - boys appeared to have a higher interest than girls. On the basis of these results, it can be suggested that these results offer fundamental information for improving students' critical practice in their real life. Since this study has conducted a limited research with a topic of housing education only, it is essential that further research covering a wider array of themes be done in the future.

• 한국가정과교육학회지
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• 제6권2호
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• pp.161-174
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• 1994

In this study, among the cognitive learning models for information process, Taba’s inductive thinking model and Joyce&Weil’s concept attainment model, which help to obtain and study the concepts, can be applied to the ranges of consumer-education. Considering this, a new teaching-paln can be made. Applying the plan to the present teaching environments. I will do the research possibilities of applying the concept-learning teaching-plan to the consumer education. In the method of this research, many books, related to home economics & consumer-education, characters of concept-learning, and concept teaching-learning models, were studied. Also, on the basis of theoretical evidence, the teaching-plan, that apply the concept teaching model, were made. In addition, experimental research was done to find out the possibilities that the plan focusing on concept learning was applied or not. As a result of this study, two points are briefly summarized : 1. The teaching plan using Taba’s and Joyce & Weil’s concept-attainment model was made. 2. Concept-learning in consumer-education didn’t have a great a great influence to the changes of consumer-roles and attitudes, but had a great influence to the effects of consumer concept-knowledge(p<0.01) The effects of consumer-knowledge had much relation to consumer-roles and attitudes. The learners whose grade is higher in attainments of consumer-knowledge, also have a high grade in consumer-roles and attitudes.

• 한국가정과교육학회지
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• 제31권2호
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• pp.35-50
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• 2019

본 연구는 중학생을 대상으로 '가족의 이해'단원에 행복교육을 적용하여 교수·학습 과정안을 개발한 후 가정교과 수업에 실행함으로서 학생들의 주관적 행복감을 높이고 긍정적인 인간관계를 형성하는데 목적을 두고 있다. 개발은 ADDIE에 따라 2009개정 교육과정과 서울대학교 행복연구센터에서 개발한 행복교과서의 내용을 분석한 후 교육목표와 수업목표를 설정하고 학습주제와 학습내용을 선정하였다. 이를 토대로 행복교과서의 9가지 행복 구성요소를 적용하여 15차시의 교수·학습 과정안과 학습자료(학습 활동지13개, 읽기자료 6개, 파워포인트 자료 13개, 동영상 8개)를 개발하고 수업 효과성을 검증하기 위한 설문지를 개발하여 2017년 3월 13일부터 7월 7일까지 충청북도 소재의 M중학교 3학년 4개 학급의 남녀 71명을 대상으로 연구자가 직접수업에 적용하고, 70명의 학생 설문 결과를 분석하였다. 본 교수·학습 과정안의 수업 후 학생들의 주관적 행복감과 교우관계가 통계적으로 유의미하게 향상되었고 가족관계에 대한 인식이 긍정적으로 변화된 것으로 나타났다. 또한 본 교수·학습 과정안의 수업운영 방식에 대한 학생평가는 행복연습의 학생활동과 모둠활동의 수업방식을 만족하였고, 이런 학생 참여 수업 방식이 본 수업에 가장 적합한 수업방식인 것으로 나타났다. 이러한 결과를 통해 행복교육을 적용한 '가족의 이해'단원 교수·학습 과정안의 개발과 실행이 학생들의 행복 역량을 기를 수 있는 태도를 함양하여 주관적 행복감을 향상시키고, 학생들에게 가족에 대한 이해와 긍정적 가치관 및 관점을 갖게 하였으며, 교우관계 증진에도 효과가 있었음을 확인하였다. 본 연구는 가정교과에서 행복교육이 적극적으로 이루어지도록 하기 위한 것이며, 학교교육현장에서 더욱 다양하게 개발되고 활용되어지길 기대한다.

• 대한가정학회:학술대회논문집
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• 대한가정학회 1997년도 Program & Abstracts * The 7th Korea-Japan Home Economics Joint Syposium
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• pp.188-188
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• 1997

• 한국가정과교육학회지
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• 제32권3호
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• pp.111-133
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• 2020

이 연구의 목적은 2015 개정 가정과 교과서를 중심으로 세계시민교육에 대한 내용을 분석하여 가정과에서의 세계시민교육과의 관련성을 살펴보는데 있다. 이를 위하여 병행 삼각 설계(concurrent triangulation design)의 절차에 따라 세계시민교육의 기준틀(UNESCO의 TLO)의 관점에서 2015 개정 중학교 가정과 교과서에 나타난 세계시민교육의 내용을 추출하여 분석하였다. TLO의 9가지 주제에 대해 빈도를 조사한 결과 세계시민교육 내용은 2015 개정 가정과 12종 교과서 전체에서 세계시민교육 관련 주제가 다뤄진 비율 중 사회·정서적 영역은 54.6% 정도를 차지하였다. 특히, TLO 4가 가장 높은 비율을 보였고 TLO 5, TLO 1의 순으로 나타났다. 중학교 12종 가정과 교과서에서 추출된 세계시민교육 학습 주제를 가정과 학습 영역별로 분류해 본 결과 아동·가족생활 영역(94개)은 모든 학습 주제와 가장 큰 관련성을 보였으며, 식생활(13개), 의생활(13개), 주생활(15개), 소비생활(14개)은 비슷한 분포로 학습 주제를 나타내었다. 아동·가족생활 영역은 청소년기 발달과 특징, 가족 관계, 성폭력과 가정 폭력 예방, 변화하는 가족과 건강가정, 저출산·고령사회와 일·가정 양립, 생애 설계와 진로 탐색에서, 식생활 영역은 청소년기의 영양과 식행동, 식품의 선택과 안전한 조리에서, 의생활 영역은 의복 관리와 재활용에서, 주생활 영역은 주생활 문화와 주거 공간 활용, 주거생활과 안전에서, 소비생활 영역은 청소년기의 소비생활 내용 요소가 세계시민교육의 학습 주제와 관련성이 있었다. 이처럼 세계시민교육 학습 주제와 가정과 모든 학습 영역별 학습 내용 요소와의 관련성이 높게 나타났다. 이에 가정과에서는 세계시민교육과 가정교과와의 관련성을 이해하여 어떻게 적용될지 파악하여 앞으로 세계시민교육과 관련된 프로그램 개발과 수업 개선 및 교과서 개발의 방향 설정이 필요할 것이다.

• 한국생활과학회지
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• 제6권2호
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• pp.187-198
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• 1997

The purpose of this study is to find some directions for students' future and Home Economics Education. Juniors and Seniors majoring in Home Economics were selected from 4 Universities in Chungbuk Province and the questionnare survey was used. The results of this study are as follows : 1. Most of respondents were defined the H.E. as the academic subject, and 50.2% of them regarded H.E. as a necessary subject regardless of whether it is their major or not. 2. Though the most general motives of choosing H.E. as their major were recommendation of their parents/neighbors or their school record, they are satisfied with their major. 3. The strongest reason majoring in H.E. was that it is helpful to living, and some students didn't show any interest because H.E. was not considered as a realistic study. 4. Many respondents answered that male students have to learn H.E., and thought that H.E. Education is much influential to one's living. 5. 59.6% of respondents replied that cultural studies related to H.E. are opened at the universities, and 90.6% of them thought subjects related to H.E. should be opened as cultural studies. 6. After graduation, 48.3% of respondents will choose their jobs related to their major, and they prefer to be a teacher, a dietition and a fashion designer in its order. 7. 44.3% of respondents thought that H.E. is neglected and 50.7% of them answered that the research by industrial-educational cooperation is necessary. 8. Many students majoring in H.E. took an optimistic view about H.E.'s future as a study.

• 한국가정과교육학회지
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• 제15권1호
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• pp.15-32
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• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• 한국가정과교육학회지
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• 제26권1호
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• pp.31-53
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• 2014

본 연구는 Noddings가 제안하는 행복교육 활성화 영역을 구체적으로 분석하여 요소를 추출하고, 이러한 요소가 2009개정 교육과정의 중학교 기술 가정 교과서 1권 가정생활 영역에 포함되어 있는 모든 단원에 어떻게 반영되어 있는가를 분석하기 위하여 시도 되었다. 분석대상이 된 교과서는 M 출판사 교과서이며 분석대상 교과서의 구성 체제 요소는 대단원 도입, 중단원 도입, 소단원 도입, 목표 진술, 본문 진술, 활동과제, 표/그림/사진, 보충 및 심화 학습자료, 중단원 및 대단원 마무리 부분이다. 교과서 분석 시 반영 여부 판단 Noddings 저서에서 사용된 '단어', '개념', '관점', '내용진술', '절차'와 교과서의 여러 구성체제의 요소가 어떻게 유사한가에 초점을 맞추었는데 분석 결과는 다음과 같다. 첫째, Noddings는 행복교육 활성화 영역을 개인생활 영역에서 5가지 영역-가정 만들기, 장소와 자연의 역할, 아이 키우기, 인격과 영성적 경험, 대인관계의 성장-과 공적생활 영역에서 2가지 영역-일을 위한 준비, 공동체 민주주의 사회참여 봉사-을 제안하였는데 본 연구에서는 이 7가지 영역에서 26개 하위 영역과 98개 세부 요소를 내용 분석을 적용하여 추출하였다. 둘째, 각 단원마다 행복교육 활성화 영역을 반영하는 비율이 다르게 나타났다. '청소년의 이해' 단원이 반영 비율이 가장 높았고, '청소년의 자기관리' 단원이 반영 비율이 가장 낮았다. 셋째, 교과서의 구성 체제 요소의 모든 부분에 Noddings가 제안하는 행복교육 활성화 영역들이 대부분 반영되었지만, 특히 본문진술, 표/그림/사진 자료에서 행복교육 활성화 영역의 세부요소를 반영하는 비율이 좀 더 높게 나타났다.

• 한국가정과교육학회지
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• 제9권1호
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• pp.19-37
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• 1997

The aim of this study is to research and analyse how junior-high students, both male and female in Inchon area, are recognizing the contents of the curriculum in the subject of home economics and how effectively they are learning and applying it in their actual life. 772 students, both male and female, who started to learn the subject of home economics from the 7th grade as compulsory are the respondents, and the survey is done by using questionnaire. The result shows that after taking the course of home economics, both male and female students have got more positive view on the necessity of learning the subject. But still, on the whole, female students are more intersted and more active than males the subject in learning. As for food and nutrition part, large percentage of the respondents, both male and female, answer that it is very helpful. They tend to be on more balanced diet and when they purchase food or when they eat at restaurant they refer what they learn about nutrition at school more often than not. A number of the students are re-practicing cooking at home after they learn it at school. Also the fact in the survey shows that more and more mothers are getting active in asking their children to re-practice cooking. One of the difficulties for male students to take the course is stereo-typed thinking on the separate role of man and woman in the family. But many of them started cooking some food, even though it is very simple, and the survey shows that their interest in nutrition and health increased after they were initiated into this course.