• Title/Summary/Keyword: Home Economics in High School

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Ecological support system for promoting youth culture in a new millenium age -A Study on the Korean high school students's values and a comparative research in their parents' values (새 밀레니엄에서의 청소년 문화창조를 위한 생태학적 지원체계(IV) 한국청소년 가치관의 실태분석 및 부모의 가치관과의 비교연구)

  • 이정우;김명자;계선자;박미석;정진희
    • Journal of the Korean Home Economics Association
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    • v.38 no.12
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    • pp.207-223
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    • 2000
  • This study was the explorable research on the actual condition comparatively analyzing values targeting the 1125 pairs of high school students and their parents. This study revelled the following results. First, significant differences were found in high school students'values according to their gender, class type, and residential area. Thus, values are shown differently by personal backgrounds or characters among peer group. Second, high school students and their parents revealed significant differences in values of life, home, society and nation.

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Necessity of home economics science educational contents: A Delphi study (가정과학의 교육내용에 대한 필요도: 델파이 조사 연구)

  • Yoo Ji-Yeon
    • Journal of Korean Home Economics Education Association
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    • v.18 no.2 s.40
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    • pp.125-134
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    • 2006
  • The purposes of this study were to derive an agreement of home economics education experts on the necessity of home economics science educational contents by applying the Delphi study, and thus to provide basic data on establishing a future direction of the home economics science education. According to the result of the three-round Delphi survey of home economics educational experts, they agreed on the necessity of home economics science educational contents, in the order of the areas of family life, food and nutrition, consuming life, housing and clothing. They also agreed that home economics sciences educational contents applicable to the real life were more useful than those related to mere knowledge, technique and career.

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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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    • v.54 no.4
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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.

Development of Dietary Life Curriculum in Elementary and Secondary Schools Home Economics that Integrated Habermas's Three Systems of Action (Habermas의 세 행동체계를 융합한 초·중·고등학교 가정교과 식생활 교육과정 개발)

  • Choi, Seong-Youn;Chae, Jung-Hyun
    • Journal of Korean Home Economics Education Association
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    • v.32 no.2
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    • pp.117-139
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    • 2020
  • The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.

Clothing & Textiles Education before the First Curriculum (Part II) -Secondary School Home Economic Textbooks- (교육과정기 이전의 의생활 분야의 교육내용에 대한 고찰 (제2보) -중등 가사를 중심으로-)

  • Lee, Young-Suk;Yoo, Hye-Ja
    • Journal of the Korean Society of Clothing and Textiles
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    • v.33 no.8
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    • pp.1203-1214
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    • 2009
  • The theory of household arts and practical acts are two traditional mainstream topics of official South Korean secondary home economics education. The clothing and textile education within the Secondary School Home Economics Textbook (1948) is various and practical. The first year textbook discusses the symbolism and maintenance of uniforms that provides information on the characteristics of cotton. Clothing and textiles are covered in 26 pages out of the 76 page book. The second year textbook includes the theory of color and form, along with the characteristics of flax and silk. Clothing and textile education is covered in 33 pages out of the 97 second year textbook. The third year textbook deals with the characteristics of wool, manufactured fibers, cross weaving, removing stains, clothing arrangements, and equipment; 5 chapters (56 pages out of 137) are spent on clothing and textiles. The fourth year textbook introduces the history of clothing, laundry principles, dyeing, bedclothes, and bed accessories; 4 chapters (63 pages out of 125 pages) are spent on clothing and textiles. The Secondary School Home Economics Textbook (1948) is highly extensive and profound in depth. It is comparable with modern college or specialized high school level clothing and textile education in terms of clothing materials, clothing maintenance, color theories, and dyeing.

Development and Evaluation of Home Economics Maker Education Program for High School Students: Focusing on the Contents of 'Hanbok and Creative Clothing' (고등학교 가정과 메이커 교육 프로그램 개발과 평가: '한복과 창의적인 의생활' 내용 요소를 중심으로)

  • Kim, Saetbyeol
    • Journal of Korean Home Economics Education Association
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    • v.31 no.4
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    • pp.63-79
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    • 2019
  • The purpose of this study was to suggest valuable maker education programs by implementing and evaluating a Home Economics(HE) maker education program developed based on the content of "Hanbok and Creative Clothing" for high school students. The results of this study are as follows. First, the HE maker education model for high school students was designed and developed. The HE maker education model was developed by integrating and modifying the TMSI model of the maker education model and Laster's HE practical action teaching model. The HE maker education model consisted of 4 steps: tinkering(T: 4-hour class), practical reasoning(P: 3-hour class), making together(M: 4-hour class), and sharing and spreading(S: 1-hour class) with a total of 12-hour lesson plans. The theme of the developed HE maker program is 'Practice and spread of creative traditional culture of life (Hanbok)'. Second, the results of online survey of 240 high school students who participated in this maker class showed that HE maker class had positive effects in the order of experiential(4.26), cognitive(4.22), emotional(4.18), social(4.18), and practical(4.10). It is expected that the findings of this study will contribute to diversifying the curriculum of Home Economics, thereby improving the quality of Home Economics Education.

Development of Educational Program in Home Economics for Child Development and Parenting in High School (고등학교 가정과 "아동발달.부모교육"영역 학습모형 개발)

  • 이경희
    • Journal of Korean Home Economics Education Association
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    • v.11 no.2
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    • pp.51-63
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    • 1999
  • For Korean education to be able to handle increasing knowledge and new values in the 21st century, it needs to change. Korean education needs various teaching methods. At the present, CAI, multimedia, interact video system and computer communication are being used. Compared to the traditional teaching methods, computer-assisted instructions were reported to be more effective. The students’demands for these kind of lessons are adamant and increasing. In this study, an attempt was made to develop “child-development and parent education”using CAI program. This chapter is in high demand for high school students. This study model was developed help the students’understanding and make their learning easier. 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:1. Child development, 2. the meaning of parenthood, 3. pregnancy, 4. delivery, 5. abortion. The CAI program was designed to allow students to participated activity in several current issue related with parenthood and aborting problems. This study ultimately aimed to show students moving pictures, animation, vivid photos, and music to motivate them. Another goal was to help the Home Economics teachers give lessons using CAI and to show an example of the teaching model.

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A Study on Middle school boys’ and girls’ Perception of the Curriculum of Home Economics and the Learning Achievement of Home Economics Education in Inchon (인천시내 남녀 중학생의 가정교과에 대한 인식 및 학습효과에 대한 연구)

  • 오현주;홍성야
    • Journal of Korean Home Economics Education Association
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    • v.9 no.1
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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.

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Content Analysis of Home Economics Teacher’s Guidebooks (고등학교 가정 교사용 지도서의 내용 비교 -주생활 지역을 중심으로-)

  • 최창숙;조재순
    • Journal of Korean Home Economics Education Association
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    • v.7 no.1
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    • pp.71-79
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    • 1995
  • The purpose of this study is to analyze the contents of home economics teacher’s guidebooks of high school. Eight home economics guidebooks are analyed. The findings of this study are as follows: 1. All eight home Economics teacher’s guidebooks are composed of the former and detailed expositions. The former exposition has six items. Each guidebooks has similarities as well as differences. 2. Detailed expositions of all guidbooks are composed of long units and each long unit has a couple of middle units. 3. The housing contents in eight guidebooks are mostly similar. But there are some sugestions to improve the convenience and usability of the teacher’s guidebook.

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Perceptions of Korean Traditional Foods by Junior High School Students and Their Parents in Gyeonggi Province of Korea (경기 일부지역 중학생과 학부모의 한국전통음식에 대한 인식)

  • Kim, Jung-Hyun;Lee, Ji-Eun;Yoon, Jung-Hyun;Lim, Yun-Sook;Yoo, Ji-Yeon;Jung, In-Kyung
    • The Korean Journal of Community Living Science
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    • v.19 no.1
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    • pp.63-74
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    • 2008
  • The purpose of this study was to investigate junior high school students' and their parents' interests, preferences, and positive perceptions regarding Korean traditional food. This study may be used to provide the basic information for establishing an educational program about Korean traditional food. The self-administered questionnaires for students and their parents were used to examine the general characteristics of participants, perceptions of Korean traditional food, and experiences with traditional food at home. The data was analyzed by t-test and Chi-square test. The results are as follows. First, most students had a lower interest, preference, and positive perception of Korean traditional food than their parents. Second, the perception of traditional food among students was influenced by their experience with traditional food at home and the perceptions of their parents. Therefore, in order to keep and develop the Korean traditional food culture, an educational program for students as well as their parents to teach the advantages and the values of Korean traditional food, is needed. An educational program would help students have a more positive perception of Korean traditional food. In addition, this may encourage parents to serve more traditional foods at home and would increase the interest in eating and cooking Korean food. Thus, establishing an educational program could be a successful method for maintaining the Korean traditional food heritage for future generations.

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