• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.77-88
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• 2002

This study was designed to examine students' utility cognition and related variables on the ‘understanding of family and work’ in the Home Economics course. The subjects were 503 middle and high school students, and university students in Jeonju city. The results are as follows : 1) The level of utility cognition on the ‘attitude of sexuality’ was found to be relatively high in the Home Economics course. 2) There were gender difference in the evaluation of learning environment. and grade differences in the evaluation of learning environment, participation in class of Home Economics, needs for Home Economics, evaluation of learning environment. 3) The utility cognition of Home Economics course significantly differed by gender, participation in class of Home Economics. needs for Home Economics, evaluation of learning environment. and Perception of Home Economics. 4) The needs for Home Economics emerged as the most important variable in the utility cognition of Home Economics course.

• Human Ecology Research
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• v.61 no.1
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.

• Journal of Korean Home Economics Education Association
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• v.15 no.2
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• pp.101-120
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• 2003

The purpose of this study was to investigate the recognition of middle and high school students on the 7th technology home economics curriculum. This study was carried out to understand the difference in the level of needs. interesting on the 7th technologyㆍhome economics curriculum and application on the life to maximize the effect of technologyㆍhome economics education by the socio-demographic factors. For this purpose, survey was conducted 437 students in the middle school and high school in the Gwangju city and Jeonnam province. The survey was consists of items related with socio-demographic factors in 9 questions. The curriculum of technologyㆍhomes economic consist in the level of application and general tendency and level of needs in 47 different unites. The major findings of this study are as follows. 1. The understanding of internet application. me and family relation, nutrition of youth were showed high perception in order in the level of needs on the technology home economics curriculum. 2. The internet application, home life practice and me and family relation showed high perception in order in the level of interesting. 3. The internet application, home life practice and me and family relation showed also high perception in order that helps living life. And the understanding of architectural principles and industry and characteristics of materials showed low perception.

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.101-114
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• 1997

The objectives of the unit ‘Family Relations’in high school Home Economics Education is to help the students cultivating proper values and self-esteem, maintaining harmonious personal relations not only by understanding human relationships in family, but also by acquiring role play, and is to wisely cope with many problems occurring in social life, which are indispensable for those living in modern society. But at present it is hard for the students to gain those abilities mentioned above, for the present unit ‘Family Relations’lays special emphasis only on memorizing specific knowledge about the understanding of a family. To improve the present educational situation, this study develops a new teaching-learning method based on the role play model concerning the ‘Family Relation’area of high school Home Economics Education curriculum. This study is theoretically based on the literature and previous studies on present problems of our various family relations, and solving its problems, and suggests lesson model of role play and its effect. This study was performed as following procedures： the ‘Family Relation’unit of the present high school Home Economics Education curriculum was analyzed, and surveyed students to discover the conflicts and their solutions the high school students are now experiencing in their family relations. Accordingly, a new lesson model of the ‘Family Relation’area, applying role play was developed. Based on the developed lesson plan, two-hour classes were experimented and positive evaluation was given by students.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.1-22
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• 2021

The purpose of this study is to examine high school students' perception of male home economics teachers and identify diverse viewpoints. To this end, the Q method was used, which is useful for operant subjectivity studies in which research participants create their own opinions and viewpoints. Based on the general procedures of the Q method, this study finalized 40 statements comprised of the representational system of high school students on male home economics teachers, which are Q samples, from the Q population. The statements were Q-sorted by P samples comprised of 31 high school seniors and analyzed using the QUANL program. The results showed that there were 4 different viewpoints of high school students on male home economics teachers. The type 1 focused on individual traits, claiming that the 'male' gender of home economics teachers and the 'home economics' subject are merely individual traits of the teachers. The type 2 focused on the subject, perceiving male home economics teachers with focus on the subject of home economics. The type 3 focused on competencies, thinking that male home economics teachers have sufficient skills and competencies to teach home economics. Finally, the type 4 focused on character, valuing the character of the teachers and thinking that male home economics teachers are great teachers who took up the challenge of teaching home economics. This study has significance as it provides the basic data for in-depth understanding of students' perception of male home economics teachers in individual context.

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.192-192
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• 1997

• Journal of Korean Home Economics Education Association
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• v.11 no.1
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• pp.25-45
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• 1999

Home economics is a very important part of high school curriculum. The goal of home economics is to enable the students to get necessary knowledge and skills of household affaires, so they can manage their household tasks easily. This study was investigated to know the present condition of high school food preparation classes and evaluation method and to find out the problems related to the evaluation. Ninety four teachers from Kyoung-Ki province answered the questionnaire. The results are as follows： They though that the most appropriate food preparation classes should be at least 4-6 in a year. But in practice they only had 1-2 classes because of the time and budget. Because most of the teachers wanted the students to apply their knowledge to real life, they mainly chose Korean foods instead of western foods. It may help the students understand the Korean traditional food. Most of the schools needed additional gas oven ranges, microwave ovens and water purifiers. Most teachers(87.50%) evaluated the students in groups. This was due to limited time and lack of objective evaluation methods. So it is suggested that the Ministry of Education must make the measure of objective evaluation and allot more home economics hours at high school curriculum.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.129-149
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• 2021

The purposes of this study were to examine the current status of the establishment of home economics-related departments in colleges and universities and the changes required in the home economics curriculum of secondary schools, and to structure the elective courses of home economics subject(group) that can be organized in the next high school curriculum. To achieve these purposes, related literature and data were analyzed, and a questionnaire survey and FGI were conducted by home economics experts. The research results are as follows. First, home economics was considered to be highly related not only to the human ecology but also to social sciences, education, engineering, and arts and physical education. The numbers of technical colleges and 4-year universities with departments related to home economics were 1,405 and 961 respectively in 2019. Therefore, it was confirmed that there is a sufficient basis for opening home economics subject(group) elective courses in high school. Second, in the secondary school home economics curriculum, the concepts of culture, relations, independence, and sustainability were emphasized based on the changing life patterns and values. It was proposed that the contents of the home economics course would be structured in a way that allows deep and high-level thinking and helps students to enjoy culture. This demand can be implemented by diversifying, specializing, and structuring the elective courses of the home economics subject(group). Third, a total of 18 elective subjects and subject outlines were structured in the fields of child/family, food/nutrition, clothing, housing, consumption/family management, and home economics integration. This study results will contribute to the establishment of the high school credit system by providing basic information for organizing the next home economics curriculum, and expanding the options for home economics subject(group) to high school students.

• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.1-9
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• 2002

The objectives of this study were to measure the effect of Practical Reasoning Instruction in Home Economics : specifically. its effect on developing of critical thinking as well as to evaluate the degree of the critical thinking process. with reference to its sub-factors and the level. The research subjects were consisted of the experimental group of 119 freshman class female students from the “A” High School and the comparative group of 110 freshman class female student from the “C” High School in the city of Chung-Ju. This research was conducted under the pre-post test control group design. administering the Pre-Post testing to both the experimental and the comparative groups. The experimental group was subjected to Practical Reasoning Instruction in Home Economics : whereas the comparative group was taught under the lecture-Instruction in Home Economics The research findings are as follows: 1. Those who studied Home Economics under the Practical reasoning method scored higher on the critical thinking Process than the comparative group students who were taught Home Economics in the lecture-style approach. 2. The experimental group of students. who studied Home Economics under the Practical reasoning method. scored higher than the comparative group in their ability to perceive assumption and to render Judgment among the five sub-factors of their critical thinking processes.

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.189-189
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• 1997