• Journal of Korean Home Economics Education Association
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• v.15 no.1
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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 .

• Journal of the Korean Home Economics Association
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• v.48 no.2
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• pp.1-12
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• 2010

The purpose of this study was to investigate the relationships between maternal knowledge of childcare and mother-teacher communication. The participants consisted of 240 mothers whose children were enrolled at seven childcare centers in Seoul. Respondents were asked to complete a series of questionnaires reporting the important aspects of their childcare, the frequency of mother-teacher communication, and individual characteristics. Information about childcare's structural and procedural characteristics were obtained through interviews with the directors of those centers. The results indicated that mothers only answered 45.5% of questions correctly, and reported a lack of knowledge about childcare services in their respective centers. In particular, mothers didn't have information about caregivers (e.g, education, year of job experience, license, etc). Actual maternal knowledge was significantly correlated with the length of time which mothers were associated with their childcare and the frequency of mother-teacher communication. In addition, there were significant differences in the maternal knowledge regarding childcare services according to mothers' educational level. The results of this study imply that effective parent education programs are needed for mothers who want to enroll their children in childcare centers.

• 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.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.45-90
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• 1990

This study aims finding a desirable practical skill evaluation practice evaluation method and then improving student’s learning effect by analyzing the present state and the methods of practical skill evaluation in middle-high schools home economics education. Investigated persons are 250 of high schools home economics thachers(125) and middle schools home economics teacher(125) in Seoul, who are choosen by means of random sampling. The items analysis of questionnaires was performed by means of SPSS(Statistical Package for Social Science). The investigator analyzed their responses to the questionnaires according to teachers’ages, school careers, majors, places of employment, school years in charge. The results are marked with percentage and the significance level is verified by means of Chi-square(X$\^$2/) analysis method, when necessary. This thesis handles practical skill evaluation of general practice units, of clothing and textile unit, and of nutrient and food unit. The results obtained from the items analysis are as follows; I. Results of the items analysis. A. Practical skill evaluation of general units. 1. The motivation and accomplishment feeling of students are most frequently considered as the aims of practical skill evaluation, but the results of practical skill evaluation are, by contraries, most infrequently considered as improvement materials. 2. A greatest number of teachers make together with their colleagues an annual plan for practical skill evaluation an inform students of the concrete information of the test, but perform respectively practical skill evaluation, using 5 steps method. 3. The percentage that teachers majoring in home economics education as compared with others lay the similar stresses on the preparation processes, attitudes, and results of students is very high.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.137-152
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• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Journal of the Korean Home Economics Association
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• v.33 no.1
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• pp.1-18
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• 1995

This study examined the confronting problems in home economics and its historical and philosophical causing background, and suggested the future direction for home economics and home economics education. This study, hoped to help home economics overcoming its chaotic situation, and to establish academic characteristics through a philosophical consistency: 1. What are the significant problems which home economics has confronted, and the consequences of those problems\ulcorner 2. What are the fundamental caues of the problem\ulcorner 3.What should be the nature of home econimics to be able to overcome the confronting problems and what can be proposed for the future of home economic\ulcorner Each research question was addressed by analyzing Journal articles, theses, philosophical studies in the field. The results were as follows; 1. such problems as the ambiguity in research focus and the nature of academic charateristcs, and the limitation of research method have resulted fragmentation and specialization in the field, and the lack of philosophical research. Also they led home and family. Moreover each problem brought chaos into curriculum of home economics and that of home economics deucation. 2. The philosophical causing backgrounds of present problems are western ideas such as pragmatism, positivism, Social Darwnism and Korean ideas such as Confucian tradition, Practical Science movement in the 19th century, and modernization and industrialization from the middle of 20th century. Along with influencing historical situation these backgrounds have distorted home economics to be technical science oriented. 3. To solve these problems academic characteristics of home economics must be reestablished as practical science and as profession. This study proposed following for the future of home economics and home economics education: (1) For the future of home economics, first, it needs to recover the unity as one academic field with its focus on family by overcoming fragmentation and specialization trend in the field. Secondly, philosophical and historical studies must be carried o for the unity of all specialized field in home economics. Thirdly, home economics must try to reestablish and reflect in pratice its acadimic characteristics as practical science and as profession. (2) For home economic eduation, first, it should not be the instrument for idelogies of powerful social systems. And teacher education for home economics teachers must inclued principles of home economics and philosophy and history of home economics enabling teachers to achieve purposes of home economics. Secondly, its curriculum contents should be composed of practical ones beyond technical ones.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.111-124
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• 2017

The purpose of this study was to determine the perception and understanding of Free Learning Semester (FLS) in home economics teachers and to provide basic informations for effective implement of FLS in future school curricula. Home economics teachers perceived that the objective of FLS was to help students explore their careers and make preliminary decisions. In addition, teachers thought that FLS should be run by active students' participation to find out their dreams and talents. However, teachers felt difficulties in obtaining information or documents related to implementing FLS. Moreover, there were lack of connected activities with local communities to operate FLS. Teachers recognized that it is necessary to receive FLS-related education. Regarding home economics teachers' role in FLS implement, they should provide career education with a perspective of lifelong career and nurture students' capability to lead their lives by themselves. In that sense, FLS should help students find out their dreams and talents, think about their career, set up lifelong career plan through home economics education, and nurture capability to lead their lives. In addition, home economics teachers should provide continuous career education in home economics education at academic semesters.

• Journal of the Korean Home Economics Association
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• v.47 no.7
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• pp.117-128
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• 2009

The purpose of this study was to estimate the prevalence of ADHD based on estimation of ADHD rating scale between mother-teacher and teacher-teacher. In total, 491 mothers and 23 teachers rated 689 5-year-old children on the K-ADHDDS. Descriptive statistics, in addition to independent and paired samples t-test were performed. Overall, the percentages of children with ADHD on the rating scale were 3% in combined type, 7.1-8.6% in predominately hyperactive-impulsive type, and 4.2% in predominately inattentive type. Boys tended to show greater tendency of ADHD than girls’: Overall, ADHD tendency in boys was 1.3 times greater than girls. Specially, 2.3 times more for hyperactivity, 1.4 times more for impulsivity, and 3.4 more for inattention. The correlation between mothers’ and teachers’ ratings were .35 for total, .40 for hyperactivity, .24 for impulsivity, and .28 for inattention, and there were no significant differences. Alternatively teacher and teacher ratings were .71 for total, .70 for hyperactivity, .70 for impulsivity, and .67 for inattention, and there were significant differences in inattention subscale(p < .01).

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.115-128
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• 2014

The purpose of this study was to investigate home economics teachers' perception of cultural diversity education, to provide an efficient educational material for the multicultural education in teacher education and teacher retraining. 160 Home economics teachers answered the survey questionnaires. To analyze the data, SPSS 19.0 for Windows was used to conduct frequency analysis, factorial analysis, credibility analysis, t-test, one-way ANOVA, and Duncan's multiple comparison. The results of this study were as follows. Four dimensions of cultural diversity education were derived by factor analysis: cultural equality, diversity implementation, diversity value, comfort with diversity. As for their awareness about cultural diversity education, it was in the order of cultural equality, followed by diversity implementation, diversity value, and comfort with diversity. The groups were significantly different according to demographic variables. As for the whole awareness about cultural diversity education and the diversity implementation, group of age 40 teachers recognized more highly than other groups. Furthermore, teachers outside Jeonbuk area recognized more highly the cultural equality, diversity implementation, diversity value than those in Jeonbuk, which is the 3rd high area in the nation of multicultural family proportion. As for cultural equality and diversity implementation, teachers over 15 years of experience, recognized more highly than other groups. Those with the teacher certification in the college of education, recognized more highly the cultural equality, diversity value, comfort with diversity than teachers from the other colleges. Teachers who need multicultural education, recognized more highly cultural equality, diversity implementation, awareness of diversity than those who don't. These results imply that in home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education. And for teachers with highly recognizing cultural diversity to conduct a systematic multicultural education more efficiently, there should be both systematic pre-service education programs at college level and in-service education programs for the teachers in terms of cultural diversity education.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.135-149
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• 2023

The purpose of this study is to develop and implement an integrated course model that centers around the subject of Home Economics Education Curriculum and Teaching Methods and its pedagogical approaches, as well as the subject of Chinese Language and Literature Curriculum and Teaching Methods and its pedagogical methods. This study aims to provide a framework to prepare pre-service teachers to effectively address a variety of educational issues in future educational settings. To achieve these objectives, the study utilizes Fogarty's connected model as a guiding framework to explore the impact of the integrated curriculum on fostering collaborative and divergent thinking among students. The findings of this research confirm that this model not only cultivates interdisciplinary competencies among course participants but also goes beyond the mere transmission of knowledge to build the capacities needed for forming an educational community, thereby increasing course satisfaction. Additionally, the study substantiates the importance of learner-centered strategies, cooperative learning, and diverse evaluation mechanisms. Such an integrated course model has the potential to revolutionize not only pre-service teacher education but also to be applicable in in-service teacher training, thus contributing to solving a broader range of educational issues.