Journal of Korean Home Economics Education Association
/
v.7
no.1
/
pp.97-106
/
1995
The purpose of this study is to investagte Teacher’s attitudes and demands on the contents for housing of Home Economics Texbook of Middle School. The data from 236 home economics teachers were randomly selected through a mailing survey in nation wide. The findings of this study are as follows: Teacher’s attitudes toward housing area implied some suggestions for the following curriculum. And these attitudes were similar among respondents. The level of demands for each content on housing was over 3.2 out of 5, which indicated generally high demands toward housing area. Safety issues was the most demanded content. followed by solving space problems. Those demanding related issues were similar among respondents.
Journal of Korean Home Economics Education Association
/
v.13
no.2
/
pp.85-99
/
2001
The purpose of this research is intended to analyze the actual condition of in-service training for the teachers who teach Home Economics Education in the middle and high school and to survey their viewpoints on the actual condition of the in-service training. So I could find the effective ways on the in-service training by finding many kinds of needs and improvements on the basis of present problems in the Home Economics Education. The research results are as follows : 1. This research indicated that most teachers answered that the most proere significant per time of the in-service training was the school vacations(49.5%). 63.4% of the teachers answered that the present 60 hours on the question of how many hours are appropriate is proper. On the question of what the most proper cycle for the educational training is. 47.2% of the teachers answered that the present 3-year cycle is appropriate. 35% of them supported the selecting system for the trainee according to the experienced or non-experienced for the up-to-date in-service training. And 35% of them answered that the speakers for the training program must be the experienced teachers in education. In the contents of the training program. many teacher insisted that the percentage of the text for the major should be raised(49.6%). According to the survey about the teaching and learning methods and evaluation. teachers were satisfied with the levels of satisfaction on the teaching and learning methods in 65.1%. This survey indicated that teacher preferred the discussion and case study(35.9%). the practice-centered class(29.3%) and the on-the-spot study(20.9%) in order on the teaching methods. In terms of the educational environment. 56.9% of the teachers answered the number of trainee is too many and they suggested that the proper number of trainee is about 20∼30. 2. This research showed that the most important problem of this training system was the over-population of the trainee(33.5%) and the most severe problem of the educational environment was the lack of air-cooled and heated system(24.8%).
This paper presents a social network analysis of changes in Home Economics education content loaded on YouTube before and after the outbreak of COVID-19. From January 1, 2008 to June 30, 2021, a basic analysis was conducted of 761 Home Economics education videos loaded on YouTube, using NetMiner 4.3 to analyze important keywords and the centrality of video titles and full texts. Before COVID-19, there were 164 Home Economics education videos posted on YouTube, increasing significantly to 597 following the emergence of the pandemic. In both periods, there was more middle school content than high school content. The content in the child-family field was the most, and the main keywords were youth and family. Before COVID-19, a performance evaluation indicated that the proportion of student content was high, whereas after the outbreak of the disease, teacher content increased significantly due to the effect of distance learning. However, compared with video use, the self-expression and participation of users were lower in both periods. The centrality analysis indicated that in the title, 'family' exhibited a high degree of both centrality and eigenvector centrality over the entire period. Degree centrality of the video title was found to be high in the order of class, online, family, management, etc. after the outbreak of COVID-19, and the connection of keywords was strong overall. Eigenvector centrality indicated that career, search, life, and design were influential keywords before COVID-19, while class, youth, online, and development were influential keywords after COVID-19.
This study critically appraised the accumulated articles based on the critical science perspective on Korea's home economics education. The 55 articles published from 1993 to 2011 were identified and placed into three categories: Critical science paradigm, practical problem-focused curriculum, and systems of action. The common result across categories was that some authors did not fully understand the concepts of practice, a practical problem-focused curriculum, the practical reasoning process, and the systems of action. A positive outcome of including a critical science perspective in the Korean national curriculum will be seen when systems supporting this perspective, such as those providing more specific information on a critical science perspective and the relevant textbook accreditation standards, are available. We present a proposal based on considerations of a national curriculum, teacher education, relevant philosophical perspectives, and classroom practice.
Journal of Korean Home Economics Education Association
/
v.14
no.2
/
pp.37-52
/
2002
This study was made on the concerns and implementation of the ICT(Inormation and Communication Technology)-utilized lesson by home economics teacher. The objective of this study is to investigate the stages of concern and the level of use of the ICT-utilized lesson by home economics teachers in Kyunggi Province through the concerns based adoption model(CBAM) and to provide assistance for ICT-utilizing lesson to be efficiently adopted to home economics. This study made selected 200 schools by random sampling among 233 middle schools which have two or more home economic teachers and 21 or more classes in Kyunggi Province which has a total of 395 middle schools and mail-surveyed on 400 home economics teachers by means of questionnaire. The stages of concern. the levels of use and the types of implementation were used as instruments in this survey. The results of this study on the stages of concern. the levels of use and the type of implementation of the ICT-utilized lesson by home economics teachers in Kyunggi Province were as following: First. the highest point of the concern of home economics teachers of ICT-utilized lesson was the stage of awareness. the second highest point was the stage of management. the 3rd stage. and the stage of information. the lst stage. Second. the highest level of implementation of ICT-utilized lesson by home economics teachers was the level of mechanical use. the 3rd stage(30.4%), which followed by the level of orientation. the 1st stage(22.5%). and the level of nonuse(16.7%). the level of rountine use. the 4th stage(13.7%) the level of integration. the 5th stage(11.8%). the level of preparation 2(3.9%). and the level of renewal. the 6th stage(1.0%) Third, information search was the most in the type of ICT-use and in the course of lesson CD-ROM was used the most.. During ICT-utilized lesson. most of teachers used computer one to two hours a week mainly in the lessons of clothing life and eating life. Home economics teachers took the most training of how to use word-processor(68.6%) during computer education. and 60 teachers(66.0%) gave positive response about the effect of computer education on teacher's learning. Finally. the biggest problem with ICT-use in the teacher's learning was the long preparation time for lesson. and problem with ICT-utilized lesson was the burden of time and effort spent to buy needed materials and to recompose the existing materials for the lesson. Therefore. so as to adopt ICT-utilized lesson efficiently into school it is needed that active promotion for the lesson should be made to teachers. training teachers to raise their ability to use computer and various kinds of software should be expanded. and school authorities' financial and administrative assistance should be given for the smooth proceeding of the lesson.
Journal of Korean Home Economics Education Association
/
v.13
no.2
/
pp.47-57
/
2001
The purpose of this study is to analyze the differences of gender equity awareness and the degrees of gender equity teaching practices between the home economics teachers and technology teachers in the middle school. For the final analysis of the study. the data collected from 277 teachers (127 home economics and 150 technology teachers) of the middle schools in Kyong-gi Province were used. The framework for the awareness of gender equity has been modified from the study made in 1999 by Korean Institute for the Development of Women. A set of questions on gender equity teaching practice developed by Chung Hae-suk in 1998 has been modified for the study. Mean. standard deviation. percentage. t-test. Pearson correlation. and regression analysis were used to analyze the data utilizing the SAS Program. The findings of the study are as follows : 1) Both the home economics and the technology teachers show relatively above average in the awareness of gender equity. In comparing the two groups. the home economics teachers were higher in the awareness score than that of the technology teachers. 2) The impact of individual personality on the awareness appeares most significant in relations to gender of subject and teaching subject : moreover. the gender of teacher appears to explain the awareness of the gender equity more than the subject they teach. 3) Both the home economics and the technology teacher show relatively balanced teaching practices as far as gender equity is concerned. Between the two groups of teachers. home economics teachers score is higher in practicing gender equity in their teaching activities than the technology teachers. 4) The awareness of gender equity proves to be the most influential variable in their gender equity teaching practices.
Journal of Korean Home Economics Education Association
/
v.27
no.4
/
pp.1-18
/
2015
The purpose of this study was to conduct a course entitled 'Teaching practice' applying Problem Based Learning(hereafter PBL) for perspective Home Economics teachers to explore the applicability of PBL to the course. A course entitled 'Teaching practice' was carried out for 17 undergraduate students from the 2nd of March till 11th of June in 2014. Pre- and post-tests to measure teacher disposition were performed to investigate the effectiveness of the course applying PBL. Three questions for PBL were developed, were determined after obtaining verification of the questions from 5 experts, and were used for the course entitled 'Teaching practice'; Developing teaching-learning plan, establishing plan for homeroom class management, and designing assessment of Technology & Home Economics. The processes of PBL include defining the problem, planning problem solutions, reassessing the problem, identifying possible solutions, and performance presentation. Procedures for solving one problem of PBL took 4 weeks and teacher disposition assessment for effectiveness of PBL was carried out for pre- and post tests. The reflection journal showed that even though it was their first experience of PBL, instructor's feedback, group activities, and individual activities were helpful for solving the problems of PBL. The result of dependent t-test for paired samples revealed significant differences between the pre- and post tests, which means that there was effectiveness of the course applying to PBL on teacher disposition of prospective Home Economics teachers.
Journal of Korean Home Economics Education Association
/
v.19
no.2
/
pp.1-12
/
2007
This study analyzed the recognition and utilization regarding teacher's guidebook for middle school technology-home economics class in the 7th Educational Curriculum. The data were collected via e-mail to teachers teaching home economics in middle schools. These e-mail addresses were acquired from middle school web pages registered on the Educational Board. The 355 data were analyzed using the SPSS program. The results were as follows: First, teachers recognized highly the necessity of teacher's guidebook. However, as the actual guidebook was not adequately helpful, the overall degree of satisfaction was relatively low. Teachers utilizing guidebook had more positive recognition on teacher's guidebook than teachers who did not. And teachers majored in technology education thought teacher's guidebook more helpful compared with teachers majored in home economics education. Second, teachers referenced teacher's guidebook mostly for field practice guidance. Third, teachers who did not utilize teacher's guidebook used other reference materials such as Internet Web sites and audiovisual materials. They were most commonly used for the reason that the contents were ample and easy to access. Fourth, the followings were suggested to improve teacher's guidebook. The provision of learning contents that can be practically used in class, the various samples of teaching-learning method, the specified methods of planning and criteria for performance assessment, the adequate supplementations regarding textbook contents, and the improvement of the outward layout format of the guidebook.
Journal of Korean Home Economics Education Association
/
v.9
no.1
/
pp.83-94
/
1997
The purpose of this study was to provide fundamental information for the determination on secondary Home Economics educations contents on food/nutrition. For this purpose, the Home Economics teachers’needs assessment was performed in view of three(technical, interpretive, emancipatory) systems of action. Questionnaire survey was performed. Among 564 questionnaires sent to Home Economics teachers of 396 secondary school selected by systemic random sampling 362 questionnaires were received and 335 questionnaires were analyzed for this study. As a statistical tool, SPSS/PC(sup)+ was used to analyze frequency, mean, standard deviation, T-test and ANOVA. The major findings in this study were as followings: 1. The most important system of action Home Economics teachers recognized on the contents of food/nutrition was interpretive action, followed by emancipatory action. Technical action was turned out to be the least important system of action. 2. Home Economics teachers recognized that the content of interpretive action was the most achieved action in the text book. The least achieved action was emancipatory action, and the middle was technical action. 3. The needs related to contents of emancipatory action was the highest, followed by interpretive action. The lowest needs was the contents related to technical action. 4. Home Economics teacher’s personal background and situation variables make no difference in the importance, achievement in the text book, and the needs of food/nutrition contents.
Journal of Korean Home Economics Education Association
/
v.35
no.1
/
pp.139-155
/
2023
The purpose of this study is to improve the digital literacy of pre-service home economics education teachers by designing and applying 'teaching materials and methods of home economics education' class using the Metaverse platform in virtual classes during the Covid-19 pandemic. For this purpose, six lessons of the 'Teaching Materials and Methods of Home Economics Education' classes were designed and applied as a class using the Metaverse platform, and the effectiveness was analyzed. In this study, three types of classes(TBL, discussion, and PBL) were developed and evaluated. The results of the study showed that most of the learners were satisfied with the classes utilizing the Metaverse platform, and the effectiveness of the classes was shown in terms of learner-instructor interaction and the realism of actual classroom cases. Based on these results, it is expected that various home economics education classes utilizing metaverse platforms will be developed and applied to school sites to increase the realism of lessons.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.