• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.133-153
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• 2010

The purpose of this study is to find out the philosophy embedded in the newly revised 2007 Home Economics curriculum. Furthermore, it analyses the current situation and future tasks of textbooks in view of that philosophy. With this analysis it tries to give alternative teaching-learning strategies for making the best use of the existing textbooks. This study deals with the newly revised 2007 Home Economics curriculum. It also analyses the twelve sorts of textbooks for the first grade students in secondary schools, which are supposed to be based on that curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, in the character and objectives of the curriculum is embedded the critical science perspective of Home Economics curriculum. Second, the current situation and future tasks of the textbooks are analysed with the criteria by Yang, mi-kyung about textbook construction. And we have ascertained the following problems. The current textbooks are not well designed so that teachers have the appropriate orientation, encourage students to nurture the critical thinking abilities, and urge students to employ practical reasoning in the context of society, history and culture. Third, this study proposes five alternative teaching-learning strategies for making the best use of the current textbooks in order to tackle the above-mentioned problems.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.47-62
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• 2006

This research was conducted to find out price change of education service. Consumer Price Index annual series data in Korea National Statistical office from 1990 to 2004 were used for analysis. First, education price indexes showed an average annual increase of 7.3% during the last 15 years (1990-2004), marking the highest increase among items in the CPI basket. The average annual increase in tuition fees and other fees, expenditure classes of education price. has been 7.5% and 6.0%, respectively. Secondly, an average increase in tuition fees for two-year college was higher, followed by tuition fees for kindergarten, private four-year college, national four-year college and secondary schools. An average increase in primary school textbook costs was higher in the category of 'other fees' followed by junior high school textbook costs, junior high school supplementary book costs and home delivery supplementary book costs Thirdly, there were no differences in price changes of secondary school textbooks, junior high school supplementary books, high school supplementary books among 16 locations. An average increase in after-school education (selective subjects) for college entrance examination was higher in Gwangju but lower in Seoul, compared with other cities. An average of 7% difference was seen annually among regions. When the year 2000 was considered as 100, the most significant gains were seen in Kwangju at 80% and Gangwon at 57%. An increase in after-school education (all subjects) for college entrance examination was higher in South Cholla Province but lower in North Gyeongsang Province. An increase in after-school education (all subjects) for college entrance examination was higher in South Cholla Province but lower in North Gyeongsang Province. An average of 7% difference was seen annually in the annual increase. When the year 2000 was considered 100, most significant increase was seen in Busan and South Gyeongsang Province at 37% and Jeju Island at 34%.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.79-101
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• 2013

This study examined how practical reasoning processes were reflected in the revised consumer education of technology & home economics textbooks in secondary schools. Twenty-four textbooks from secondary schools for 7th to 10th grades were analyzed. Areas of textbooks analyzed were introduction, body content, learning activity, and evaluation. Analysis criteria were extracted from the previous literature regarding contents and questions dealing with practical reasoning processes and revised by a researcher of this paper. The results and conclusions of this study are as follows. The results of the analysis of the practical reasoning processes showed that, across all grades, "contexts" was the most common element, and "alternatives and means" was the second most common elements. The elements of "consequences", "action and reflection" were less represented in the textbooks, with the exception of the learning activity part. The types of practical reasoning process reflected were classified either as the entire process of reasoning being reflected or some of the process being reflected, or included in the body content. Most of these were some of the process being reflected. Since there were a lot of concept-oriented statements rather than questions, more practical reasoning questions should be developed to increase the reasoning process. In addition, a need exists to develop a variety of ways to utilize the entire practical reasoning processes in the textbooks to help teachers apply the practical reasoning processes to their lessons.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.