• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.99-119
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• 2015

The purpose of this study is to examine the educational contents of home economics textbooks that solely focus on forming adolescent empowerment. For this, an in-depth content analysis was conducted on the home economics textbooks in Korea and the U.S. The main results of this study are summarized as follows: First, the 23 content elements, which are designed to build adolescent empowerment, were ascertained: nine intrapersonal empowerment elements such as the self-identity, nine interpersonal empowerment elements such as the communication, and five social empowerment elements such as the leadership. Second, based on the content elements selected from above, the textbooks in Korea were observed to deal with 58% of the 23 content elements, while those in the U.S. discussed 90% of the 23 content elements. Korean textbooks primarily focused on helping students understand major concepts, whereas the U.S. textbooks focused primarily on helping students make connections between major concepts and their life. Lastly, both countries put the least amount of weight on social empowerment content elements(Korea: 37%, U.S.: 70%).

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.79-94
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• 2019

The purpose of this research study was to examine how multi-cultural education contents are reflected in the contents related to the 'Human Development and Family' area of middle school Technology-Home Economics textbooks, based on the multi-cultural education criteria developed by Paek(2014). The sample of the study consisted of the 'Human Development and Family' contents in 'Technology-Home Economics 1·2' textbooks from five publishers (10 volumes) written in accordance with the 2015 revised curriculum. The research results of the study can be summarized as follows: First, all the four multi-cultural education criterion components were shown in the textbooks from five publishers. Cooperation was shown in the highest frequency, followed by Identity, Diversity, and Equality. Second, the analyses of text, image, and learning activities in the textbooks confirmed that Home Economics as a subject contains multi-cultural education contents that allow students to establish self and identity, respect others, accept diverse family patterns, understand family changes from multiple viewpoints, and form family community culture from gender equality perspective without prejudice. Ultimately, it can be concluded that Home Economics is a subject that enables learners to learn how individuals and families can cooperate and care for each other in order to harmoniously coexist.

• Korean Journal of Human Ecology
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• v.23 no.1
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• pp.63-84
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• 2014

This study examined the contents of 'Adolescent's Consumption Life' unit in 12 Technology Home Economics textbooks used in the 2009 revised curriculum to analyze the contents of school consumer education. The main summary of this study is as follows: First, the contents of consumer education in the unit of 'Adolescent's Consumption Life' consisted of five criteria including the understanding of adolescent consumer, consumer's right and responsibility, reasonable purchase, resolution to consumer problems, and the formation of new consumption culture. Second, significant differences were found in the contents of consumer education among textbooks because basic concepts have been not been clearly defined yet. Third, essential content was either omitted or hard to understand. Thus, some contents elaborations were inappropriate for students' level. Fourth, there were some limitations in drawing interest and attention from learners and developing dispute resolution competence, since the textbooks mainly comprised the theory-oriented contents of consumer education. Fifth, cautious consideration needs to be taken with regards to clear understanding of basic concepts and systematic and consistent contents composition for coherent and organized school consumer education. These research findings are anticipated to provide basic information of Technology Home Economics textbooks to teachers, and will be utilized as basic data in organizing textbook contents or developing efficient teaching-learning programs for consumer education.

• Korean Journal of Human Ecology
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• v.24 no.2
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• pp.297-325
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• 2015

The purpose of this research is to analyze content elements of Housing area in 2013 middle school Technology Home Economics textbooks 1 and 2, total of 22 according to 2009 revised curriculum. The analysis method was content analysis, focusing on contents of main text, tables & figures, reading material, and activity materials by their content elements. This research will contribute in obtaining suggestion for the post curriculum/textbook development and helping teachers to perform a lesson. The results are as follows. First, Housing area included 1 to 4 content elements per each units, from 2 chapters and 6 units. The content elements stated in Home economics curriculum were total of 16 which consists of 'the meaning of housing,' 'housing types,' 'family forms,' 'family life style cycle,' 'life style,' 'neighboring environment,' 'co-living values,' 'air environment,' 'heat environment,' 'light environment,' 'acoustic environment,' 'space division,' 'circulation', 'effective use of space,' and 'sustainable dwelling practice.' All of these components are dealt with in every textbooks. Second, the numbers of content elements provided in each textbooks were the same, however they showed difference in their contextual aspect. Some contents need supplemental material for their lacking content element. Others need proper understanding of the concept because some showed different contents from the appropriate content elements. Third, repetitions in content elements were observed, the contents of 'co-living values' in textbook 1 and 'sustainable dwelling practice' in textbook 2 were similar in terms of eco-friendly housing, co-housing and universal housing. These two content elements should be merged as one next curriculum, or should be stated together in one subunit.

• Journal of Korean Home Economics Education Association
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• v.26 no.2
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• pp.31-49
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• 2014

The purpose of this study is to examine how the father involvement suggested in the Home Economics textbook through the development of gender-equal society and provide the basic data for the development of a standard for the father involvement in the viewpoint of gender equality. For this, the father involvement depicted in the main text, photos, and illustrations included in the Home Economics textbooks were examined. A total of 34 Home Economics textbooks written based on the curricula from the 1st Curriculum up to the 2007 Revised Curriculum were analyzed centering on the contents and the quantity of the text, supplementary materials, photos, and illustrations. The following are the results of the analysis. First, the Home Economics textbooks based on the 1st to 3rd Curriculua only described the traditional father involvement, and photos and illustrations did not specifically describe the role of the father. Second, the Home Economics textbooks based on the 4th to 5th Curricula began to show changes such as the image of the father sharing household responsibilities. Third, the Home Economics textbooks based on the 6th Curriculum suggested more active involvement of the father such as sharing the equal responsibility for the upbringing of children and sharing responsibilities for child care and housework. Fourth, the Home Economics textbooks based on the 7th Curricula up to the Revised Curriculum of 2007 emphasized the father's involvement of upbringing children. Especially, a variety of contents including the domestic responsibilities of the father, the correction of the "work-first" attitude, and gender equality related contents were suggested to promote gender-equal society further. Said results show that the contents related with gender equality and the descriptions about the father role in the viewpoint of gender equality are steadily increasing in Home Economics textbooks. However, there were still problems such as the gender-role division regarding the involvement of the father in the family and temporary responses to social demands. Open debates between the experts in the education of Home Economics and experts in family life may be required in order to improve said problems.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.85-100
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• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.53-64
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• 1996

The purpose of the study is to see how much of changes has occurred in the newly revised Home Economics Textbooks required by the 6th Curriculum as compared to those by the former 5th Curriculum, and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 8 different textbooks published in 1996 geared for the 6th Curriculum for data base. The components of the contents divide into two major parts. The first part falls into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pages, cover page, illustration, total of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weight, laboratory experiences, and illustrations and tables. To conclude the study, among many findings, two major points are of great importance to mention here. First, the new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. Second, the strict regulations created by the Ministry of Education for developing textbook found restricting the authors creativity and thus contents variety of textbooks.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.79-91
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• 1996

The purpose of the study is to see as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 6th Curriculum as compared to those by the former 5th Curriculum, and to seek future policy directions with can be improved even better, if any, for further revision. To implement this proposal, the study employs 8 different textbooks published in 1995 geared for the 6th Curriculum for data base. The components of the contents divides into two major parts. The first part falls into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pages, cover page, illustrations, table of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weight, laboratory experiences, and illustrations and tables. To conclude the study, among many findings, two major points are of great importance to mention here. First, the new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection on contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. Second, the strict regulations created by the Ministry of Education for developing textbook found restricting the authors creativity and thus contents variety of textbooks. Those restricting factors include letter type and size, coloring, paper quality, and volume size.

• Journal of the Korean Society of Food Culture
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• v.25 no.4
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• pp.400-409
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• 2010

This study investigated the food and dietary educational content in primary, middle and high school textbooks in order to provide fundamental data for the development of educational programs on Korean traditional food culture. The research objects consisted of 51 kinds of textbooks (15 kinds of primary school textbooks, 29 kinds of middle school home economics textbooks and 7 kinds of high school home economics textbooks), and the contents related to food and dietary education were counted and analyzed. The content analysis was performed using two categories: application method and subject matter. Application method included texts, cases, visual aids (pictures, photos, illustrations, chart, etc.) and activities, whereas subject matter consisted of seven types (well balanced nutrition and health, understanding of food and nutrition, cooking principles, cooking lessons, traditional foods and culture, others). The results of the application method in primary school textbooks show that visual aids were the most common in all six grades. For the subject matter, 'understanding of food and nutrition' was most abundant in primary school textbooks while 'well balanced nutrition and health' accounted for a large part of the contents in middle school textbooks. However, the contents regarding traditional foods and culture were insufficient in primary and middle school textbooks. These results suggest that educational contents on traditional foods and culture should be added to primary and middle school textbooks and covered in various subjects. Furthermore, high school 'home economics' contents need to emphasize comprehensive food and dietary education and adjust to 'science & technology for life'.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.35-52
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• 2014

This study analyzed the 12 different technology home economics textbooks I, II for middle school students and the content systems of the textbooks by 7 instructional strategies in Reigeluth's elaboration theory. The units analyzed were 'Clothing and self-expression' and 'Eco-friendly clothing life and recycling by reform'. The purpose of this study was to provide basic information for the development of textbooks and teaching materials by analyzing current textbooks. Researchers analyzed the textbooks individually using pre-developed analysis frame using Reigeluth's elaboration theory. The results of the study were as follows. The conceptual elaboration process was used in the unit of 'Clothing and self-expression' of all the textbooks used in this study, and procedural elaboration process was mostly used in the unit of 'Eco-friendly clothing life and recycling by reform'. The strategies of advance learning ability were presented mostly in the forms of 'Learning Objective', 'Thought Opening', 'Key terms' in either unit and sub unit. The strategies of summarizer were presented as 'Unit Summary', 'Cleanup' and 'Assessment'. The strategies of synthesizer were used in all the textbooks as the 'Exploration' to increase the students interest through the promotion of the learning content in a variety of activities and projects. The cognitive activator strategies were shown in all of the textbooks using mostly 'Figure,' and others such as 'Table,' 'Diagram', and 'Explanation of Terms'. The strategies of learner control were used to guide the supplement and deepen the learning by various forms. However the analogy strategies were hardly used in units of textbooks analyzed in this study. As a result, the technology home economics textbooks I, II for middle school students applied the Reigeluth's elaboration theory, except the analogy strategies. It is recommended to utilize th analogy strategies and various activities to enhance the students' understanding and participation.