• Title/Summary/Keyword: Home Economics1

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A Content Analysis of Financial Education Reflected in the Textbooks of Three Subjects in Middle and High Schools (중·고등학교 교과서에 나타난 금융교육 내용 분석)

  • Lee, Jonghee;Lee, Yonsuk
    • Journal of Families and Better Life
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    • v.33 no.2
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    • pp.1-19
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    • 2015

  • The objective of this study is to analyze the scope and depth of financial education currently delivered through three subjects in middle and high schools in South Korea. In order to systematically achieve the research objective, this study analyzed the textbooks to see how much coverage each topic received based upon the Finance Education Standards developed by the Financial Supervisory Service and the Korea Institute for Curriculum and Evaluation in 2011. In particular, this study used textbooks of three subjects such as Technology Home Economics, Social Studies, and Economics. Finally, this study discussed several implications for financial educators for teenagers and policy makers.

  • https://doi.org/10.7466/JKHMA.2015.33.2.1 인용 PDF KSCI

Curriculum Deliberation in the Home Economics Historial Literature of United States (미국의 가정과 교육과정 논의와 관련된 역사적 문헌 고찰)

  • Ju, Sueun;Yoo, Taemyung
    • Journal of Korean Home Economics Education Association
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    • v.27 no.2
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    • pp.1-33
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    • 2015

  • This study examined the curriculum deliberation in the home economics historical literature of United State. Out of 13 literature, 9 were carried by academic federation or association and 4 were carried by individual authors. Starting from Catharine Beacher's Treatise on Domestic Economy to NASAFACS's National Standards for Family and Consumer Standards, the background of each document was introduced, curriculum contents organization was examined, and its implication was discussed. The results showed that home economics curriculum has been suggested being organised around key concepts in typical home economics areas throughout the history until the practical problem-focused curriculum organization based on critical science suggested by Majorie M. Brown in 1978. Regardless of the patterns of organization of curriculum contents, home economics pursue the common mission and aims of home economics. Another finding was that curriculum deliberation on the integration of curriculum contents was sought throughout the history.

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The Research on H-PCK(Pedagogical Contents Knowledge in Home Economics Education) formation process of 2017 Novice Teacher in Busan (신규임용교사의 H-PCK 형성과정 탐색: 2017 부산지역 가정과 신규임용 교사를 대상으로)

  • Kim, Nam Eun
    • Human Ecology Research
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    • v.56 no.3
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    • pp.247-262
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    • 2018

  • This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.

  • https://doi.org/10.6115/fer.2018.019 인용 PDF KSCI