• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.151-168
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• 2019

This study aims to verify the effects of the sewing practice class, developed for the cultivation of creativity and personality, the two qualities that the Korean Department of Education tried to emphasize in 2009 national curriculum. We conducted a single-group pretest-posttest experiment with the developed sewing practice class as a treatment. Results are as follows. First, the comparison results of before and after the developed sewing practice class showed that there were meaningful differences in creativity and its subfactors such as divergent thinking skill, problem solving ability, open-mindedness and patience. This is because in-class activities such as coming up with ideas by group discussion, creative activities and problem-solving experiences make the students be aware that they are the hosts of the class. It also affected their abilities of producing creative ideas and solving problems proactively. Second, the developed sewing practice class had an impact on students' personality and its subfactors like responsibility, diligence, consideration, communication skill, and collaborative ability. This practice class is based on personal activities which lead to the completion of the group assignment. This has not only emphasized individual responsibilities, but also highlighted the completion of group work and encouraged the flow of communication and cooperation among students. As a result, we concluded that this practice class helped nourish the participating students' personality.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.231-258
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• 2008

The purpose of this study was to analyse the needs and recognitions of education to prevent children sexual abuse and to suggest the basic data for school prevent education program. For this purpose 1210 primary school teachers were suggested in Korea and finally 973 questionnaires were analysed. The results are as follows; First, fur the needs of education contents for children,'the reaction skills to crisis situation of sexual abuse' was most needed, and 'the types and cases of sexual abuse' and 'the legal regulations' were lowest. Second, for the recognitions of education forms for children, teachers thought the proper form that professional instructors outside school related sexual abuse in special education type, $1\sim2$ times per semester, to all years of children and parents. Third, the education contents and forms to prevent sexual abuse to children were significantly different by age, gender, carrier years, area for work, related training experience. Fourth, the retraining program chances for teachers and prevent education program for children using the National Common Basic Curriculum needs to be broad.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.1-13
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• 2021

The purpose of this study is to identify trends and potential themes of research on consumption of children and adolescents for 20 years by analyzing keywords. The keywords of 869 studies on consumption of children and adolescents published in journals listed in Korean Citation Index were analyzed using text mining techniques. The most frequent keywords were found in the order of youth, youth consumers, consumer education, conspicuous consumption, consumption behavior, and character. As a result of analyzing the frequency of keywords by dividing into five-year periods, it was confirmed that the frequency of consumer education was significantly higher betwn 2006 and 2010. Research on ethical consumption has been active since 2011, and research has been conducted on various topics instead of without a prominent keyword during the most recent 5-year period. Looking at the keywords based on the TF-IDF, the keywords related to the environment and the Internet were the main keywords between 2001 and 2005. From 2006 to 2010, the TF-IDF values of media use, advertisement education, and Internet items were high. From 2011 to 2015, fair trade, green growth, green consumption, North Korean defector youths, social media, and from 2016 to 2020, text mining, sustainable development education, maker education, and the 2015 revised curriculum appeared as important themes. As a result of topic modeling, eight topics were derived: consumer education, mass media/peer culture, rational consumption, Hallyu/cultural industry, consumer competency, economic education, teaching and learning method, and eco-friendly/ethical consumption. As a result of network analysis, it was found that conspicuous consumption and consumer education are important topics in consumption research of children and adolescents.

• Human Ecology Research
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• v.60 no.1
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• pp.87-98
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• 2022

This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.149-161
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• 2006

This study examined preferences for the clothing and textiles section of 'Technology and Home Economics' course, comparing males to females, and subdividing three groups based on the preference of the clothing and textiles section: a high-preference group, a medium-preference group, and a low-preference group. Their perceptions of the section. need to study, level of practice of teamed content, and learning needs were compared between males and females and among the three sub-groups. The subjects of this study were 176 male and 176 female high school students in Seoul. Data were collected using questionnaires with a 5-plint scale in September, 2004. Finally, 352 questionnaires were analyzed by the SPSS program. The results showed that all preferences for the clothing and textiles section were average and girls' preferences were higher than boys' preferences. General perceptions of the clothing and textiles section were positive, and there were no significant differences by gender. The perceptions of the high-preference group were more positive than those of the other two groups. The perceived importance of studying was high. especially with respect to clothing care and storage. Girls reported a greater need to study than boys did. Among both boys and girls, the high-preference group reported a greater need to study than the middle and low-preference groups did. The level of practice of learned content was leo, except for contents related to attire and the purchase of clothing. Girls practiced contents learned about attire more than boys did. Among boys, the high-preference group practiced contents teamed in all areas more than boys in the other two groups. However, among girls. only content related to attire was preferentially practiced by the high-preference group. Both boys and girls exhibited tile greatest learning need for fashion coordination. Girls had more learning needs than boys in all contents, except for clothing and environment. Among all students, the higher the level of preference, the higher their learning needs.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.63-77
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• 2006

The Purpose of this study is to provide the basic data for the improvement or the contents or clothing curriculum in the 7th technology home economics of middle school. The standard of satisfaction of students' according to the detail domains and the standard of necessity and practical use and learners' patterns of activity task suggested in textbooks were evaluated. The ninth grade 169 boy students and 336 girl students in the national capital region were participated in this survey. According to the survey results, firstly, a dress domain got the highest relative importance(28.56%) while a clothes material domain took the lowest relative importance(8.07%) among various detail domains. Secondly, the standard of satisfaction according to each detail domain fell below the average. Generally girls' satisfaction for teaching was higher than boys'. Thirdly, a clothes material domain showed the lowest necessity for textbook contents according to detail domain and other domains showed above the average. The necessity for textbook contents appeared high for boy students rather than girl students. In addition, boy and girl students did not have interest in content relevance in textbook. Especially, they could not do well and understand experiments and practices in clothing section. Finally, The degree of utilization of the activity task ill textbooks was very low. Among various activity tasks, the learning by discovering and exploring were more utilized than cooperating learning.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.157-171
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• 2008

The year of 2007 Reformed Curriculum encourages various activity materials in the textbook facilitate students oriented self-help learning. The purpose of this paper is to find out how much the activity materials in housing area of middle school Technology and Home Economics are practiced in the class and why they are used or not used. The data were collected from 253 middle school teachers who had ever taught the housing unit in any of 6 textbooks. The analyses indicated that the most frequent teaching methode was lecture based on the textbook and internet data focused on the figures and contents of the individual textbook. The average rate of practicing the activity materials was differ by textbooks and the characteristics of the materials such as type of materials, feature of non sentence materials, and type of activity. The main two reasons to practice the activity materials were it's adequacy to class goals and application to everyday life. Low interests of students and shortage of time were the two main reasons why not used the materials. Textbook writers should consider these reasons as well as the characteristics of activity materials practiced in the class by the teachers in order to meet the goals of the reformed as well as current curricula.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.43-66
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• 2018

The purpose of this study was to conduct the instruction for 'Family Life Planning' based on backward design and measured the learners' understanding and satisfaction for testing validity. In short, the result of this study are as follows: In this study, first of all, the students could explain significant concepts, knowledge, and principles for the planning of family life; they could interpret and apply them; they have perspectives on them; they could empathize them; and they could have self-knowledge. The students could also accomplish high achievements for important concepts related to the field of family life planning. In conclusion, this study showed that the developed instruction was very effective for the students to achieve fruitful results, accelerating the learners' persistent understanding. Second, the learners had high satisfaction on the instruction of Family Life Planning based on backward design with the average score of 3.68 out of the perfect score 4. The students could be satisfied with the developed instruction since they could have high interest in the class thanks to diverse learning materials, and they could take an active part in the learning tasks based on group activities and questions. Also they could apply the contents that they learned through task performances to new situation and context. Therefore, this study proved that the developed instruction enhanced the learners' satisfaction on class.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.