• Human Ecology Research
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• v.59 no.1
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• pp.99-112
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• 2021

This study develops and applies a service learning course that integrates university curriculum with the local community in housing and interior design. The results of the study are as follows. First, the service learning course of the housing and interior design was developed as a six-week lecture based on the project model with the theme of housing for the socially disadvantaged. Second, this course was implemented with faculty, students, interior designers, and service recipients to engage in activities to improve the educational environment of local child centers. Next, students engaged in the service learning course and continuously conducted reflection activities to enhance the effectiveness of learning. In reflection activities, students assessed that self-directed capabilities increased as has employing the coordination and applicability to meet identified community needs. Finally, faculty, students, and experts (including institutional experts and supervising departments) evaluated course practice and educational outcomes. Experts assessed that the course clarified course objectives, utilized various learning strategies, and showed that the structural reflection mode of learners and professors was overwhelmingly positive. The results indicated that service-learning courses enable students to integrate academic study with social work to better understand course content through direct engagements in experience learning. Furthermore, students are empowered by participation in public services that benefit service clients and consultants as students take more personal responsibility for learning.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.337-345
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• 2021

This study was conducted to identify factors that affect the academic achievement of nursing students in home-based course. Data were collected from 324 nursing students attending H university through a questionnaire. Using SPSS/WIN statistics 20.0, the data was analyzed by t-test, ANOVA, Pearson Correlation, and Multiple Linear Regression. Factor that was significant to the academic achievement of nursing students in home-based course was learning engagement(t=2.368, p=.019), which showed 21.8% of the explanation. In conclusion, the development of convergence teaching-learning strategies that reflect new knowledge and technology, and various extracurricular programs are necessary to improve academic achievement through the learning engagement of nursing students in home-based course.

• Human Ecology Research
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• v.61 no.3
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• pp.297-318
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• 2023

The purpose of this study was to develop a high school home economics financial consumer education program based on backward design and validation by experts. The program was designed and developed by first selecting learning content elements through a review of existing research and an analysis of relevant literature. The next step was to categorize these elements into seven themes and apply the backward design instructional design model 2.0. The program was prepared in the form of a 21st teaching-learning course plan and workbook and was verified by nine home economics teachers with working experience in high school. The evaluation revealed that the average value for all questions was 3.81 (out of 4 points) and the CVR was .99, indicating that the program was valid. In addition, positive evaluations were received in terms of learning goals, content level, and learner participation by class. This study has significance in that a systematic financial consumer education program was developed by Education of Home Economics to improve the financial literacy of high school students. It can therefore be used as an elective course (mini-course) in Home Economics in the high school credit system. A follow-up study will be required to assess the improvement in financial literacy after implementing this program.

• The Research Journal of the Costume Culture
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• v.29 no.1
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• pp.134-151
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• 2021

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentally-friendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.1-18
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• 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
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• v.6 no.2
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• pp.133-145
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• 1994

The purposes of this study are to investigate the relationship between the Piaget’s cognitive developmental theory and the practical course subject in elementary school which have the characteristics of skillful subject and living subject, and to discriminate the suitability of contents of the practical course subject for the childrens’level of cognitive development. This work could serve the theoretical background that the practical course subject presents practical experiences which lead the development of logicomathematical thinking abilities. The results of the content analysis shows that create activities develop the logicomathematical thinking abilities such as projective geometry, topology geometry, area conservation, length & distance conservation, and volume & mass conservation. And the most contents of the practical course subject are suitable for the childrens’level of cognitive development.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.173-186
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• 2008

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher's course based on a teacher's certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.107-122
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• 1998

The purpose of this study was to compare and analyze subject matters opened on Dept of Home Economics Education in Korea and U.S.A. For this study, 17 undergraduate catalog and college course guidelines of Korea and the 15 undergraduate catalog and course guidelines of U.S.A. were collected. Collected materials were compared and analyzed. For this comparision and analysis, classified the subject matters as three steps based on these data. Collected data were analyzed by arithmetic mean, percentage, frequency. The conclusions are as followings ; 1. The number of the Home Economics Education relative subject matters opened in Korea is 10% below, and U.S.A.'s is 20~30%. The ratio of U.S.A. is higher than that of Korea. 2. The domain of clothes & textiles and foods and nutrition is 50% in Korea, So, There is unbalance in Korea. 3. U.S.A. oftened various names of subject matters by characteristics more than in Korea.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.7 no.2
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• pp.154-158
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• 2007

As the technology developed, the system is being developed as the structure that is adapted to the intelligent environment. Therefore, the existing situation information system couldn't provide satisfactory service to the user as it provides service only by the information which it received from the sensor. This paper analyzed the problems of the existing user intention awareness system and suggested user intention awareness system to provide a stable and efficient service that fits to the intention of the user compensating this. This paper has collected the behavior data based on the scenario of the sequential behavior course of the user that occurs at breakfast time in the kitchen which is the home domain environment thai is closely related to our lives. This scenario course also showed the flow that the goal intentional user intention awareness system acted that it suggested, and showed the sequential course processing the user behavior data by tables and charts.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.35-50
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• 2014

This study is a discussion about specific directions and strategies for development of subsequent curriculum of practical arts(technology ome economics) based on two issues ; developing curriculum which is 'connecting elementary-secondary course' and 'based on key competence'. Specific Study is as in the following. First, in the aspect of home economics, this study explored the meaning of connection between elementary-secondary courses, and in the process of curriculum development, we explored implicit problems through strategies that come out from elementary-secondary courses. Second, we search what the key competence is in terms of home economics, and the meaning of developing curriculum based on the key competence. For this, we examine the meaning of development of subject matters curriculum based on key competence and the conditions and tasks for developing curriculum for home economics based on key competence. Third, on the basis of discussion we explore the way to realize these two issues, already mentioned, into development of subsequent curriculum for home economics. For this, this study examines the academic interaction between home economics of elementary and secondary courses unifying the names of the subject, systematic understanding about development of curriculum based on key competence, finding strategies for appealing the subject, and practical instances. Through this study, we expect more active interaction between home economics from elementary and secondary courses and academic discussion for development of curriculum.