• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.129-149
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• 2021

The purposes of this study were to examine the current status of the establishment of home economics-related departments in colleges and universities and the changes required in the home economics curriculum of secondary schools, and to structure the elective courses of home economics subject(group) that can be organized in the next high school curriculum. To achieve these purposes, related literature and data were analyzed, and a questionnaire survey and FGI were conducted by home economics experts. The research results are as follows. First, home economics was considered to be highly related not only to the human ecology but also to social sciences, education, engineering, and arts and physical education. The numbers of technical colleges and 4-year universities with departments related to home economics were 1,405 and 961 respectively in 2019. Therefore, it was confirmed that there is a sufficient basis for opening home economics subject(group) elective courses in high school. Second, in the secondary school home economics curriculum, the concepts of culture, relations, independence, and sustainability were emphasized based on the changing life patterns and values. It was proposed that the contents of the home economics course would be structured in a way that allows deep and high-level thinking and helps students to enjoy culture. This demand can be implemented by diversifying, specializing, and structuring the elective courses of the home economics subject(group). Third, a total of 18 elective subjects and subject outlines were structured in the fields of child/family, food/nutrition, clothing, housing, consumption/family management, and home economics integration. This study results will contribute to the establishment of the high school credit system by providing basic information for organizing the next home economics curriculum, and expanding the options for home economics subject(group) to high school students.

• 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.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.621-630
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• 2020

This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.1-9
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• 2007

Although the need for overall amendment of curriculums recognized, tentative plan for amendment is being established without improving the sense of satisfaction of the users of curriculums from the nation-wide dimension and without review on philosophical and educational psychological viewpoints on curriculum with focus on curriculums that reflects the national and social demands until the tentative plans for amendment of computer subject is made at the time of amendment. Therefore, new/old curriculums has been compared and analyzed from philosophical and psychological viewpoint of curriculums in order to definitively establish status and identity of curriculum, and to cope with changes in educational system. It can be seen from the outcome of such comparative analysis that goals of the philosophical viewpoint of amended curriculum had been defined as discipline-centered curriculum while that for the knowledge-based viewpoint on constructivism and cognitivism.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.121-142
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• 2001

The goal of the National Assessment of Educational Achievement(NAEA) 2001 was to affirm the accountability of school education, to scientifically manage and elevate the quality of education at the national level, and to articulate the final design of the NAEA. It was implemented on June 28th of the year 2001. The assessment frame for NAEA includes the achievement standards, the assessment standards, the instruction for the item development, and the grading policy for mathematics subject. Most of items are multiple-choice types, but the performance-based items should be at least thirty percent of the total items, also 30% in case of mathematics. Approximately 1% of students among entire population of the Grades 6 were randomly selected. Therefore, the finally sampled examines were 8023 at Grade 6. The result of the analysis of the NAEA revealed that Grade 6 students was labelled as ‘average’ level in general (Number and Operation: average, Geometric figures: average, Patterns and Functions: excellent, Measurements: average, Letters and Expressions: average, Probability and Statistics: average). The most characteristic finding was that except for Grade 6(its average is 69.92), most secondary students obtained low test scores and its average of each grade is below 50 out of 100. Especially, the scores on the performance-based items were by and large very low. This finding implies that Korean students are not familiar with the kind of test items which requires expression of ideas and feelings and they are rather familiar with the multiple-choice items. Another interesting finding was that the students in small towns and remote areas showed significantly low scores in all four skills compared with Seoul, metropolitan cities and medium and small cities. This may be attributed from the fact that the remote areas do not have equal learning environment with regard to social and cultural experience, supply of various teaching materials, extracurricular lessons which are directly related to teaching and learning. These findings may be utilized as a reliable resource fur improving curriculum and teaching and learning in Mathematics.

• Journal of Society of Preventive Korean Medicine
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• v.4 no.2
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• pp.119-141
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• 2000

The current industrial health service is shifting to health improvement business with 1st primary prevention-focused service from secondary and tertiary prevention-focused business, and Oriental medicine can provide such primary prevention-focused service due to the characteristics of its science. In particular, the advanced concept of health improvement can match the science of health care of Oriental medicine. Notably, what is most important in health improvement is our lifestyle, This does not underestimate the socio-environmental factors, which have lessened their importance due to modernism. The approach of Oriental medicine weighs more individuals' lifestyle and health care through self-cultivation. This matches the new model of advanced health business. Oriental medicine is less systemized than Western medicine, but it can provide ample contents that enhance health. If we conceive health-improvement program based on the advantages provided by these two medical systems, this will influence workers to the benefit of their health. Also, health Program needs to define factors that determine individual lives, and to provide information and technologies essential to our lives. The Oriental medicine approach puts more stress on a subject's capabilities than it does on the effect his surrounding environment can have. This needs to be supported theoretically by not only defining the relations between an individual's health state and his lifestyle, but also identifying the degree to which an individual in the industrial work place practices health improvement lifestyle . This is the first step toward initiating health-improvement business . In order to do this, this researcher conducted a survey by taking random samplings from workers, and can draw the following conclusions from it. 1 The sampled group is categorized into', by sender, female 6.6%, and male 93.4%, with males dominant; by marriage status , unmarried 43.9% and married 55.6%, with both similar percentage, and, by age, below 30, 48.4%, between 30 and 39, 27.4%, between 40 and 49, 18.2%, and over 50, 6.0%. The group further is categorized into; by education, middle school or under 1.7%, high school 30.5%, and junior college or higher 65.8% with high school and higher dominant: and by income, below 1.7 million won 24.2%, below 2.4 million won 14.8%, and above 2.4 million 6.3% Still, the group by job is categorized into collegians with 23.9%, office worker with 10.3%, and professionals with 65.8% , and this group does not include workers engaged in production that are needed for this research, but mostly office workers . 2. The subjects selected for this survey show their degree of practicing health-improvement lifestyle at an average of 2.63, health management pattern at 2.64, and health-related awareness at 2.62 The sub-divisions of health-improvement lifestyle show social emotion (2.87), food (2.66). favorite food (2.59), and leisure activities (2.52), in this order for higher points. It further shows health awareness (2.47) and safety awareness (2.40), lower points than those in health management pattern . 3. In the area of using leisure time for health-improvement, males, older people, married, and people with higher income earn higher marks. And, in the area of food management, the older and married earn higher marks . In the area of favorite food management, females, lower-income bracket, and lower-educated show higher degree of practice , while in the area of social emotion management, the older. married, and higher-income bracket show higher marks. In addition, in the area of health awareness, the older, married, and people with higher-income show higher degree of practice. 4. To look at correlation by overall and divisional health-improvement practice degree , this researcher has analyzed the data using Person's correlation coefficient. The lifestyle shows significant correlation with its six sub-divisions, and use of leisure time, food, and health awareness all show significant correlation with their sub-divisions. And. the social emotion and safety awareness show significant correlation with all sub-divisions except favorite food management.

• Journal of Korean Society of Rural Planning
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• v.24 no.1
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• pp.99-111
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• 2018

This study was conducted for the purpose of deriving implications by observing the changing patterns and characteristics of the farmland reduction area in urban vicinity with Gimhae city, Gyeongsangnam-do as the subject. In order to achieve this goal, we first examined the problems and possibilities of farmland reduction area in urban vicinity through a theoretical review. Additionally, the characteristics of land use and community were examined for Gimhae city, Gyeongsangnam-do. The results of the study are summarized as follows. First, for 35 years from 1981 to 2015, Gimhae decreased $50.52km^2$ of farmland, which is about 17.4 times that of Yoido, and about 69.4% of the decreased farmland area. Second, the decrease in agricultural land has been expanding to the whole of Gimhae City from 1990 to 2010, and has been continuing since 2010 around dong-area. Third, in the farmland reduction area in urban vicinity, the number of settlements increases rapidly, but the aging population also increases. Fourth, the composition of the community is getting complicated with the change of the members. Taken together, it is necessary to manage the area efficiently because rapid change is present in the farmland reduction area in urban vicinity. Based on this, the implications are summarized as follows. First, there is a change in land use due to the reduction of farmland not designated as agricultural development region. Therefore, it is necessary to supplement the farmland-conversion standard. Second, despite the fact that land use management has been carried out, there have been problems such as uncontrolled development due to the development pressure beyond institutional management, and therefore it is necessary to improve the structural defects of the pertinent legal system. Fourth, while the traditional farming activities are decreasing with the decrease of agricultural land area, the increase in farms with secondary jobs and the urban-rural interchanges organization's efforts can lead to increased visits from outsiders that seek rural tourism and experiential learning.

• Journal of Digital Contents Society
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• v.18 no.1
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• pp.35-46
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• 2017

The purpose of the study was to review the recent literature on applying augmented reality based educational contents for students with autism spectrum disorders and to identify research trends and implications. The search procedures through the Web-database system were implemented to find the proper research and a total of 12 studies were included in this review. The results indicated that most of subjects were elementary school-age children, also single subject design was mostly implemented. Mobile devices were used mostly for augmented reality, and most of data collection methods was behavioral observation. Results founded several contents types: objects manipulation, manipulation for self-modeling, on-site problem solving program, and location-based learning guide. Additionally, the results indicated that the educational effectiveness was the improvements of social behaviors, play and imitation behaviors, and emotion recognition. Furthermore, considerations to develop and apply augmented reality based educational contents for students with autism spectrum disorders were suggested.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.73-84
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• 2012

The purpose of this study was to explore the role of home economics education in a low fertility society in the contexts of curriculum contents, community involvement, public policy participation, and advocacy. The results showed following. First, home economics is a key subject matter in dealing with a low fertility problem among 2007 revised curriculum for secondary education level. Home economics curriculum contents was systematically organized through 8th grade to 10th grade in 4 units, where as curricula contents of social studies, science, and moral education deal with a low fertility problem in partial. Second, it is proposed to be active in community involvement incorporating with secondary education, college education, and lifelong education by service learning, outreach program, and extension program. Third, public policy and advocacy participation of home economics teachers are crucial for transformative leadership and practice in enhancing the condition of individual, family, and community wellbeing such as a low fertility problem. To perform this role of home economics education, home economics teachers should participate in developing curricula and teaching materials for the extra curricula activity, creative experiencing activity, and service learning activity. Home economics teacher educators also should actively involved in outreach program and extension program as well as in public policy advocacy activity for solving a low fertility problem.