• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.19-36
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• 2010

The objective of this study was to measure the critical thinking level of activity tasks included in home economics textbooks published under the 2007 Revised National Curriculum. For this purpose, we sampled 3 kinds of Technology-Home Economics textbooks for 7th graders, selected activity tasks contained in the textbooks, and classified them by type. A total of 93 activity tasks were extracted, and they were analyzed using 9 questions on critical thinking prepared based on Kim Young-jung's '9 Elements and 9 Standards of Critical Thinking.' The results of this study were as follows. First, the total score of the critical thinking level of activity tasks in the home economics textbooks was 66.8, which was not high enough to induce learners' critical thinking. Among the sub-categories of critical thinking, the score was high in order of argumentative thinking(83.9), analytical thinking(78.1), and dialectic thinking(38.3). As in the results, the activity tasks were particularly inadequate for inducing dialectic thinking. Second. in the results of analyzing difference in the critical thinking level according to unit, significant difference was observed among the units. Activity tasks in Units 'Adolescents' Self-management'(77.8), 'Adolescents' Consumption life'(75.2), and 'Adolescents' Sex and Peer Relationship'(71.1) induced critical thinking more effectively than those in other units, but activity tasks in Units 'Clothing and Self-expression' (61. 4), 'Adolescents' Development'(60.0), and 'Adolescents' Nutrition and Meals'(59.6) were inadequate for inducing critical thinking. Third, in the results of analyzing difference in the critical thinking level according to activity task type, the level was high in order of 'Inquiry Activities' (75.7), 'Discussions' (74.6), 'Practical Activities'(65.4), and 'Trials' (50.7), and the differences were significant. That is, among activity task types, 'Inquiry Activities' were most effective in inducing learners' critical thinking and 'Trials' were least effective.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.49-64
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• 2006

The objective of this research is to see the current status of application and development of web contents data, and to suggest the way to improve the application and development of web contents data in home economics classes in middle schools. The respondents of the research were 312 middle school home economics teachers from all over the nation, and the tool was a questionnaire which consist of 22 questions about general status of the person who was answering and their recognitions and demands on the application and development of the web contents data. The major findings were as follows : 1) 88.5% of the sample responded that they accurately grasped a meaning of a class employing web contents data, and as for effects on preparation of professional study. 2) Most of the teachers were making good use of materials from the web in their classes. They responded that it maximized the efficiency of students' learning. Some didn't use the web contents in their classes. The reasons why the web contents data usage had been low were that the classrooms were not equipped properly (43.2%) and it took long time to create web contests (37.8%). 3) Kinds of web contents data that showed the most amount of usage were the presentations (48.4%), multi-media teaching materials(23.7%), and moving pictures(19.9%). 4) Teaches wanted to improve these particular materials among the web contents: family life and home, administration and environment of resources, and clothing preparation and administration. As for the lessons, teachers wanted developments of contents of lessons, generating motives, and evaluation to be by individual teachers or curriculum researchers' societies, and 30.8% were by Korea Education & Research Information Service (KERIS).

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.