• Human Ecology Research
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• v.56 no.6
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• pp.603-617
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• 2018

This study analyzed research trends in the field of Practical Arts (Technology & Home Economics) education. From 958 articles published between 2010 and 2018 in the Journal of Korean Practical Arts Education (JKPAE), Journal of Korean Home Economics Education Association (JHEEA), and Korean Journal of Technology Education Association (KJTEA), 958 keywords were extracted and analyzed using NetMiner 4. When the general network structure was analyzed, keywords such as practical arts education, curriculum, textbook, home economics education, and students were high in the degree centrality and closeness centrality, and textbook, practical arts education, curriculum, student, home economics education, and invention were high in the node betweenness centrality. The cluster analysis showed that a four-cluster solution was most appropriate: cluster 1, technology and experiential learning activities; cluster 2, curriculum studies and practical problem; cluster 3, relationships; and cluster 4, creativity and character education. The three journals showed differences in the knowledge network structure: The topics of JKPAE and JKHEEA focused on general content knowledge and curriculum, while the topics of KJTEA were spread across invention and creativity education, and curriculum studies.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.65-76
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• 2000

Comparative Study on Historical Changes of Practical Arts Education and Technology-Home Economics Education in Korea and Japan This dissertation is a comparative study on Practical Arts(Home Economics) Education and Technology-Home Economics Education of Korea and Japan. I established two research objectives to conduct the research : To understand the differences in historical changes in Practical Arts Education and Technology-Home Economics of the two countries: And to grope for the new direction of Home Economics Education. Research findings are as follows : Japan was also ahead of Korea for about two decades in terms of putting Home Economics Education in practice at elementary schools. Practical Arts Education Started to emerge in Elementary school system in 1955, which had been originated in vocational education before the year 1945 in Korean However, from the 3th curriculum Practical Arts Education Curriculum put emphasis on home lives. Regarding the characteristics of education from the perspectives of historical changes at Korean Junior-high schools after the year 1945. Home Economics Education had been regarded as “female subject”until the 1980s and was integrated into regular curricula for co-education in the middle of the 1990s. when the 6th Curriculum was activated. Technology-Home Economics started to emerge in Japan in 1962. while the subject Home Economics Education was integrated into curricula for males in high school as well in 1989. In the Korean 7th Curriculum, the combined subject Technology-Home Economics is divided into three categories. A remarkable difference from japanese Technology-Home Economics is that korean curriculum has no division between required and elective. In conclusion. I observe that both Korean and Japanese curricula for Home Economics Education were originated in Confucianism. However, unlike Korean situation, current Japanese Home Economics Education takes a significant part as a continuing and required subject for both primary and secondary co-education.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.39-52
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• 1997

The purposes of this study are 1) to identify the position and the problems of Home Economics in Elementary School, and 2) to propose orientation for the future curriculum revision. Elementary Home Economics, historically, has been partially practiced as a part of Practical Arts Education. As a results, the nature of Home Economics Education has been distorted and lacked the disciplinary consistency with Middle School Home Economics Education： the curriculum of Home Economics Education ignored the importance of the understanding family life as well as underscored the technical skills. The identified status and problems has on implication for the subject’s further development. The propositions for Elementary Home Economics Education which has the original intention, are as follows：(1) the curriculum of Practical Arts Education must be built on theorectical base and criteria. (2) the name of subject, Practical Arts Education, must be changed to [Technology$.$Home Economics]. (3) the contents of the subject must be practical which to promote motivations and interest of students.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.4
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• pp.648-661
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• 2011

The purpose of this study was to examine the school parent and student's perception of Practical Arts and Technology Home Economics and to suggest plan to school parent of multicultural and learning disability families. The subjects of this study were elementary and secondary teachers who teaching Practical Arts or Technology Home Economics. The instrument of this study was questionnaire including five sections: influence on students by Practical Arts and Technology Home Economics, interest in Practical Arts and Technology Home Economics to school parents, school support with learning ability improvement, school parents support with home in Practical Arts and Technology Home Economics, data form of school parents support with home in Practical Arts and Technology Home Economics. The findings of this study were as follows; Sociality development of students is influential by Practical Arts and Technology Home Economics. School parents and students believe important subjects in Practical Arts and Technology Home Economics. Teachers ask for support with learning ability improvement for practical training space and programs in Practical Arts and Technology Home Economics. School parents ask for support with learning ability improvement of programs of teaching learning method for home education on Practical Arts and Technology Home Economics.

• Journal of the Korean Home Economics Association
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• v.48 no.9
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• pp.89-102
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• 2010

The purpose of this research was to elucidate the relevance of the area of home economics in practical arts (technology & home economics) curriculum to green growth education, finding applicable cases of green growth education content in the field of home economics education. Given this base, we performed a survey with people who majored in home economics education and elementary school teachers on how green growth education related to their education. We studied applied cases and performed a survey by open-ended questions that extracts the green growth education content. In synthesizing the results of these studies so far, we have concluded that home economics education is much related to green growth education, and that with a change of people's conceptions when relating school life to household life, home economics can be a very useful subject that can lead to the practice of the green growth education.

• 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.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.21-40
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• 2012

This study is to respond to the urgent demands of both society and times on public schools in regards to training an educated person who can cope with the financial environment of this diversified modern society. Therefore, this study will explain the concept of Financial Consumer Education and its trends of several other countries. By focusing on the current state of Korean Financial Consumer Education, it will call attention to the needs of introducing Financial Consumer Education to the school curriculum in order to educate students about finance systematically. To support our viewpoint, this paper analyzed and organized the materials concerning Financial Consumer Education in two curricula (2007 and 2011 Revised National Curriculum), and in a Practical Arts (Technology Home Economics) textbook of the 2007 revised version. Hence, the purpose of this study is to explore the desired direction and revitalization of Financial Consumer Education by analyzing the existing curricula. Even though the content of finance education begun from one of the subcategories of consumer education called 'Financial Management,'the number of research about financial education through public education has been increased in response to the social and academic consensus. Therefore, we suggest the re-conceptualization of consumer education for financial education is necessary. Therefore, this paper suggests that Financial Consumer education in a Practical Arts (Technology Home Economics) should not be regarded as only one of the components of Consumer Education. Instead, by raising it to the status of Financial Customer Education, it is required to teach the learners to improve their personal financial management skill as well as to help them achieve financial knowledge, skill, and attitude as financial consumer.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.457-465
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• 2022

The government has proposed various policies to 'extend the time for teaching information education in elementary schools'. However, in the 2022 revised practical arts (technical·home economics) curriculum, information education is still organized for only 17 hours the same as before, and there is not enough connection with the middle school information subject. In this study, policies related to information education in elementary schools such as National Strategy of Artificial Intelligence, Comprehensive Plan of Information Education, Education Policy Direction and Core Tasks in the Artificial Intelligence Era, and Digital Talent Education Plan were analyzed. In addition, after the '2022 revised national curriculum guidelines' was announced in 2021, the problems of the practical arts curriculum were analyzed by analyzing materials of the draft proposal of the curriculum and comments posted on the Public Participation Communication Channel. Finally, I suggested a plan to link the 2022 revised practical arts (technology·home economic) curriculum to the information subject of middle school in detail, and to expand information education in elementary schools.

• Journal of the Korean Home Economics Association
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• v.39 no.11
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• pp.161-174
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• 2001

In the 7th curriculum revision, Home Economics and Technology are combined into one subject, Practical Arts(Technology Home Economic), from 5th to 10th grades. The purpose of this study was to ewamine what perspectives home economics teachers and technology teachers have on curriculum. A questionnaire survey was carried out to the 297 middle school home economics teachers and technology teachers across the nation, to find out the differences of their perspectives on curriculum by independent variables. The findings of this study were as follows: 1) Both groups of home economics teachers and technology teachers supported interpretive, emancipators, and technical perspective on curriculum in the order named. 2) Teachers who have teaching experience of 21 years or more showed higher orientation toward technical perspective than those who have teaching experience of 10 years or less in assumptions on society, educational goal, Knowledge, and teaching-loaming method. 3) Public school teachers showed stronger orientation toward technical perspective in assumptions on teaching-learning method, and toward emancipatory perspective in assumptions on society. 4) Teachers who majored in or took charge of Technology generally had strong orientation toward technical perspective, whereas those who majored in or took charge of Home Economics oriented more toward interpretive or emancipatory than technical perspective.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.85-100
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• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.