• Journal of the Korean Home Economics Association
• /
• v.46 no.5
• /
• pp.35-61
• /
• 2008

This study aimed at developing parent education program for family leisure for parents of adolescent children to enable them to pursue happy lives as healthy families with adequate balance of cohesiveness and adaptability and smooth communication between the members of their families after parent education for family leisure. Research procedure of parent education program for family leisure proceeded with establishment of theory and requirement survey through precedent research, design of program, practice of program, evaluation of program and suggestion of revised program model after evaluation. On the basis of evaluation results, parent education program for family leisure aiming at parents of adolescent children can conclusively be revised as follows. The first session aims at understanding of family leisure; the second session aims at improvement of learning effect through education & experience-oriented activities; the third session aims at understanding and paying regard to their children through hobby-oriented activities; the fourth session aims at improvement of social relations through society-oriented activities; the fifth session aims at helping children education through check of communication in family-oriented activities and home-visiting education for etiquette; and the sixth session, the final session, aims at providing information and knowledge on family leisure and letting them gain better understanding of adolescent children.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.4
• /
• pp.117-132
• /
• 2012

When income reach a certain level and their basic needs are met, happiness index do not reach even though income increase. This phenomenon was described as a paradox of Esterlin. In Korea, per capita income is over $20,000, but life quality is not high enough and according to United Nation's happiness report, Korea's happiness index is 5.8 out of 10 which ranked $56^{th}$ out of 150 countries. At this point, the purposes of this study are first: Can capabilities of feeling happiness be strengthened through education? second: Is Home Economics curriculum in Technology and Home Economics the most robust course to enhance the capabilities of feeling happiness? In this study, qualitative research methods(theoretical research and, in-depth interviews) was in progress. Conclusion of this study are as follows. Capabilities of feeling happiness can be enhanced through training. As a nation and the economy with level of per capita GNP over $20,000, in order to realize a desirable human character, capabilities of feeling happiness can be trained and strengthened through education. In particular, it is necessary to strengthen the capability of feeling happiness through life experience. Since Home Economics Curriculum educates to enhance their life practice, it is the most robust course in feeling happiness training to enhance their capabilities.

• Journal of Fashion Business
• /
• v.9 no.4
• /
• pp.113-126
• /
• 2005

The purposes of this study were to classify purchaser into three groups by purchasing price for preschool children's wear and to identify the differences of clothing values, lifestyles, considerations in purchasing preschool children's wears, and purchasing places among the classified three groups. One hundred forty people living in Seoul with children aging between 3 and 7 were surveyed for this study. Cluster analysis, frequency analysis, chi-square analysis, ANOVA, and scheffe test were used to analyze the data. The findings of this study were as follows; 1) Purchaser were classified into three groups, namely the group of high purchasing price(HP), the group of medium purchasing price(MP), and the low purchasing price(LP). The HP had more monthly average income than the LP. 2) The HP showed high concerns in aesthetic and social clothing values, the MP considered social clothing value more important, while the LP showed high concern in economic clothing value. 3) Regarding the differences in lifestyles, the HP was more fashion-oriented and leisure-oriented, the MP was fashion-oriented, while the LP was economy-oriented. 4) When purchasing preschool children's wear, the HP showed high concerns in design and brand, the MP in activity, laundry-and-care, and brand, and the LP in activity, laundry-and-care, and price. The HP mainly purchased preschool children's wears in department store and imported goods store, the MP in department store, traditional market, and discount store, and the LP in discount store.

• Journal of Korean Home Economics Education Association
• /
• v.9 no.1
• /
• pp.1-17
• /
• 1997

This study was conducted to obtain basic materials to improve the teaching method of Home Economics by theoretically looking into the supplementary teaching materials or implements usable in teaching Costume History area. And based on these data, the types and the applications of the supplementary teaching materials or implements highschool owned were examined. The subjects of this study were 111 Home Economics and Housework curriculum highschool teachers who give a lecture in the country by using self-administered questionnaires. SAS program was used to calculate frequency, percentage, average, standard deviation, and $\chi$(sup)2-test analysis. The results of the study were as follows； 1. Most of the highschool teachers used the school expenses for experiments in preparing the supplementary teaching materials or implements. 2. Of the supplementary teaching materials and implements concerning Costume History, visual implements such as slides and pictures were the mostly owned. CD and audio implements as cassette-tapes were not used. 3. Most of the teachers recognized the importance of the audio-visual teaching materials and implements concerning Costume History. 4. Among the audio-visual materials and implements concerning Costume History by which can be made by school teachers of Home Economics and Housework curriculum, the mostly used one was ‘cutting pictorials from magazines and newspapers’, and the next were ‘orbital materials’, and ‘copy the pictorials’, and the least was ‘recording from the radio’. 5. Most of the annual expenses assigned to the department of Home Economics was used in cooking practice, and the least of the expenses was assigned in buying audio-visual teaching materials and implements. 6. Time assigned to the area of Home Economics was for the most part one or two hours per week, and among this, time assigned to the history of western costume and the history ok korean costume was for the most part five to eight hours. 7. The areas that the highschool teachers felt difficulties mostly during clothing and textiles curriculum were ‘textiles’and the next were ‘knitting’, ‘western costume history’, and ‘korean clothing construction’. 8. The difficulties the highschool teachers faced while teaching Costume History were mostly that ‘the pictorials in the text is not fully explainable’, the next were ‘most of the supplementary teaching materials or implements are not owned’, ‘have to explain very much in a short time’, and ‘the lectural explanation is insufficient’. 9. The solution for the difficulties that the highschool teachers faced while teaching Costume History was mostly ‘the information, on which audio-visual materials and implements are distributed in the market, should be easy to obtain’, the next opinions were ‘the school should provide enough experiment and practice expenses to buy audio-visual materials and implements’, and ‘education facilities of the Home Economics Department should be the main aspects in improving the teaching methods and should give special lectures about it’.

• Journal of Korean Home Economics Education Association
• /
• v.17 no.4 s.38
• /
• pp.41-53
• /
• 2005

This study evaluated middle school teachers' perceptions and demands for changing in Food and Nutrition sections of Home Economics and also identified variables related. Teachers expressed unfavorable attitudes to the usefulness of contents in real life, and clearly perceived the importance of a basic theory of nutrition in general and adolescency among 12 items related with Food and Nutrition section. Most of the teachers pointed the way in which textbooks are described and organized were heavily oriented into lectures, more than creative discussion and diverse activities. The insufficient materials for teaching-learning were also pointed as barriers in improving the level of quality of Food and Nutrition sections in middle school Home Economics textbooks. Teachers had strong beliefs that textbooks, based on 7th National Curriculum, should be changed and improved not only in contents but also in organizations. Cognition of teachers on the appropriateness, in terms of quantity of contents, competitiveness for developing students' capacity. level of quality, and interests among students and teachers, was consistent and independent indicator of their needs for changing. These results suggest that the next textbook should include more materials for teaching-learning designed to expand students' capacities and develop critical thinking skills. Effective educational curriculum should integrate sufficient activities together with detailed instructions. Creative activities may allow students to learn and connect these activities to the contents in Food and Nutrition section of Home Economics curriculum.

• Journal of the Korean Home Economics Association
• /
• v.48 no.9
• /
• pp.125-136
• /
• 2010

The purpose of this study is the systematization of the contents analysis to develop school dietary education based on the government-published textbooks for elementary school students. The components of the content are divided into several categories that include a general perspective of the pages, illustrations, table of contents, introductory remarks, summary evaluation, and etc. This study carried out as basic fundamental research to propose a theoretical framework for the elementary school dietary education. We examined and analyzed the nature and characteristics, the educational goals, and the structural framework of the contents of the textbooks. We have developed a systematic structure with 4 large content elements for dietary education as foods & cooking, nutrition & health, dietary environment & consumption, and food culture & industry. This analysis will definitely play an important role in establishing a standard framework and the curriculum contents for school dietary education in elementary school.

• Textile Coloration and Finishing
• /
• v.3 no.1
• /
• pp.25-27
• /
• 1991

New Series of diazaanthraquinone near-infrared dye was synthesised by the ring closure reaction between 2,3-dibromodiazaanthraquinone and potassium 2-aminobenzenethiololate. This dye absorbs near-infrared light at 780 nm.

• Journal of the Korean Home Economics Association
• /
• v.45 no.3
• /
• pp.87-96
• /
• 2007

In order to efficiently improve teaching and learning methods of the department of Early Childhood Education in cyber universities, this research analysed and assessed the problems of the current situation of lectures of the department of early childhood education. Firstly, this research examined the characteristics of cyber-education and the lecturer's role in it. Secondly, the types and status of management of online-lectures were investigated. Finally, the student management and the variety of interaction taking place online were examined. The plan to vitalize the cyber-education of early childhood education that was suggested in this study was mainly focused on developing excellent educational contents and continual research of cyber-education's method of teaching and learning. Then for the activation of online interaction, technological support and teaching strategies are needed to activate online interaction.

• Korean Journal of Community Nutrition
• /
• v.24 no.5
• /
• pp.363-373
• /
• 2019

Objectives: This study examined the effects of dietary education experience (home, school, and mass media) on food consumer information literacy. Methods: The study subjects were 454 adult consumers who answered a structured questionnaire. The questionnaires addressed the subjects' demographics, dietary education experience (home, school, and mass media), and food consumer information literacy. The data were analyzed through frequency analysis, mean, standard deviation, t-test, ANOVA, Pearson's correlation, and multiple regression analysis using SPSS Win 24.0. Results: First, the scores of mass media education experience were 3.41 ± 0.64, which was the highest, and 3.15 ± 0.74 for school education experience, which was the lowest. Second, the level of sub-literacies (task definition, information seeking strategy, location and access, use of information, synthesis, and evaluation) showed scores of 3.20 ± 0.72 ~ 3.47 ± 0.68, which were slightly higher than the median. The synthesis literacy was the highest, as opposed to the information seeking strategy literacy, which was the lowest. The location and access and synthesis literacy were higher in women. Third, a significant positive(+) relationship was observed between all sub-literacies and each of three dietary education experiences (home, school and mass media). According to multiple regression analysis, the major variables influencing the sub-literacies of food consumer information literacy were home education, mass media, and school education in that order. Conclusions: The dietary education experience was the highest through mass media. The factor that showed the highest food consumer information literacy was synthesis. The factors influencing the food consumer information literacy were dietary education experience through home, school, and mass media.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.1 s.39
• /
• pp.77-93
• /
• 2006

As our current society is increasingly demanding a Home Economics Education curriculum that projects the recent changes around us, in this study we hope to present which fundamental materials would be needed in Home Economics Education to satisfy the needs of learners in schools and to Provide actual practice and information crucial to live in the future society. A reform of the present Home Economics regime is needed, and as a result of critical analysis on the subject we found that it did not portray the plurality of family relations and cultures owing to the sudden changes in society, nor did it present an active curriculum that could be applied to the changes in social environments. This was partly because of the matter of establishing a proper academic identity of Home Economics Education, the matter of specializing curriculums and general methods of applying them, the academic conservatism in the field of Home Economics, and ineffectiveness of teacher reeducation as well as a lack of leadership on the part of administrative departments. The objective and content structure of Home Economics Education should be reformed to adjust to the current society by taking an approach focused on family and the consumer. In the family part, curriculums should include the formations of various family structures and home cultures to portray a more open concept of family, which should promote gender equality in matters of child upbringing and housework. From a humanitive perspective, Home Education should he dealing with the mediation and decision-making of individuals caught between social advancement and household functions. their communication skills in choosing and deciding, and furthermore their participation in their living communities which may present more material basis of critical scientific philosophies to be discussed in class. Additional themes such as sustainable consumption for earth environment and resource preservation and ways of application to rebuild our diminishing society must also be included in the education curriculum. We should look to find a more integrated approach to Home Economics Education rather than the present field based and specialized regime.