• Human Ecology Research
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• v.56 no.3
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• pp.263-282
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• 2018

This study is used to understand the characteristics of home economics teachers that could to help develop personal development in home economics teacher and home economics education. The questionnaire survey was conducted on 150 home economics teachers who belong to either the home economics teachers' study association or Korean home economics education essociation. The survey was processed with frequency analysis, standard deviations, factor analysis, independent sample t-test, and reliability analysis using SPSS 12.0 depending on the contents of the research. The study results are as follows. First, for home economics teachers' conscious teaching, they build their own identities as experts, and have a vocation and sense of duty for their job. The culture of research and investigation community to study education and to maintain collaborative relationships with teachers of home economics teachers' associations has evolved. Second, home economics teachers have the ability to analyze and manage students' demands in order to perform teaching activities, and understand individual student characteristics. They understand new study trends and curriculum, develop sources for class, use appropriate teaching and learning theories, and create students' reflective activities. In addition, they grow their learning ability as specialist and study in self-oriented ways.

• Journal of the Korean Home Economics Association
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• v.43 no.1 s.203
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• pp.1-15
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• 2005

The purpose of this study was to evaluate the propriety of various aspects of the 7th home economics science curriculum in high school. In this study, home economics education experts participated in a three-round Delphi survey. The findings of this study were as follows: First, the experts evaluated that the subject arrangement and title 'home economics science' were inadequate. Second, the experts evaluated that the characteristics of home economics science were similar to those in prior home economics curricula, and that the characteristics of the subject were also ambiguous. Third, the experts evaluated that the objectives of home economics science were too technically presented, and pointed out that the objectives are not distinct from those of prior home economics courses as they are too general and abstract. Fourth, the experts evaluated that the content of home economics science was deficient in its hierarchy and integration. Moreover, the contents do not sufficiently reflect the characters of the learners or their social demands. Fifth, the experts evaluated that the teaching/learning methods of home economics science were stated for the sake of formality only. Even though it provides many methods, it is not practical in the current educational situation. Sixth, the experts evaluated that although home economics science provides various methods of assessment, it has practical difficulties under current educational circumstances. Besides, the assessment methods failed to give concrete and objective standards.

• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.77-88
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• 2002

This study was designed to examine students' utility cognition and related variables on the ‘understanding of family and work’ in the Home Economics course. The subjects were 503 middle and high school students, and university students in Jeonju city. The results are as follows : 1) The level of utility cognition on the ‘attitude of sexuality’ was found to be relatively high in the Home Economics course. 2) There were gender difference in the evaluation of learning environment. and grade differences in the evaluation of learning environment, participation in class of Home Economics, needs for Home Economics, evaluation of learning environment. 3) The utility cognition of Home Economics course significantly differed by gender, participation in class of Home Economics. needs for Home Economics, evaluation of learning environment. and Perception of Home Economics. 4) The needs for Home Economics emerged as the most important variable in the utility cognition of Home Economics course.

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.87-100
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• 1997

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

• Journal of the Korean Home Economics Association
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• v.41 no.11
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• pp.61-72
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• 2003

The purpose of this study is try to suggest the practical trend of Home Economics Education by analyzing the trends of subject matter education in it. To do this, this study analyzed 115 articles published on The Journal of Korea Home Economics Education Association and The Journal of Korean Home Economics Association. Through this analyzing them, it is found out that teaching-teaming method and teaching materials are trend to be mainly concerned. But recently evaluation study and teacher education study in Home Economics Education have been increased. As a result, Home Economics Education needs to develop the speciality of Home Economics Education as a subject matter education.

• Journal of the Korean Home Economics Association
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• v.36 no.5
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• pp.187-201
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• 1998

The purpose of this study was to investigate attitudes to home economics education and role performance of home economics teacher in middle school. The target population of the study was middle school home economics teachers. A booklet of questionnaire was sent to home economics teachers in 499 middle school by mail throughout the whole country. 224 data(respondent rate was 45%) was analyzed into frequency, percentage, mean, standard deviation, t-test, and ANOVA using SPSS program. The results were as follows: 1. Most home economics teachers more agreed to the progressive view of home economics education than to the r=traditional one. The majority of home economics teachers had best performed role as task performer and the second as counselor. The role as instructor was worst performed. 2. Regarding to views of home economics education according to personal and professional characteristics, only the traditional views of home economics education was statistically meaningful on teaching experience and types of school. 3. Regarding to degrees of role performance according to personal and professional characteristics of home economics teachers, teaching experience, types of school, plan to study in graduate school were statistically meaningful. 4. The group for traditional views had performed the role as home economics teacher better than the group against the view.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.157-170
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• 2000

A Study of Factors Affecting on High School Students’Choice of ’The Science of Home-Economics’Course in the 7th National Curriculum The purpose of this study is to explore what kind of factors make high school students decide to select ‘The Science of Home Economics’as one of the course among various in-depth elective courses in high school curriculum. an empirical survey was conducted by administering a structured survey questionnaire to 463 male and female students who attend in a college-bound high school in Taegu. The major findings are as follows: 1) There were significant differences between the choice group of ‘The Science of Home Economics’and non-choice group of ‘The Science of Home Economics’in learning motivation to 5 units of ‘The Science of Home Economics’student’s perception of the traditional role and progressive role of Home Economics education impression of Home Economics teachers, mother’s academic career, academic achievement in general and mother’s request for selection of ‘The Science of Home Economics’as an elective course. 2) Significant variables which influenced students’selection of ‘The Science of Home Economics’relatively were, in descending order, student’s perception of the progressive role of home economics education. impression of Home Economics teachers. coeducational schooling. student’s learning motivation to the ‘food’unit. student’s attitude for sex-role, academic achievement in general and mother’s request for selection of ‘The Science of Home Economics’as an elective course.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.19-31
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• 1989

The purpose of this study is 1) to find out the general tendency of high school girls’recognition and application of Home Economics course 2) to find out the variables influencing on the recognition and application of Home Economics Course 3) to find out the relationship between recognition and application of Home Economics Course. The subjects of this study were 639 high school girls of third grade in Chunnam province including Ko-heung Kun. The questionaire was used as a methological instrument. The statistics used for data analysis were x$^2$-test, T-test and F-test. The major findings were as follows. 1. The general tendency about recognition and application of Home Economics Course. A third of 639 subjects answered that Home Economics Course was helpful for their livers. 45.1% of the subjects felt that Home Economics Course was eaiers to study than the other courses required in High school. 31.9% of the subjects liked Home Economics Course while 11.9% of subjects disliked it. 79.7% of the subjects wanted more practical studies and practices than theoretical studies in class of Home Econmics Course. The degree of application of Home Economics Course was low level； average score was 19.6 out of 30 points. 2. Variables related to the recognition and application of Home Economics Course. Variables influencing on the recognition toward Home Economics Course were the degree of helping housework, the degree of happiness as a female, and the degree of satisfaction with home life. The higher the level of income, happiness as a female and the satisfaction with home life, the higher the application score of Home Economics Course. 3. Relationship between recognition and application of Home Economics Course. There was a positive relationship between recognition and application of Home Economics Course. Students who showed affirmative responses to Home Economics Course, their application scores of home Economics Course were higher than those of students who showed negative responses.

• Human Ecology Research
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• v.62 no.1
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• pp.81-100
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• 2024

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers' level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.211-211
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• 1997