• Journal of the Korean Home Economics Association
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• 제41권10호
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• pp.149-171
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• 2003

This study was carried out as a basic fundamental research to propose a theoretical framework for Home Economics curriculum. This research employed the Delphi Method to reach a consensus with the experts in each related educational field of study for putting forth a newly proposed theoretical framework of a Home Economics curriculum. The finally proposed theoretical framework will definitely play a crucial role in establishing a standard framework for educational goals and curriculum content for Home Economics curriculum since it is put forth with a strong agreement from a high proportion of the expert groups. Results on the nature and characteristics of, structural framework of curriculum contents, and literacy through Home Economics were drawn from the 3-round Delphi survey: 1. Home economics has a liberal and practical-critical nature and it promotes enhancement of quality of life through a practical problem-solving process in maintaining family life. 2. The structural framework of the home economics curriculum contents is organized with three-dimensional components of content area (dimension 1), process area (dimension 2), focus of organizing content (dimension 3). 3. One's empowering capability through home economics education is proposed: inquiring knowledge and understanding phenomena for future society, solving practical problems in family life, developing higher order thinking skill, cultivating a positive attitude and a values system toward life.

• Journal of Fisheries and Marine Sciences Education
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• 제23권4호
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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 Korean Home Economics Education Association
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• 제12권3호
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• pp.77-91
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• 2000

This study was conducted with three objectives. First of all we tired to find a momentum to boost the value of home economics education as a fixture of the curriculum by analyzing the relation between gender equity education and Home Economics Education. On the other hand it suggests the need of gender equity education in Home Economics Education the related measures and some applicable course of study. And For the purpose of exemplification this study was developed gender equity instruction in Home Economics Education. The results are as follows: First the recent gender equity education in our education system can be interpreted as giving equal education opportunity and equal education objective. Therefore this kind of theory results in the education of Home Economics for both the male and female students. This results can be valued as boosting the availability of Home Economics Education and providing a stepping stone for Home Economics Education Development. Second the ultimate objective of Gender Equity Education is to cultivate a person to be equipped with Gender Equity concept and to implement the concept. Therefore Home Economics Education (Ministry of Education 1995) which has the ultimate objective of improving the quality of the individual and family life can be the most important curriculum for understanding the abstract concept of Gender Equity and providing various practical contents. Third the Gender Equity Education in Home Economics can be realized through the following measures:(1) The efforts to positively restructure the education contents after analysing and evaluating the education contents in terms of the Gender Equity concept. For the purpose of exemplification, this study was developed ‘Gender Equity Instruction in Home Economics Education. (2) The development and application of an interesting course of study for both the male an female students (3) Providing the proper teachers for the male students who want to choose Home Economics.

• Journal of Korean Home Economics Education Association
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• 제10권1호
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• pp.95-106
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• 1998

The purposes of this study is to find middle school student's application of Home Economics course and its related variables. The samples are 323 middles school students in Kangneung. For the statistics analysis of this study, frequency, mean, Cronbach's a coefficient, ANOVQ, t-test, Pearson'correlation and multiple regression were calculated. The results of this study are summarized as follows ; 1. It is appeared that middle school student's application of Home Economics course are the food, human development and family relationship family, resources management and the consuming, the clothing. 2. Variables that affect middle school student's application of Home Economics course are the vocation of father, way of learning about home life skill, agreement with educational goal of Home Economic, evaluation of Home Economic teacher, evaluation of education field, participation in class of Home Economic and needs for Home Economics. 3. The explanation degree of these seven variables is 27.7% and needs for Home Economics is the most domineering variables.

• Journal of the Korean Home Economics Association
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• 제35권6호
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• pp.137-142
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• 1997

The purpose of this study is to investigate the etymological change of 'home economics' and to suggest the future research direction of home economics. For this purpose, 'oikonomia'-that was used by aristotle-was analyzed and the process of the change of the term 'oikonomia' after modern society was considered. according to the results of this study, it is known that economic perspective has been enhanced in study in home living. the enhancement of the economic perspective in grasping home resulted in the limit of understanding of the meaning and nature of home. It was suggested that we should take more interest in 'economy' on the basis of 'oikonomia' than in 'home economics' which is based o 'economics', philosophical study rather than empirical study these subjects should be adequate.

• Human Ecology Research
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• 제62권3호
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• pp.385-398
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• 2024

As the implementation of the high school credit system and the 2022 revised curriculum approaches, it is crucial to explore specific directions for the future of home economics elective courses. Therefore, this study aims to draw implications for the direction of home economics elective courses by identifying factors that influence high school students' choices, with a focus on insights from home economics teachers. Furthermore, we aim to investigate strategies that can be used to encourage students to choose home economics elective courses. To accomplish the objectives of this study, we analyzed previous research on course selection factors and conducted focus group interviews (FGI) with seven home economics teachers. As a result, we identified a total of 20 factors that influence students' selection of the home economics elective courses, including "personal preference for the subject", "personal excellence in the subject", "recommendations from friends or seniors", "recommendations from parents", and "recommendations from homeroom teachers". A total of 22 strategies to promote the selection for home economics elective courses were identified through the FGI and presented across different levels: (1) support from home economics teachers and students, (2) the home economics and academic society, and (3) within the school. The findings of this study can serve as foundational research for analyzing the preference of high school students when selecting home economics elective courses. It can also provide a basis for exploring ways to revitalize the selection of newly introduced home economics elective courses in the 2022 revised curriculum, suggesting insights for the development of future home economics curriculum and elective courses.

• Journal of Korean Home Economics Education Association
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• 제14권3호
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• pp.51-64
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• 2002

The Purposes of This Study is to investigate the relationships among Multiple Intelligence(MI). Creativity and Home Economics achievements of the middle & high school students. The research of this study are performed as follows Subject of this study were 142 middle school student & 127 girls' high school. And The “Creativity Test” developed by Korean Creativity Research Institute(1998). Multiple Developmental Assesment scale were administrated as data gathering tools And end-term exam scores on 9 subject were collected as the measure of academic achievement. Especially the Home Economics achievement were collected with Written test and performance assesment. The data were analysed by pearson's correlation. The findings of this study were as follows: 1) A statistically significant correlation among the MI and Home Economics achievements in middle school students(linguistic, Logical-mathematical. Musical. Interpersonal, Intrapersonal) and high school students(linguistic, Logical-mathematical, Interpersonal) were found. But There were not statistical difference between another 8 subjects. 2) In middle school students. a statistically significant correlation among the creativity and Home Economics achievements were found But in high school students, statistically significant correlation among the creativity and Home Economics achievements were not found 3) In MI and Home Economics achievements correlation. there were not difference between written test and performance assesment.

• Journal of Korean Home Economics Education Association
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• 제10권1호
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• pp.171-183
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• 1998

The purpose of this study were to see the concept of creativity for the application to the home economics subject and to analyze the home economics textbooks required by the 6th curriculum in a viewpoint of the development of creativity. To achieve these purposes, the learning unit of making necessaries of 8 different home economics textbooks for middle school were compared in the point of titles of learning unit, learning objectives, contents of learning unit, study problems, and exercises. The results of this study were as follows : 1) For the learning objectives, most of home economics textbooks were focused on the basic knowledge and basic skills education rather than the creative thinking and creative problem solving. 2) For the contents of the textbooks, all of home economics textbooks were fixed by the materials and making steps for education of basic skills. So, it was found that the creativity of students could not developed. 3) For the study problems, most of home economics textbooks had some posibility of developing the creativity of students, relatively. 4) For the exercises, most of home economics textbooks had limited posibility of developing the creativity of students.

• Journal of Korean Home Economics Education Association
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• 제18권2호
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• pp.125-134
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• 2006

The purposes of this study were to derive an agreement of home economics education experts on the necessity of home economics science educational contents by applying the Delphi study, and thus to provide basic data on establishing a future direction of the home economics science education. According to the result of the three-round Delphi survey of home economics educational experts, they agreed on the necessity of home economics science educational contents, in the order of the areas of family life, food and nutrition, consuming life, housing and clothing. They also agreed that home economics sciences educational contents applicable to the real life were more useful than those related to mere knowledge, technique and career.

• Journal of Korean Home Economics Education Association
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• 제9권1호
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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.