• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.17-30
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• 1997

Purpose of this study is to analyze the validity of textbook content on practical arts for the 6th curriculum, to grasp the content problems and to propose the strategy of reformation to be satisfied with consumer better than supplier. The data collected from 196 elemantary school teachers who lived in Gyungsang-namdo and analized by SPSS/PC(sup)+ package program. The statistical methods used for analysis were frequency, descriptives, validity, t-test, oneway ANOVA. The major findings can be summarised as follows： 1. The textbooks on practical arts for 3rd, 4th, 5th and 6th grades showed unbalanced division for picture, figure, table unite and evaluation type of all units doesn’t show diversity. 2. The validity of textbook contents on practical arts was found to be the highest for 3rd grade textbook and the lowest for 6th grade one. Among the validity of the evaluation items,‘differentiation with other subject’and ‘usefulness of living’showed high scores, wheres ‘fitness of child level’marked lowest score. 3. There was no significant difference Among the validity contents of teachers based on socio-demographic variables.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.81-98
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• 2023

The purpose of this study is to develop the global citizenship education program content system in the context of the 2022 revised home economics curriculum, recognizing the need for global citizenship education. The study is grounded in practical problem-based program. In the analysis stage, the educational trend requiring global citizenship education in the national curriculum was elucidated by analyzing the 2022 revised curriculum documents and future education documents related to global citizenship education. A framework for global citizenship education goals within home economics curriculum was designed. Accordingly, the educational goal of this curriculum, "Cultivation of family competencies linked to global citizenship competencies," was established by posing the perennial question, "As a global citizen, what actions should I take for sustainable choices related to the living environment?" In the design stage, four key ideas in the "Living Environment and Sustainable Choices" domain of the 2022 revised home economics curriculum for elementary school were analyzed to derive practical problems. In the development stage, content elements were derived based on four criteria. This study is significant in analyzing the need for global citizenship education within home economics context by analyzing documents related to global citizenship competencies for the future and examining the 2022 revised curriculum's general framework and home economics education curriculum.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.73-85
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• 2005

The purpose of this study was to present the activating schemes of nutrition education in elementary school curriculum. We examined the nutrition education status and perception of teachers on nutrition education in elementary school. This study was carried out using a self-administered questionnaire and subjects were 263 elementary school teachers in Gyeonggi province. All data in this research was analyzed through SAS program, and the frequency and percentage on each question were calculated. Data for each group was analyzed according to sex and teaching career and the groups were treated for significance by using chi-square test. Most of teachers taught the nutrition education as a part of practical In curriculum and thought that student's interest and participation on nutrition education was high. And the teachers understood that nutrition education at school curriculum is very necessary and effective. But most teachers had no experience or teacher training Program for nutrition education. They thought it was difficult to carry out nutrition education in school because of their poor nutritive knowledge, and lack in educational materials. Moreover, it is revealed that the teachers supposed that the activation of nutrition education in school requires schools to provide nutritive guidance to students in cooperation with the homes.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.884-900
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• 2012

This study put emphasis on improving the quality of lives of the elementary students with disabilities by planning and realizing software for the purpose of teaching eating habits. It tried to develop software which constantly applies and practices contents learned from content systems subordinate to practical subjects. It is mainly consisted of 'cooking and eating' among the content systems of the practical subjects in the basic curriculum. To this end, it chose four modules as their final choices, 'eating various foods, cooking happily, setting the table, and washing the dishes.' Media is in CD-ROM Title form. Macromedia Flash and Macromedia Director were used as authoring tools. Program is basically going along centering on small units. And activities in each topic are composed of thinking, investigating, and organizing order. When we applied the software, developed in this research, to 3 elementary students with disabilities using multiple probe design across subjects, it had positive effects on eating habits related functions of all participants.

• Journal of the Korean Home Economics Association
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• v.26 no.3
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• pp.109-124
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• 1988

The purpose of the present study was to set up the basic outline to define and to develop "housing education" in the field of home economics education. The main focus included in the present study was to suggest the basic data on the current status of housing education in Korea by examining the content of the textbooks and the secondary data o teacher's educational background. The methods used in the study were the contentanalysis of the elementary school curriculum and the secondary data analysis of the data on teachers and their education. The results of this study ere on follows, 1. The elementary school curriculum defined as the related fields of housing education were classified into 4 domains: housing planning, housing maintenance, housing environment, housing decoration. 2. The subject areas related to housing education was found to be moral education, social education, physical education, art, practical education. The total hours studying on housing education were the average of 1.1 hours per week. 3. Among the above 4 domains, the total hours used for housing decoration amounted to the highest rate through all the subject areas. 4. According to the secondary dta analysis, 49.5% of the teacher were the national teacher's college graduates, but there are no courses on housing education as such in the curriculum of the national teacher's college. it was concluded that more consideration should be given to the teacher training courses.

• Journal of the Korean Home Economics Association
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• v.46 no.2
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• pp.137-153
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• 2008

This research analyzed the contents of the elementary and middle school home economics textbooks within the 7th Curriculum from two theoretical Perspectives: structural functionalism and healthy family. A quantitative and in-depth content analysis was carried out with the five elements of family structure, family role, family relation, communication, dating and pregnancy. A healthy family Perspective was found in relation to the elements of family type and family role from the in-depth analysis of the elementary school practical arts textbook. In the middle school textbooks, the five elements reflected a strong structural-functionalist tendency. In both levels, the quantitative content analysis indicated that a structural-functionalist viewpoint was prevalent in the graphical components of the textbooks, including pictures, diagrams and graphs.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.147-177
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching, with the aim of allowing students to develop their mathematical ability. Teachers' manuals are provided to help teachers fallow the basic direction and achieve the curriculum aims, but in practice they are not always helpful. Therefore, we reconstructed parts of a teachers' manual. This involved analyzing the contents of units 6, 7 and 8 of the elementary mathematics textbook 4 na to identify and outline the problems; introducing more detailed teaching methods and activities; and developing teaching learning materials. We tested the new version in several real classes and analysed the responses 6f teachers and students to examine the possibility of its practical use. The results suggest that the reconstructed version of the teachers' manual for units 6, 7 and 8 of textbook 4 na is of greater practical utility.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.81-96
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• 2022

The purpose of this study was to examine the extent to which the contents of elementary and secondary curricula are connected and overlapped in the 'family life' area of Practical Arts(Technology & Home Economics) subjects. The procedure and results are as were like below. First, the types of criteria for analyzing curriculum contents are developed. The connectivity are classified as 'discontinuous hierarchy' and 'spiral hierarchy' and duplication are classified as 'repetition (high level of overlapping)', 'reproducing', 'deepening (intermediate level of overlapping)', 'substitution', and 'omission (low level of overlapping)'. Second, as a result of analyzing the contents of elementary and secondary curricula, the 'Human Development' area showed higher connectivity with a deepening type of duplication. The 'Safety' and the 'Lifelong Planning' concepts showed lower connectivity. Third, as a result of analyzing the achievement standards of the 2015 Curriculum, the secondary Home Economics curriculum showed a considerable increase in the level of difficulty and the volume compared to the elementary curriculum. There was low connectivity between the contents of elementary and secondary curricula in the core concepts 'Safety' and 'Lifelong Planning', an intermediate level of connectivity in 'Life Culture' and 'Management', and high connectivity in 'Development' and 'Relationship'. Also, there was a high level of duplication in the core concepts 'Safety' and 'Lifelong Planning', being classified as 'reproducing', 'substitution', and 'omission', analyzed to have low connectivity. When structuring the curriculum contents with a spiral hierarchy, one should connect the elementary and secondary school contents organically: the hierarchy with core concepts considering the different characters of constructuring knowledge in each school level, with a moderate volume, with a moderate difficulty level, with a moderate level of duplication of the contents, and with the minimum level of repetition of the same topics within the same school level.

• Journal of the Korea Society of Computer and Information
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• v.21 no.8
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• pp.127-141
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• 2016

With more emphasis on importance of software, many countries try to provide software education. Of course Korea includes informatics courses in 2015 revised curriculum, so that software education will be administered briskly in soon. However there are practical challenges including a lack of teaching hour in classes and the monotony of educational contents which occurs with that. To solve these problems, this research develop software education curriculum model that could be practically used for both middle and high school. First this study compare the curriculum of Korea to that of United States and United Kingdom. After analyzing the result, the curriculum model for middle and high school is developed. The curriculum model can be classified into three types, middle, high and advanced-high levels and include key concepts like collaboration and convergence, computational thinking, computing practice and programming, computers and communications devices, community, global, and ethical impacts. To assess the feasibility of our software education curriculum model, examination was made by expert group and a hearing was held by related researchers. Then the model was modified in a way that adjustable to Korea education system. This study provides some important guidances on designing a curriculum for software education at middle and high school. However, there still are difficulty adjusting to the elementary school and university course. To be able to further research, same kind of studies on elementary school and university course need to be done. Also, continuous modifications are required to reflect reality including technological advance, curriculum, and changes of education system.

• The Mathematical Education
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• v.43 no.4
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• pp.321-335
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• 2004

This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the elementary school level. It examined the processes taken by the local boards of education in due course of facilitating the schools with the new curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is being implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of '(1) reorganization, (2)student-centeredness and (3)diversification/ specialization' of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation. Ultimately, The greater the awareness of the intention of the new curriculum on the part of both the staff at the local school boards and teachers, the greater the degree of implementation. And the higher the quality of planning to meet problems, the greater the degree of implementation. Continuous efforts are needed to involve teachers in the process of curriculum implementation. The greater the active support of the teachers, the greater the degree of implementation.