• Journal of the Korean Home Economics Association
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• v.41 no.10 s.188
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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 the Korean Home Economics Association
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• v.20 no.1
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• pp.87-96
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• 1982

For the solution of population problem, a population education is urgently need since family member size(that is population size) will be on the decrease fro the reason of changes in family consciousness by population education. The population education should be carried out interdisciplinary, but, above all, home economics is more suitable to the population education. In this study, the issues are the contents of population education in relation to family relations of home economics. Those contents are as follows: 1. A change in family consciousness through the value of child 1) Conventional value of child 2) Criticism about conventional value of child 3) Current value of child 4) Desirable number of children 2. A change in family consciousness through the preparation for one's declining years 1) Analysis of periodic family life cycle by number of children 2) Desirable number of children 3. A change in family consciousness through the parental responsibility 1) Mental responsibility 2) Physical responsibility 3) Economics responsibility 4. A change in family consciousness through the relationship between parents and children 1) Conventional relationship 2) Current relationship 3) Desirable relationship 5. A change in family consciousness through the relationship between husband and wife 1) Conventional relationship 2) Current relationship 3) Effects of children on the relationship of husband and wife By the above contents of population education in the field of family relations of home economics parents will have their deliberate plans and aims.

• Human Ecology Research
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• v.56 no.3
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• pp.247-262
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• 2018

This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.

• Human Ecology Research
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• v.60 no.4
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• pp.625-643
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• 2022

The purpose of this study was to explore the trends and core keywords of the secondary school home economics teacher selection test using content analysis and text network analysis. The sample comprised texts of the secondary school home economics teacher 1st selection test for the 2017-2022 school years. Determination of frequency of occurrence, generation of word clouds, centrality analysis, and topic modeling were performed using NetMiner 4.4. The key results were as follows. First, content analysis revealed that the number of questions and scores for each subject (field) has remained constant since 2020, unlike before 2020. In terms of subjects, most questions focused on 'theory of home economics education', and among the evaluation content elements, the highest percentage of questions asked was for 'home economics teaching·learning methods and practice'. Second, the network of the secondary school home economics teacher selection test covering the 2017-2022 school years has an extremely weak density. For the 2017-2019 school years, 'learning', 'evaluation', 'instruction', and 'method' appeared as important keywords, and 7 topics were extracted. For the 2020-2022 school years, 'evaluation', 'class', 'learning', 'cycle', and 'model' were influential keywords, and five topics were extracted. This study is meaningful in that it attempted a new research method combining content analysis and text network analysis and prepared basic data for the revision of the evaluation area and evaluation content elements of the secondary school home economics teacher selection test.

• Journal of the Korean Home Economics Association
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• v.27 no.2
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• pp.163-185
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• 1989

Korean home economics education has around 100 years history. The main aims of home economics education up 1950 had not been changed, they were mainly for the improvement of household-skill to raise both standard of living and life quality as well as womanhood. After 1960's the standard of living drastically improved and the industrialization of Korean society was quite rapidly proceeded from simple to complex one. Because of these changes, I considered that the aims and the contents of home economics education should be reexamined and reshaped. This study motivated me that especially home economics major should be trained to be competent enough to work in industrialized society as much as the input to her college education. As industialization was made progress, family member's diverse role differentiation also occurred from past simple role such as house wife or girl's high school teacher among by home economics major. In this current societal change, most of the home economics major have wish to have opportunities obtaining new kinds of employment rather than obtaining merely teaching work. With this in mind I made a study on college level home economics education of the new adjustment to current and future industrialized Korean society. (1) The full number of officially admissible home economics major in 169 Korean colleges, 70 junior colleges, and one open university were as follows, 7139, 6080, and 230 respectively. The percentages of employed of employed numbers of them for the college and junior college graduates were 26.5 and 39.0 respectively. (2) The certificate qualifications issued to college home economics major are nutritionist (1st grade and 2nd grade), clothes and textilist, home economics teacher (2nd grade for high school) and kindergartener (2nd grade), The qualifications are certified after majoring each field from major departments of college of home economics by Ministrys of Labour and Education of the Korean government. The percentages of their employment are low as mentioned earlier. (3) To find out new employment opportunity for home economics graduates in home economist in business (henceforce/HEIB) status quo of consumer division for mational enterprise was surveyed. According to govermment decree of general law of consumer protection (1980), enterprise should organize bureau (offics, subdivision) on liability to consumer's complaint. Of 89.6% of the enterprise established th subdivision in which 96.2% of employee was male (3.8% was female). Of the employee college graduate and high school graduate were 93.2% and 6.8% respectively. On the employee's major acadmic backgroud (%), economics and business administration, engineering and low-political science were 39.5, 26.2 and 11.2 respectively. (4) To study on the relation between home economics and home economist in business, the aspect of historical development of HEIB, group of HEIB employing enterprise and their nature of business were tried to find out as well as perception and evaluation by enterprise on HEIB. (a) In the united States of America employed home economics major to enterprise was organized autonomously HEIB subdivision within American Home Economics Association since 1920's and the membership of HEIB was 3,000 of the AHEA membership 50,000. (b) In Japan the Japanese founder HEIB had three times the bilateral congress with the U.S.HEIB and had 10th anniversary celebration in 1988. Japanese HEIB member are not necessary to be home economics graduates but should have certificate as consumer adviser effected by the Minister of Trade and Industry. Japanese subdivision of consumer affaire within Japanese enterprise employ the consumer adviser with the certificate. Because of this different system from the United Sates, Japanese HEIB call their title "HEEB" instead of HEIB. The Japanese consumer adviser certificate system had initiated since 1980 and it belongs to 2nd level national qualification certificate. Currently active membership of Japanese "HEEB" association had increased from 115 (in 1979) to 319 in 1988. (5) For the opening of the future new employment of home economics graduates to enterprise and qualification required for the HEIB by national enterprise in Korea, I studied on the courses which seem to be important and required by employee in the field of HEEB in the United States of America and preliminary curriculum for home economics related major student aimning to be the future "HEEB" by Japanese HEEB study group of Japanese Association of Home Economics. It is suggested that it is very important and urgent to realize as home economics educator to have common deep concern and endeavors on opening new employment for our home economics major student1), we should try to publicize strongly and let enterprise and consumer protection board realize that employee in the subdivision of consumer protection should be the one who well experienced home economics major graduates2), we, home economics educator, should try to develop actively new curriculum in line of the suggestion made earlier for our future home economics major student of open broadly their future employment opportunities3), we, home economics educators, should try to have consensus on whether we should have support from government in terms of receiving national qualification certificate on consumer pretection or not4), and I would appreciate if the Korean Home Economics Association and Korean Home Management Society paydeep and positive concern on this matter.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.273-284
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• 2011

The purpose of this study was to investigate the understanding of a multicultural education curriculum(educational goals, contents, methodology, subjects, problems, and revitalization) by college students and its process, to provide base materials to be used in revitalizing an efficient multicultural education. The subjects were 750 college students located in Jeonbuk province. In this statistical analysis, SPSS 12.0 program was used to conduct frequency analysis, credibility analysis, $X^2$ test, t-test, one-way ANOVA, and Duncan' multiple comparison. For the educational goals of multicultural education, most people responded it was "to positively experience cultural diversity and commonality." As for methodology, the paper found that there were two elements, namely, consolidation form and specific form; there were no differences between responses given by different genders, but differences were observed among different grade levels and majors. Looking at the content of multicultural education, emphasis was given to the equality of different cultures. Multicultural education was taught most frequently in Home Economics Education. In conclusion, by focusing on university students, the paper looked at the awareness of multicultural the necessity of multicultural education, and the awareness of the multicultural education process. Above all, in terms of home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education.

• Human Ecology Research
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• v.58 no.2
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• pp.187-200
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• 2020

This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into 'Teacher Eligibility Criteria', 'Assessment Area', and 'Evaluation Content Elements' for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

• Journal of the Korean Society of Clothing and Textiles
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• v.33 no.2
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• pp.319-330
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• 2009

The contents of clothing and textiles area of elementary home economics textbooks from 1948 to 1955 were investigated. Home economics of elementary school education in those days corresponds to practice acts of elementary school education in present. Practical acts has the all-around concepts of the agriculture, industry and home economics Also the knowledge or skill for actual life are teamed. Practical acts education was started from lessons of sewing for women under title of 'jaebong'. It can be said that practical acts education was started from clothing and textiles area. The home economics elementary textbooks of the year 1948 were composed of 21 units for 5th grade and 22 units for 6th grade. The textbook for 5th grade of 1953 was composed of 19 units, and one for 6th grade of 1955 was composed of 18 units. The clothing and textiles area accounts for 38.6% in 5th grade textbook, for 32% in 6th grade textbook of 1948 and for 31% in 5th grade of 1953 and 6th grade textbooks of 1955. The textbook contents of clothing and textiles area were classified into five fields of sewing, knitting. patching, embroidering and care. In 1948, textbooks were placed a great deal of weight on sewing field education as 7 units of 15 units. The 7 units for sewing fields have suitable connection to develop. But, in the case of knitting, patching or care, just groundwork of each field was included for application to actual life without vertical connection. The contents of textbooks for clothing and textiles area in 1953 and 1955 were much alike with those in 1948.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.171-181
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• 2000

The purpose of this study is to compare and analyze on the result of learning accomplishment and attitude between two groups to certify the application possibility of the cooperative learning method in home economics education. This inquiry was investigated by two classes 95 students. of the first glade in high school a commercial girl’s high school located in Anyang city of Kyonggi province, and then classified in a cooperative learning group and a traditional learning group respectively, then the 6th lessons progressed, and the difference of results of the learning accomplishment and the learning attitude according to each group was analysed with the post tests of the learning accomplishment and the learning attitude of two groups. The results of this study are summarized as follows. (1) Three subordinate positions, which are knowledge, understanding and application field of learning accomplishment between the cooperative learning group and the traditional learning group. it highly and the traditional learning group it highly showed in comparison with the traditional learning group. (2) There are not any statistically significant difference in the attention- concentration field of learning attitude between the cooperative learning and the traditional learning groups, but the cooperative learning group in the learning method and the self learning field highly showed.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.81-99
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• 2014

Student teaching is equivalent to an egg just before oviposition. There is a growing acting voice that teaching profession is not necessarily required as the years go by. I developed a process that 55 student teachers search for their identity as a teacher during four-week student teaching program according to Clandinin and Connelly(2000)'s narrative inquiry. The procedure consisted of three stages such as access to the field, field text writing, and research text writing. The student teachers wrote journals by week to search for their identity as a teacher with a focus on what they observed in the field and what they were motivated by teachers and students. Free and truthful 220 stories conducted in a student teaching online cafe were collected as a field text. And the research text was reliving and retelling through poetic writing on each week's themes of exploration, growth, reflection, and pledge to complete the narrative inquiry. Student teachers, an absolute majority, including home economics student teachers aimed for the teaching profession and waited for their hatching.