• 대한가정학회지
• /
• 제31권2호
• /
• pp.1-14
• /
• 1993

The purpose of this study is to find the differences between home economics before and after korean Independence of the dominance of Japanes Empire. The specific aimes are to compare the subject organization, educational purpose and subject contents etc. of home economics in korean school before with after the Korean Independence of the dominance of Japanes Empire. The methods to study were to analyze some documents(laws or regulations)and textbooks etc. at that time. The result of this study is summerized as follow. 1. The subject of home economics in primary school were‘Jaibong(sewing)’,‘Kasa(household affairs)’just before Korean Independence of Japan in 1945. But the subject of home economics changed to‘Yori(cooking)’,‘Jaibong’after Korean Independence in 1945. In 1946,‘Yori’and Jaibong were integrated in‘Kasa’. In 1954, ‘Kasa’changed to ‘Silkwa(Practical Course)’. The subject of home economics in middle or high girl school were‘Kajeong(home)’, ‘Yuga(nursing)’,‘Bogeon(preservation of health)’,‘Pibok(clothing)’just before Korean Independence in 1945. But the 4 subjects changed to‘Kasa’,‘Jaibong’,‘Suye(embroidery)’and the 3 subjects changed‘Sileop and Kajeong(home affairs)’again. 2. The hours per week assigned to home economics education were higher in high school years than in low school years both in primary schools and middle or high schools. 3. Among various home economics subjects, the hours assigned to‘Jaibong’were higher than any other home economics subjects. But The hours assigned to the‘Kasa’tended to increase in high school years. 4. The purpose of home economics education in schools before Korean Independence of Japan focused of fostering korean's loyalty to Japan Empire in the end and on cultivating womanly virtue etc. This tendency was more prominant in middle or high school than primary school. 5. Korean home economics education during about 10 years generally followed the home economics education of Japanes Empire. 6. The home economics education in primary school for school boys was practised after 1955(The period of 1th curriculum). Before that time was practised home economics education for school girls. 7. Generally home economics education in Korean schools was weakened after Korea became Independant of Japanes Empire in 1945. 8. The contents of home economics education after Korean Independence tended to follow those of Japan. Among domains of the home economics the rate of contents of‘siksainghwall(life of foods)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in primary, while the contents of‘oeusainghwal(life of clothing)’tended to be largest, the rate of‘Jusainghwal(life of house)’lowest in middle education.

• 대한가정학회지
• /
• 제20권4호
• /
• pp.205-223
• /
• 1982

This study was devised to investigate the juveniles' psychological distance to their parents and related variables. 456 respondents, consisted of 116 middle school boys, 101 high school boys, 114 middle school girls and 125 high school girls, were sampled. The psychological distance was measured by the semantic differential method, and the statistical data were verified by the analysis of variance through computer system. The main results are found as follows. 1. The average mark of the juveniles' psychological distance to their parents was 54.73(78.19%)/70(100%) and the mark of high school girls was highest and high school boys lowest. 2. The variables influencing on the juveniles' psychological distance to their parents were varied buy the groups. 1) Middle school boys; home atmosphere(p＜.001), social and economical status of home (S.E.S; p＜.01), number of intimate friends(p＜.05), rearing attitudes of parents(p＜.05). 2) High school boys; home atmosphere(p＜.001), age of father(p＜.05), protection of mother(p＜.05) 3) Middle school girls; home atmosphere(p＜.001), rearing attitudes of parents (p＜.001), S.E.S of home(p＜.001).

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

• 한국가정과교육학회지
• /
• 제12권3호
• /
• pp.157-170
• /
• 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.

• 복식
• /
• 제46권
• /
• pp.143-158
• /
• 1999

The purpose of this study was to investigate the influence of home environment school life adjustment and demographic variables on the adolescents' clothing attitudes The subjects were 682 middle and high school boys and girls(boys. 342, girls:340) in Seoul Korea. Modesty of boys was influenced by parent's education(-) academic record achievement tendency of home and allowance(-) $(R^2$=8.6%) and girls influenced by affection of home(-) allowance(-) age and academic record$(R^2$=11.2%). Clothing satisfaction of boys was influenced by parents' education self-control tendency of home and school life adjustment$(R^2$=19.4%). girls influenced by allowance affection of home parents' education school life adustment and self-control of home$(R^2$=20.3%) Age was most important in predicting the wearing of regulative clothes of boys. followed by allowance and academic record(-)$(R^2$=26.7%) allowance was most important in girls followed by academic record(-), and achievement tendency of home $(R^2$=19.0%). The present findings mean that the more allowance adolescents received and the lower the academic record the lower the modesty and the their the wearing of regrlative clothes. The school life adjustment and home environment such as achievement affection and self-control tendency were meaningful variables That affect clothing attitude of adolescent.

• 가정과삶의질연구
• /
• 제20권4호
• /
• pp.103-111
• /
• 2002

This study is to examine the relationship of HOME and personality with Preschool children's school readiness. The subjects were 138 children(4 to 6 year-old) and their mothers in Seoul, Gyunggi-do, and Chungnam. The instruments for this study were Cooperative Preschool Inventory(CPI), The Home Observation for Measurement of the Environment(HOME), and Children's Personality Test. The data were analyfed by Pearson's r, stepwise regression, ANOVA, Scheffe test for the post hoc test, and Cronbach a for the reliability in SPSS PC program. The major findings with the preschool children's school readiness were as follows. 1) That was significant correlations with HOME(language environment and encouragement of independence) and personality(sociability and familiarity). 2) That was explained significantly by sociability, encouragement of independence, language environment, and stimuli for development. 3) That was no sex-difference and was an increase by age. 4) There were significant differences in preschool children's school readiness, HOME, and personality by familial demographic variables.

• Human Ecology Research
• /
• 제62권2호
• /
• pp.197-216
• /
• 2024

The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: 'core idea' × 'process' × 'context and value'. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed 'process' dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.

• 한국의상디자인학회지
• /
• 제16권4호
• /
• pp.137-156
• /
• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• Human Ecology Research
• /
• 제60권4호
• /
• pp.625-643
• /
• 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.

• 한국가정과교육학회지
• /
• 제9권2호
• /
• pp.115-130
• /
• 1997

The purposes of this study are：(1) to analyze the learning content & subjects on the area of clothing and textiles in Home Economics for Young Men： A Teaching Guide, (2) to compare it with the learning content & subjects on the area of clothing and textiles in Home Economics teaching guides in the middle school in Korea, (3) to provide preliminary data for developing the learning content & learning method on clothing and textiles education for middle school students. To implement these proposals, Home Economics for young Men： A Teaching Guide in U.S.A and 6 Home Economics teaching guides for the middle school in Korea are reviewed and analyzed. The research findings were as follows： 1. Home Economics for Young Men is characterized as including： (1) interesting learning contents for girls and boys in the middle school, (2) learning contents for helping students to work on their own initiative (3) learning contents related to actual life, (4) practical consumer education content related to clothing and textiles area, (5) learning contents for developing originality, (6) learning contents related to vocational education. 2. The subjects in Home Economics for Young Men give careful considerations especially on how to learn. They are based on the idea that middle school students have to learn and to solve the subject by themselves. 3. Learning contents on Home Economics teaching guides for middle school in Korea are different from learning contents in Home Economics for Young Men in the subject & the form of description, the subject matter of practice in clothing area, the standpoint of description on clothing matters. The subjects in Home Economics teaching guides for middle school in Korea don’s give careful consideration on how to learn. There are little idea that middle school students have to learn and to solve the subject by themselves.