• 한국영양학회:학술대회논문집
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• 한국영양학회 1999년도 춘계학술대회 초록
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• pp.103-104
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• 1999

• 정보학연구
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• 제10권3호
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• pp.1-14
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• 2007

We have studied the methods to connect homes with a digital network and apply home automation to education. We presented the possibility of integrated education where public education at school can be extended to home. The hardwares related with home automation are continuously in development. We have demonstrated the materials appropriate for the levels of individual students with home network information, and studied methods of education.

• 한국가정과교육학회지
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• 제4권1호
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• pp.31-41
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• 1992

The central goal of this study is to find out of the boy students in middle school the attitude towards house life and house-hold affairs of the boys； and explain what will be of their attitude after they have got Home Economics education. For the purpose of this study, 138 questionairs were distributed to the boy students who had educated Home Economics in school and the ones who had not. The results were as follows； 1. The educated group has higher score in ability of house-hold making than the other group. 2. The educated students responed affirmatively to the utility and necessity of Home Economics education. 3. The teachers who have taught Home Economics to male students have opinions that the students needed Home Economics education to increase the ability of doing house-hold work. Accordingly, Home Economics education should be taught to both sexes in order to have good quality of life, and requires more hours to study as well.

• 한국가정과교육학회지
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• 제4권1호
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• pp.17-30
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• 1992

This study aims at finding a new home economics education with will include male students as its teaching objects, and then providing home economics teachers with useful materials. For this purpose I examined the curriculum of foreign home economics education and analized male and female secondary school students’and their recognition and demand to the home economics education. Investigated persons are male and female students of the first year of 3 sendary schools and their parents in Seoul, who are choosen by menas of random sampling. The items analysis of questionnaires was performed by means of random sampling. The items analysis of questionnaires was performed by means of SPSS. The results are marked with percentage and the significance level is verified by t and X(sup)2 analysis methods. The results obtained from the items analysis are as follows：1 According to the increasing number of female employees, the mechanization of household affaires, and so on, male students and male parents got to realize the necessity of home economics education and the importance of men and women’s cooperation to lead a family life. 2. It is shown that the goal of home economics deucation must be to form a right value point of the family life and family. This fact implies that many examinees regards the home economics education in the moral point of view. 3. In the necessity degree according to each field of the home economics education curriculum, moral and social aspects such as family relationship, home management & economics, human development and bringing up are regarded more important than household affairs and the related technical aspects. 4. In the difference between groups to the necessity degree according to each field of the home economics education curriculum, there are few differences between male and female parents, but there are many differences between male and female students. Male students regards the contents of the home economics education curriculum less necessary than female students. Especially in the field of clothing, residence, human development and bringing up, the difference between male and female students is obvious. 5. The necessity degree of the contents related to environmental pollution, saving of energy and resources, utilizing of computer, etc. is very high.

• 대한지역사회영양학회지
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• 제19권4호
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• pp.386-400
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• 2014

Objectives: The purpose of this study was to provide a basic data of nutrition services in home health care by analyzing hospital-based home-visit nutrition education needs of patients at discharge. Methods: Data was collected from September 11 to October 12, 2012 by administering questionnaires to 289 chronic disease patients to be discharged from a university hospital in Pusan. The home-visit nutrition education instruments used for collecting data were developed by the researcher. Results: Regarding the demands of home-visit nutrition education, 62.3% of subjects were willing to use home-visit nutrition education and 37.7% weren't. The main reason for using the home-visit nutrition education was "the effective nutrient management in consultation with an individual's doctor", 38.9% and 31.2% of patients who did not wish to use the service gave the reason for their decision as, "Just by managing the nutritional requirements of a family's diet and, the patient will be able to fully recover", respectively. As for the demand, classified with the areas of home-visit nutrition education, the demand for the area of basic nutrition (3.75/5.00) was the highest followed by, the area of educational nutrition (3.74/5.00), therapeutic nutrition (3.67/5.00), and dietary nutrition (3.55/5.00). The demand for the area of educational nutrition was high "Considering the state of dietary management, such as disease status and drugs", 73.7%. As for the relation between the characteristics of the study subjects and analysis of demand home-visit nutrition education, the characteristic of subjects, that is, "regular home-visit nutrition education", "practice of diet therapy after discharge" had a significant difference statistically (p < 0.01). As for the relation between the needs for fundamental home-visit nutrition education and the demand of home-visit nutrition education, basic nutrition, educational nutrition, therapeutic nutrition, and dietary nutrition had a significant difference statistically (p < 0.01).

• 한국가정과교육학회지
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• 제31권4호
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• pp.163-192
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• 2019

본 연구는 한국가정과교육학회 창립 30주년을 맞이하여 지금까지의 발자취를 성찰하고 앞으로 나아갈 방향을 모색하고자 하였다. 이러한 목적에 부합하도록 첫째, 30년 역사의 성과를 가정과교육의 현황, 한국가정과교육학회의 학술대회 주제와 가정과 교사의 사회적 기여를 통해 뒤돌아보았다. 지난 30년 역사를 통해 본 가정과교육 분야의 연구와 가정과교사의 수업은 가정과교육의 역할을 제고하여 사회적 요구에 부응하기 위해 노력하였음을 확인하였다. 둘째, 미래 가정과교육의 역할을 발전적으로 탐색하기 위하여 가정과교육의 비전과 사명을 도출하였다. 비전과 사명의 공유는 전문분야로서 가정과교육이 추구하는 이상적인 가치와 목표로 기능하여 우리가 나아가야 하는 과정으로 이끌어준다. 본 연구로부터 가정과교육의 비전과 사명의 실현은 자유로운 개인, 자유로운 사회, 지속가능한 환경으로 이끌 것이며, 궁극적으로 개인과 가족, 사회, 환경의 총체적 웰빙을 이루게 할 것이다. 이를 위한 가정과교육의 역할은 미래 사회에 더욱 지대해질 것이라는 결론에 도달할 수 있다.

• 기본간호학회지
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• 제6권2호
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• pp.228-239
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• 1999

In 1990 Home Care Education Programs started when legislation established certification for Home Care Nurses. The Ministry of Health and Welfare proposed a home care education curriculum which has 352 class hours and 248 hours of 'family nursing and practice'. Though Home Care Education Programs have been offered in 11 home care educational institutes, there has been no formal revision for the home care education programs. Also a first and second home care demonstration projects have been carried out, but there has been no research on outcomes for home care education as applied in home care practice. The purposes of this study were to identify the important content areas for home care nursing as perceived by home care nurses, and to identify their clinical competence in each of these areas, and from these to identify the education needs. The sample was 107 home care nurses who were working in home care demonstration hospitals and community-based institutions which have been offering home care services. Responses were received from 88 nurses, comprising a 82.2% return rate, and 86 were included in the final analysis. The instrument used was a modification of the instrument developed by Caie-Lawrence et(1995) and Moon's(1991) instrument on home care knowledge. The instrument's Cronbach's coefficient was 0.982. Among the respondents, 64% were working at home care demonstration hospitals and 36% were working at community-based institutions. Their home care experiences were from one month to six years, with a mean of 20.6 months. The importance rating for home care education content was 3.42 0.325, which means importance was rated relatively high. Technical aspects of home care were identified the most important. Five items 'education skill', 'counseling skill', 'interview skill', 'wound care skill', 'bed sore care skill' received 100% importance ratings. The competency rating was 2.87 0.367 and 'technical aspects of home care' was the highest, and 'application to home care skill' was the lowest. Home care nurses' education needs were identified and compared to the importance ratings and competency ratings. Eleven items were identified as the highest in the importance areas and eleven items were in the lowest competency areas. High importance ratings matched with low competency ratings determined training needs, but there was no matching items in this study. In the lowest competency areas four items were excluded, because of not being applicable in current home care practice. Therefore total eighteen items were identified as home care education needs. These items are 'bed sore care skill', 'malpractice', 'wound care skill', 'general infection control', 'change and management of tracheostomy tubes', 'CVA patient care', 'Hospice care', 'pain management', 'urinary catheterization and management', 'L-tube insertion and managements', 'Respirator use and management skill', 'infant care', 'prevention to burnout', 'child assessment', 'CAPD', 'infant assessment', 'computer literacy', and 'psychiatry patient care'.

• 한국가정과교육학회지
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• 제9권2호
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• pp.1-15
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• 1997

The purpose of this study is to investigate the need and perception of home economics education for middle school male pupils. The data were collected using questionnaires from 630 male pupils in Seoul The major results of this study were summarized as follows； (1) The male pupils generally perceived Subject’s value of home economics education. (2) The male pupils in 1 grade interested in home economics education but the higher grade, the fewer interest they are. (3) The male pupils recognized subject of home economics education as practical joyful subject. (4) The male pupils took the affirmative view in home economics education (5) The male pupils wanted the same textbook as females’.

• 한국가정과교육학회지
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• 제9권2호
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• pp.31-45
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• 1997

The theoretical rationale and basic materials for the improvement of the recognition on home economics teachers are suggested in this study through the close examination of the teacher’s recognition and its related variables. For this study, review of literature and questionnaire survey were performed. As the results, the following may be suggested. 1. There teachers more experienced and non-majored the home economics or those who finished professional course should be reeducated adequately for new direction of home economics education in secondary school and new curriculum. 2. The development of qualification for home economics teacher and the educational system and program for training preliminary should be try to find a solution to improve the new and positive recognition of home economics education in secondary school. 3. The institutional and environmental conditions, such as pay and welfare facilities, should be improved to satisfy home economics teacher with new view of home economics education in secondary school with their duties. 4. The systematic and concrete teaching programs for contents of improving new recognition of home economics education in secondary school, and for promoting positive self-recognition as home economics teacher, and for training the abilities of developing teaching materials and guiding practical techniques should be developed.

• 아동학회지
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• 제30권6호
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• pp.237-248
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• 2009

The reasons to attend Alternative Schools are : to compensate for the discontent over what is locally taught in state schools and to improve the students' satisfaction and social emotional development. In 2006, it was estimated that about a thousand Home Schools were set up. With the studies of Alternative Education and Home Schooling, the issues are : 1) the depth study of curriculum of Alternative Education with a wide range of subjects, 2) the institutionalization of Home Schooling, 3) educational methods for Home Schooling, 4) a research on Home Schooling's effectiveness. Their practical and political issues are : 1) to give the licence to the rest of schools and to formulate Education Law on Home Schooling, 2) to obtain government's financial support to the both sections, 3) to support a system of instructional contents and methods of Home Schooling, and 4) to select, share and popularize the best practices of Home Schooling.