• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Human Ecology Research
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• v.59 no.4
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• pp.433-448
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• 2021

The purpose of this study was to analyze two subject competencies (practical problem-solving capability and independent life capability) reflected in the activity tasks included in the 'home life and safety' area of 12 middle school technology-home economics textbooks in accordance with the 2015 revised curriculum. The analysis criteria were sub-elements of two subject competencies. Seven sub-elements were derived from each competency. Frequency analysis was performed to determine how often the sub-elements were reflected in the activity tasks. The results were as follows. First, with regard to the sub-elements of 'practical problem-solving capability', 'value judgment' was reflected most frequently in the activity tasks followed by 'exemplification of solution', 'logical thinking', 'critical thinking', 'decision-making', 'practical reasoning', and 'evaluation of solutions'. Secondly, the sub-elements of 'independent life capability' were unevenly distributed in the activity tasks. The 'capability to perform conscious living' was reflected most frequently followed by 'development and self-identity', 'time, money, and leisure management', and 'reasonable consumption and resource utilization'. For teachers wanting to teach activity-oriented classes and student participatory classes, the results pinpoint the materials necessary to develop learners' subject competencies by using textbooks from different publishing companies.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.1-19
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• 2022

The purpose of this study is to analyze the keywords of the middle school textbooks based on the 2015 revision of the technology and home economics curriculum to understand the core concepts and contents composition of the 'housing' unit. Using TEXTOM and UCINET programs, the frequencies and centralities of the keywords were analyzed, and CONCOR analysis was performed. The results are as follows. First, the content system of the 'housing' unit is divided into 'life culture' and 'safety' in the 'family life and safety' area. Second, in the 'safety' section, the frequencies of occurrence of the words were high in the order of indoor, occurrence, use, noise, and safety accidents, in the order of frequency of occurrence. It was confirmed that words related to daily life, safety accidents, and prevention were closely connected to each other. In the 'life culture' section, the frequencies of occurrence were high in the order of space, housing, family, and residential space, and the correlations between these keywords were also high. Third, the most influential core keywords were, indoor and occurrence in the 'safety' section, and space, family, and housing, in the 'life culture' section. Fourth, the 'safety' section were divided into two subunits, 'safe living environment' and 'comfortable living environment', and the 'life culture' section were divided into four subunits, 'living space composition', 'space utilization', 'housing value and lifestyle', and 'housing culture'.

• Human Ecology Research
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• v.59 no.2
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• pp.261-273
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• 2021

This study is not just a meaning of costume but a function of culture and includes addresses the associated emotions. As the interest of youths has increased recently, the importance of traditional costume education has been growing. Therefore, this study aims to analyze the contents of Hanbok in the 2015 revised high school technology and home textbooks using content analysis techniques and text mining techniques. As a result of the study, first, the symbolic meaning and characteristics of Hanbok and the beauty of Hanbok were practiced in daily life, and the value was found through the excellence of Hanbok and the modernization of Hanbok was dealt with Second, most of the illustrations related to traditional costumes were presented in various ways, but there were some regrets due to lack of quantity and quality. Third, the words used to explain traditional costumes were used in the form of culture, excellence, tradition, modernity, harmony, succession, etc. except for the types of clothing. Therefore, the results and discussions derived from this study are expected to help the textbooks to be efficiently selected and used in the field of the front line school along with the correct understanding of traditional culture in the process of selecting traditional culture contents and illustrations.

• Journal of the Korean Home Economics Association
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• v.44 no.4 s.218
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• pp.75-86
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• 2006

The purpose of this study was to develop and evaluate the educational program of life safety for low grade elementary school students. The objectives of the life safety education were established, and the contents and instructions of the educational program were organized according to the needs of the 560 children and their mothers. Both experimental and control groups were evaluated before, immediately after and 3 weeks after the education in terms of knowledge about safety, attitudes and behaviors. The results of this study were as follows: 1. Twelve contents for safety education consisted of safety for electronic games, playing facility, mobile exercise machines, elevator/escalators, traffic and prevention for injury, pricking/cutting, collision/fall/slippery, drowning, burning, electric shock, food toxicity and child missing/sexual harassment/kidnapping. 2. The score of knowledge for safety, attitude, and behavior of the experimental group was improved after the post-tests. Thus, the educational effects were demonstrated to be significant in all evaluation sections.

• Journal of the Korean Society of Hazard Mitigation
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• v.10 no.6
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• pp.9-16
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• 2010

For improving social safety, It is important to build Web DB of criminal prevention and open to the public. It could be help to mitigate social damage of crimes and accidents. In this study, the main goal is to analyze and apply the applicable contents from user demands studies and case studies for a domestic life safety Web DB. For this study 31 cases of international life safety Web DB were collected and analyzed. Customer participation style of Web service was reviewed. And demand survey for crime weakness group like students, and young women was examined. As a results people needed to know the un-safety area in their usual life and their ways; school to home, work to home. While creating the Web DB for domestic life safety, user content according to different economic status and publicity for Web DB proved to be important factors.

• Journal of Families and Better Life
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• v.23 no.4 s.76
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• pp.67-77
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• 2005

The purpose of this study was to identify housing attributes that make residents feel 'at home' in ALFs in Southwest Virginia. For this purpose, residents' needs, experiences, and opinions of the physical environment, the social environment and the organizational environments such as policies and programs of ALFs were identified. As a multi-case study, five ALFs in Southwest Virginia were studied using constant comparative methods of data analysis. In addition to face-to-face interviews with 25 residents and 5 administrators of five ALFs, observations were conducted with personal journal. Each facility was designed to be a single-family house or multi-family dwelling in outside appearance. Most of the respondents were satisfied with their current dwelling as a 'home' in terms of homelike attributes such as 'autonomy/ privacy', personalization,' safety and security,' services and care,' independence,' social interaction/friendship,' family support,' and 'rules and regulations.' In spite of high satisfaction with the facility, however, many people did not think of their current dwelling as a real 'home'. As the biggest difference between living in their own homes and living in the ALF, people feinted out a lack of independence and social interaction. Residents of ALFs may have reordered their priorities in their current life situation so that safety, security, and caie were more important to them than fooling "at home."

• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.23-39
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• 2017

The Purpose of this study is to present the basic data for selecting and improving the safety education contents which help practically middle school students through analysis of contents of safety education in 'field of home life' of 2009 revised middle school textbooks. The subjects of analysis are 12 types of middle school textbooks: in total 24 books written by 12 publishers in terms of the revised curriculum in 2009. The analysis criteria is developed by the researcher referring to preceding studies regarding safety education based on the seventh safety education standard presented by the Ministry of Education (2015). With such analysis criteria, all words related to the contents of the safety education of analysis criteria were extracted from each textbook, such as words directly mentioned as 'safety', words mean as 'psychological safety' and 'happy life', words related to 'attention', 'note', 'stability' etc. Under the analytic frame of safety education contents according to a home economics textbook, content analysis method was used for producing the frequency and percent of those words. The textbook analysis shows that the number of pages regarding safety education is 336.3 pages, as 9.8% in total 3,412 pages of 12 types of technology and home economics textbooks. As following the analysis of each textbook volume of the proportion in the contents related to safety education, 224.9 pages are on the first volume and 111.9 pages are on the second volume. As grades increase from year one to year three, the proportion of safety education in home economics textbooks is decreased. The highest number of safety education contents unit is 'Self-management of youth' which includes three parts of safety education. In the case of a unit for emphasizing practice, experience and practical exercise such as 'Life of youth' and 'Practice of eco-living', safety education content in the area of 'life safety' are mostly contained. Safety accidents related to the most student experienced, Household accidents (1.4%) and experiment or practice accidents (0.3%) are presented in a low figure. The contents of universal housing and school violence are duplicated on first and second volume of text. The most presented safety education content in the 12 types of textbooks are proper sexual attitude, dietary problems, family conflict and food choice. The least common contents are dangerous drugs, family welfare, internet addiction and industrial accident compensation insurance. As this study is to analyze 12 textbooks developed in 2009 revision curriculum, it is necessary to compare it with the textbook written by the revised curriculum in 2015 and to clarify the contents system of safety education and to avoid duplication of contents. In addition, it is necessary to develop and distribute a safety education program that can support textbooks.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.1-28
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• 2009

The purpose of this research was to provide the information needed for improving the elderly housing education and the elderly housing contents of Technology and Home Economics textbook. Thus, the elderly housing contents of current Technology and Home Economics textbook were categorized. Then, a total of 233 teachers were surveyed to examine their importance perception on the elderly housing contents. Elderly housing contents were grouped into S categories, each of which was named 'safety and safety management', 'room plan for the elderly', 'shrinking stage in family life cycle and dependency stage in housing life cycle','a house for 3-generation extended family', and 'universal design'. Teachers' importance perception was generally high for 'safety and safety management' and especially for 'safety and safety management' of bathroom(protection against slippery floor, safety bar, the appropriate position and height of shower, bathtub, and wash stand) ; the basic guidelines of 'room plan for the elderly'(emergency call, closely located bathroom, flat and non-slippery floor) ; the general guidelines during shrinking stage in family life cycle and dependency stage in housing life cycle'(protection equipments against safety accident, emergency call, flat and non-slippery floor) ; independent life among 3-generation extended family members(bathroom for the elderly, space plan for independent life among extended family members) ; the basic design guidelines of universal design(safety bar in bathroom, flat floor) and the guidelines of universal design which were especially helpful for wheelchair users(enough empty space in front of door and in corridor, wide door and corridor). Recommendations for the elderly housing education and the elderly housing contents of Technology and Home Economics textbook were that 'emergency call','safety bar in bathroom' and 'flat and non-slippery floor' were the most basic guidelines for elderly housing; that 'enough empty space in front of door and in corridor', 'wide door and corridor', 'low and wide steps', 'ramp for wheelchair users' and 'D-type or lever-type door handle' were most recommendable guidelines for universal design; that 'need for elderly housing', 'types of elderly housing', 'alternatives and choices of dependency stage in housing life cycle' and 'house plans for shrinking stage in family life cycle' were required guidelines for increasing elderly-only family.

• Human Ecology Research
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• v.56 no.3
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• pp.233-246
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• 2018

Korean society is experiencing an increase in multicultural families and single households. The incidence of the MERS, epidemic in 2015, and the subsequent cases of child abuse have been major shocks to Korean society. In addition, there has been a steady increase in household debt, that is in danger of causing a serious crisis in the stability of our society and the family. The current demand for increased accountability in the democratic process is becoming an important topic. There is also an increased awareness of natural disaster preparation due to local earthquakes that have caused concern. At this point, the lifelong education in the home economics education field in Korea is in line with the changes and crises of various societies. Problems related to family life that have happened in the real life of learners stand in the place of the study with preventive character. It should provide the best alternative for family, home, and society, and help to overcome the problems of life. In order for lifelong education to respond to these social changes $vis-{\grave{a}}-vis$ Home Economics Education, it is necessary to develop: 'formation and improvement education of family relationship', 'crisis prevention and management coping ability training', 'safety education', 'learning communication and consensus processes', 'consumer culture education', 'ethics education on environment and resources', 'sustainability education', 'local education of family relationship', 'crisis prevention and management coping ability training', 'safety education', 'learning communication and consensus processes', 'consumer culture education', 'ethics education on environment and resources', 'sustainability education', 'local economic activation education', and other topics of lifelong education topics related to the field of Home Economics Education are required. Consequently, various related programs should be further developed and disseminated.