• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.13-26
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• 2004

This study tried to suggest teaching and learning activities which can be effectively utilized in Home Economics Education by analyzing and suggesting “The objective and contents of personality education” in Home Economics Area in the curriculum of 7th Technology ＆ Home Economics. As a result, Personality education can be implemented in all areas of Home Economics Education. Especially in Home Economics Education, the following personality education can be implemented. First of all, it can teach the equality among family members by teaching the values of equality and respecting human rights. Secondly, it can teach to recognize and implement various values related to environmental protection. Thirdly, it can teach the ethics related to care which was claimed by Gilligan and other people - in other words, charity, forgiveness, friendship, love, sacrifice, concession, conversation, compromise and etc. Especially these kind of values are extended to also the ethics of care for others, neighborhood, and community not only for family care which was the traditional Home Economics education criticized as family selfishness. On the other hand, personality education in Home Economics Education is different from other subjects. It enables students to act through experiences not just emotion or knowledge by learning actual relationships among family members in daily life. This kind of feature is proving the fact that Home Economics Education can play a very effective role in achieving the objective of moral behavior The results of this study proves that Home Economics Education is an effective subject which can conduct personality education by the objectives and contents that are different from other subjects. This provides the reasonable cause for Home Economics Education to be an required subject in school curricula. Future study should be conducted as an empirical research to develop personality programs(activities for teaching ＆ learning) which can be implemented in Home Economics Education and to accumulate empirical data of such programs.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.233-245
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• 2007

The purpose of this study is to investigate the appropriate way of essay writing education which helps the learners perceive and express a stream of knowledge through Home Economics education curriculum by themselves. While one-way type, which teachers just give instructions to students and students just learn from them, has dominated the education, new education focuses on interactive and reciprocal way in thinking and researching together. This new stream requires appropriate and various education method as well as the new concept of education curriculum. This study applies the curriculum of the German practical philosophy that recently has been a debated topic in Home Economics education. The purpose of the curriculum pursuits improving students' practical and critical thinking competence and essay writing is the center of it. In the curriculum learners write essays by asking and answering the questions through seven areas which students can experience based on three angles such as individual, social, and idealogical viewpoints. In this process learners don't remain in the individual angles and are able to be trained as intellectuals who can lead the social and cultural change as well as the individual growth by getting an insight into the idealogical angles. The Germany curriculum what is mentioned in advance presents one possibility that essay education can be introduced in Home Economics education that has accessed the education process by the practical inference based on the practical philosophy. That is, Home Economics education shares the context with essay education whose purpose is the intellect enlightenment because the former is the curriculum to make students build the abilities to access in many-sided angles not just one point, to deal with problems wisely, and to deduce the solutions. Therefore, students are expected to participate in the class dynamically by being satisfied intellectually abreast of practical essay education that helps learners read the stream of knowledge through Home Economics education. In this manner the category of Home Economics education will enlarge by making efforts to diversify the education methodology not staying only one method.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.71-92
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• 2017

The purpose of the present study is to investigate the experiences of original family and social relationships in single women. Semi-structured in-depth interviews were arranged with 18 single women who met the criteria for the present research purpose. We considered only those responses of the interviewees that are directly related to their experiences of original family and social relationships, where the collected data were analyzed in three steps by methods of thematic analysis. As a result of the analysis, the experiences of original family and social relationships in single women could be grouped into six main clusters of themes which may be labeled as (1) themes centered on 'Family attachment', (2) themes centered on 'Special People' and (3) themes centered on 'Estrange relative relationship'. (4) themes centered on 'Small social life', (5) themes centered on 'Absence of a social relationshipship', (6) themes centered on 'Drive for freedom'. Among the first category of themes of 'Family attachment', we have found three sub-themes such as 'Adult Baby under parents' care', 'Confirm of single life', 'Intricate family relations'. As for the second category of themes 'Special People', three sub-themes have been found including 'I Only Love Mom.', 'Sister friend', 'My lovely nephew or niece'. And for the third category of only one theme 'Estranged relative relationship'. And for the fourth category of themes 'Small social life', there were found four sub-themes which include 'Relationship at work', 'Chat with friends', 'Keep oneself aloof from the opposite sex', 'Singles gather together'. And for the fifth category of themes 'Absence of a social relationshipship', there were found three sub-themes which include 'Alone than meeting', 'Lazism', 'Tight daily lives'. And for the final category of themes 'Drive for freedom', there were found two sub-themes which include 'Caution for attachment', 'Caution for entanglement'. In all, there are sixteen sub-themes to consider. On the basis of these results, we presented some conclusions on the experiences of original family and social relationships in single women. We also presented some implications of these results on population education and future research.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.93-109
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• 2017

The objective of this study was to investigate the effects of the subjective perception to the nutrient intake and mental health of Korean adolescents by the residual method. This study was based on data from the 5th and 6th Korea National Health and Nutrition Examination Survey (2010-2014) of the 2,961 total subjects(male 1,548, female 1,413, aged 12 to 19 years). The nutrient intake was collected by using the 24 hr recall method and mental health and BMI were collected by the health interview survey and physical examination research. An analysis of the relationship between the subjective perception and BMI showed that the proportion of those with a distorted perception of their body type was the highest among adolescents with normal weight(p for trend, <.001). Especially, regarding the subjective body type, the proportion of adolescents who perceived themselves overweight was significantly higher among females as compared to that among males (p for trend, <.001). An analysis of nutrient intake status against the subjective perception showed that the group of adolescents who perceived themselves overweight had the lowest scores on the index of nutritional quality (INQ), nutritional adequacy ratio (NAR) and mean adequacy ratio (MAR) (p for trend, <.001). With respect to the daily intake of major nutrients, adolescents who perceived themselves overweight consumed the lowest amounts of total energy (p for trend, <.01) and carbohydrate (p for trend,<.001). An analysis of the mental health status of the adolescents showed that those who perceived themselves overweight had the highest levels of stress recognition and depression (p<0.01). In conclusion, the adolescents' subjective perception is associated with their nutrient intake and mental health. Therefore, some educational programs are desirable to help the adolescents to have their desirable subjective perception and to increase their satisfaction with their body type.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.155-177
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• 2019

The study aims to develop a teaching-learning plan that can solve the problem of the clothing and textiles area faced by the teenager as course of critical science perspective improving the empowerment. As a research method, it was conceptualized by applying the Laster(1986)'s curriculum development process. And it was applied to the conceptual framework of practical reasoning presented in: "Family, Food and Society A Teacher's guide" (Staaland & Storm, 1996). The results of this study are summarized as follows. First, based on the results of reviewing literature related to the clothing and textiles area, ongoing concerns related to the clothing and textiles is "Should we do with regard to clothing and textiles for families in the community? The valued ends is defined as a complex position with a high degree of freedom and a high responsibility, and the goal of learning is interdependence, emotional maturity, intellectual development, and communication ability. For the contents of education and activity structure, practical reasoning process was used as conceptual framework of education contents, and included sub-concerns, broad concepts, sub-concepts and intellectual and social skills. Second, based on the practical reasoning, we developed a teaching and learning plan in the clothing and textiles. As a result, a total of 12 plan of 5 modules were developed. And were developed a total of 31 tutorials, reading materials, picture materials, group activities, and video materials. The results of this study can be applied to teachers who want to try out practical inference process in class or teachers who have difficulty in practicing reasoning process in the field.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2004.10a
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• pp.1-16
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• 2004

This paper considers the possibilities of health promotion from the following perspectives; (1) IUHPE, (2) socio-cultural similarities, (3) action research, and (4) learning from our past. 1. The IUHPE values decentralized activities through regions, and countries such as Japan, Korea, Hong Kong, Taiwan and China belong to NPWP region. Since IUHPE World Conference was held in Japan in 1995, Japan used to occupy more than 60% of NPWP membership. After 2001, membership is increasing rapidly in Chinese speaking sub-region. The transnational collaboration is still in its beginning phase. 2. Confucianism is one of key points. Confucian tradition should not be seen only as obstacles but as advantages to seek a form of health promotion more acceptable in East Asia. 3. Within the new public health framework, people are expected to create and live their health. However, especially in Japan, the tendency of 'lacking of face-to-face explicit interactions' is still common at health-promotion settings as well as academic settings. Therefore, the author tried participatory approaches such as asking WlFY (interactive questions designed for subjects to review their daily life and environment) and as introducing round table interactions. So far, majority of participants welcome new trials. 4. The following social phenomena are comparatively discussed after Japanese invasion and occupation of Korea ended in 1945; ·status of oriental medicine, ·separation of dispensary services, and ·health promotion specialist as a national license. In contrast to Japanese' tendency of maintaining the status quo and postponing of substantial social change, trend toward rapid and dynamic social changes are more commonly observed in Korea. Although all of above possibilities are still in their beginning stages, they are going to offer interesting directions waiting for further challenges and accompanying researches.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2004.10a
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• pp.111-129
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• 2004

This paper develops the argument that the 'Healthy Cities Approach' extends beyond the boundaries of officially designated Healthy Cities and suggests that signs of it are evident much more widely in efforts to promote health in the United Kingdom and in national policy. It draws on examples from Leeds, a major city in the north of England. In particular, it suggests that efforts to improve population health need to focus on the wider determinants and that this requires a collaborative response involving a range of different sectors and the participation of the community. Inequality is recognised as a major issue and the need to identify areas of deprivation and direct resources towards these is emphasised. Childhood poverty is referred to and the importance of breaking cycles of deprivation. The role of the school is seen as important in contributing to health generally and the compatibility between Healthy Cities and Health Promoting Schools is noted. Not only can Health Promoting Schools improve the health of young people themselves they can also develop the skills, awareness and motivation to improve the health of the community. Using child pedestrian injury as an example, the paper argues that problems and their cause should not be conceived narrowly. The Healthy Cities movement has taught us that the response, if it is to be effective, should focus on the wider determinants and be adapted to local circumstances. Instead of simply attempting to change behaviour through traditional health education we need to ensure that the environment is healthy in itself and supports healthy behaviour. To achieve this we need to develop awareness, skills and motivation among policy makers, professionals and the community. The 'New Health' education is proposed as a term to distinguish the type of health education which addresses these issues from more traditional forms.

• Korean Journal of Health Education and Promotion
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• v.20 no.1
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• pp.131-145
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• 2003

This study was conducted to estimate the incidence and the degree of cigarette smoking and drinking among working men, and then to investigate the effects on blood pressure, various hematological indices and blood chemistry. The sample consisted of 2,287 male workers who had undertaken a general health check-up during the two-year period from January, 2000 to December, 2001. Such factors as blood pressure, blood glucose, lipid profiles, and liver function tests were determined and then analyzed with respect to the subjects smoking and/or drinking status. The major findings from this study are: 1. The drinking and smoking status have shown that 52.7% of participants were in the habit of both drinking and smoking while 11.6% were not associated with either. On the other hand 25.4% were involved only in drinking and 10.2% only in smoking. In the group smoking over 21 cigarettes per day over 30, the age group occupied the largest proportion at 20.1%. 2. Regarding the relationship between smoking and/or drinking status, and blood pressure, hematology and blood chemistry, the smoking and/or drinking group had significantly higher levels of blood pressure, both systolic and diastolic, Hb & Hct, TG, LDL-C, SGOT, and ${\gamma}$-GTP, than the non-smoking and/or non-drinking group. But HDL-C was significantly lower in the smoking group and significantly higher in the drinking group than the non-smoking/non-drinking group. 3. Regarding amount smoked, a larger number of cigarettes per day was significantly associated with the higher levels of blood pressure, systolic and diatolic, TG, TC, LDL-C, Hb, Hct, and ${\gamma}$-GTP. As for the amount druck, an increasing amount of alcohol intake was associated with rising levels of blood pressure, systolic and diatolic, TG, TC, LDL-C, HDL-C, Hb, SGOT, and ${\gamma}$-GTP. 4. Regarding the correlation among all the variables stated above, the smoking and drinking amount was shown to be in the positive correlation with blood pressure, both systolic and diastolic, TG, TC, Hb, and ${\gamma}$-GTP. On the contrary, LDL-C and HDL-C was in a positive correlation only with the amount drunk amount, and Hct only with the amount smoked. 5. As with systolic and diastolic blood pressure, the odds ratio of the smoking group was 2.35 and 2.58 compared to the non-smoking/drinking group. whereas it was 1.47 and 1.75 in the smoking/drinking group. Concerning serum lipids, the smoking/drinking group had 1.97 times the levels of TG in the non-smoking/non-drinking group, though the smoking group had 1.55 times the levels of HDL-C in the non-smoking/non-drinking group. As with liver function test results, the drinking group had 2.50 times and the smoking/drinking group had 4.41 times the levels of ${\gamma}$-GTP in the non-smoking/drinking group. respectively. The above results revealed that smoking and alcohol intake were effected the results of blood pressure and laboratory tests. Specifically, not only the smoking/drinking group but also those only smoking or only drinking were not as desirable as the non-smoking and non-drinking group to the results of blood pressure and laboratory tests.