The purpose of this research was to apply and conduct a class with Gordon’s Creative Problem Solving Method(Synectics) to the area of ’human development and family relations’among male students in a jr. high school. Subject matters which were appropriate for applying Gordon’s Creative Problem Solving method were selected from ’human development and family relations’area, with problem circumstances set to reflect to the highest degree the interests of individuals and families. An 8 hour teaching instructional guide was constructed with $\boxdr$strategy 1$\boxul$of Gordon’s Creative Problem Solving method in order to solve creatively the established problem. This was practically implied to 70 students(each class had 34 and 36 students respectively) in K middle school located in Seoul. The period of this application was for 3 months during March through May of 1999. The perception of this method was examined by the teachers and students through open-ended questions. The record of perception showed that 56 students out of 70(with no response from 5 students) through that the class done by the creativity problem solving method was good. The majority of reasons mentioned for the positive answers were ’being able to receive different thoughts which were unusual of daily life’. In addition the students who participated in the class were able to foster a joint experience which improved their understanding of relationships and sens of community. moreover students who did not do well n the class or were diffident were encouraged to participate which in result showed that there was even an internal effect.

This study is about open and secondary level Home Economics Education which is applicable to field and which includes the characteristics, purpose and problems of each open education, secondary education and home economics education. Based on the ideology of open education this study will identify the meaning of openness in terms of Home Economics Education reconstructing meaning purpose, characteristics, curriculum paradigm and curriculum. The instructional model and module which use web, will be presented as the results o the reconstruction works. The open instructional module in Home Economics Education which will be operated on the web is consisted of 1) setting the orientation of curriculum development 2) instructional model development 3) rebuilding the Home Economics Education curriculum 4)development of instructional modules and web-based materials and 5)construction of the web-site. Six instructional module begin with critical/emancipatory curriculum paradigm in open Home Economics Education use module as a unit of class management instead of 1 class, facilitates nest-type integration which is applied from open education keeping the nature of Home Economics Education and focus on practical problem and problem solving through reconceptualization with dialectical perspective on individual, family and society. The practical problem solving model has four steps: Identifying practical problems. Understanding the contexts of problem, Searching for solutions and examining its consequences, Action and evaluation. The web-site has to be developed based on the six instructional module includes those issues : self-identification for reinforcing autonomy and self-esteem, living with family living with friends, autonomous living healthy living and understanding sexuality.

The major purpose of this study is to investigate the middle school students’consciousness and their participation of household work. The participants were 540 middle school students but the final data used in this study was 489. For the statistical analysis of this study, frequency, percentage, mean. standard deviation. Cronbach’s $\alpha$ coefficient, one way ANOVA, t-test. Duncan’s Multiple Range Test and Pearson’s correlation were calculated. The results of this study were summarized as follows: 1. It was appeared that the middle school students’consciousness and their participation of household work was high. 2. According to the household environmental variables. there was not any significant difference in the middle school students’consciousness of household work but there was significant difference in the middle school student’s participation of household work. 3. According to the school environmental variables there was not any significant difference in the middle school students’consciousness of household work, but there was significant difference in the middle school students’ participation of household work. 4. According to the degree of family life satisfaction, there was significant difference both in the middle school students’consciousness and in their participation of household work in whole categories. 5. According to the degree of Home Economics course cognition there was significant difference both in the middle school students’ consciousness and in their participation of household work in whole categories.

The purpose of this study was quantitative and qualitative contents analysis of food and nutrition section in middle school textbooks of home economics, physical education and science. As a quantitative approach numbers of sentence lines tables, figures, photos, activities, and exercises were counted. As a qualitative approach, types of explanations were categorized by 7 criteria, and commons and differences of the contents of those subjects were compared. The conclusions of this study were summarized as follows: 1) Contents of food and nutrition section were divided into nutrients. water. energy, food groups, and nutritional problems. When average sentence lines of each were compared, those of nutrients were the longest in all 3 subjects. 2) When compared the numbers of tables, figures, and photos in 3 subjects of textbooks, there were more figures in home economics and science, and more tables in physical education. 3) There were more activities and exercises in home economics an science than in physical education. 4) The D(sentences with table) or E type(sentences with figure) was adapted for the explanation of nutrients functions, recommended dietary allowance, food sources, food groups, eating habits, and weight control in home economics: nutritions functions and energy metabolism in physical education : and digestion, body constituents, energy metabolism, and detection of nutrients in science. 5) Contents about classification and functions of nutrients. food sources deficiency water, energy contents of nutrients and obesity were shown in all 3 subjects. Food groups and eating habits were explained in detail in home economics whereas digestion of nutrients in the digestive tracts were explained in detail in science. Recommended dietary allowance for Koreans and basic food groups revised in 1995 were presented in home economics, whereas those revised in 1989 were presented in physical education. To avoid confusion, recommended dietary allowance for Koreans and food groups presented in physical education tex should be updated.

Comparative Study on Historical Changes of Practical Arts Education and Technology-Home Economics Education in Korea and Japan This dissertation is a comparative study on Practical Arts(Home Economics) Education and Technology-Home Economics Education of Korea and Japan. I established two research objectives to conduct the research : To understand the differences in historical changes in Practical Arts Education and Technology-Home Economics of the two countries: And to grope for the new direction of Home Economics Education. Research findings are as follows : Japan was also ahead of Korea for about two decades in terms of putting Home Economics Education in practice at elementary schools. Practical Arts Education Started to emerge in Elementary school system in 1955, which had been originated in vocational education before the year 1945 in Korean However, from the 3th curriculum Practical Arts Education Curriculum put emphasis on home lives. Regarding the characteristics of education from the perspectives of historical changes at Korean Junior-high schools after the year 1945. Home Economics Education had been regarded as “female subject”until the 1980s and was integrated into regular curricula for co-education in the middle of the 1990s. when the 6th Curriculum was activated. Technology-Home Economics started to emerge in Japan in 1962. while the subject Home Economics Education was integrated into curricula for males in high school as well in 1989. In the Korean 7th Curriculum, the combined subject Technology-Home Economics is divided into three categories. A remarkable difference from japanese Technology-Home Economics is that korean curriculum has no division between required and elective. In conclusion. I observe that both Korean and Japanese curricula for Home Economics Education were originated in Confucianism. However, unlike Korean situation, current Japanese Home Economics Education takes a significant part as a continuing and required subject for both primary and secondary co-education.

This study was conducted with three objectives. First of all we tired to find a momentum to boost the value of home economics education as a fixture of the curriculum by analyzing the relation between gender equity education and Home Economics Education. On the other hand it suggests the need of gender equity education in Home Economics Education the related measures and some applicable course of study. And For the purpose of exemplification this study was developed gender equity instruction in Home Economics Education. The results are as follows: First the recent gender equity education in our education system can be interpreted as giving equal education opportunity and equal education objective. Therefore this kind of theory results in the education of Home Economics for both the male and female students. This results can be valued as boosting the availability of Home Economics Education and providing a stepping stone for Home Economics Education Development. Second the ultimate objective of Gender Equity Education is to cultivate a person to be equipped with Gender Equity concept and to implement the concept. Therefore Home Economics Education (Ministry of Education 1995) which has the ultimate objective of improving the quality of the individual and family life can be the most important curriculum for understanding the abstract concept of Gender Equity and providing various practical contents. Third the Gender Equity Education in Home Economics can be realized through the following measures:(1) The efforts to positively restructure the education contents after analysing and evaluating the education contents in terms of the Gender Equity concept. For the purpose of exemplification, this study was developed ‘Gender Equity Instruction in Home Economics Education. (2) The development and application of an interesting course of study for both the male an female students (3) Providing the proper teachers for the male students who want to choose Home Economics.

The purposes of this study were to measure the levels of environmental consciousness. environmental knowledge, and environmental education performance and to find the influences of related variables on environmental education performance in Home Economics teachers. The researchers used a questionnaire consisting of three parts such as environmental consciousness. knowledge and education for 153 Home Economics teachers o secondary schools in Gwang-ju. The results are as follows: The level of environmental consciousness of the Home Economic teachers was high, but that of their environmental knowledge and the performance of environmental education were low. The teachers with more educational experience and married teachers showed higher level of environmental consciousness. Unmarried teachers showed higher level of environmental knowledge. The teachers with more age and educational experience showed higher level of environmental education performance. The teachers with more chances for getting environmental information had relatively higher level of environmental knowledge. The teachers with more educational experience and chance for getting environmental information and pro-environment community had relatively higher level of environmental education performance. With regard to environmental education experience older teachers getting environmental information pro-environment community and the teachers with higher level of environmental consciousness practiced more. Environmental knowledge, however, didn’t affect environmental education.

The purpose of this study was to investigate the effects of instructional multi-media in Home Economics Education perceived by teachers. The data for this research were attained from 139 middle & high school teachers of Home Economics. The data were analyzed by frequency of distribution, mean, stand deviation. t-test and analysis of variance, scheffe test with SPSSWin 7.5 program. The results of this study are as follows: The effects of instructional multi-media were composed of four dimensions in this study; need, frequency of use, pros and cons. 1. From these four dimensions, the need has the highest and the frequency of use has the lowest score. 2. The effects of instructional multi-media are significantly related to personal & environmental characteristics. 1)Need of the instructional multi-media effects is significantly different according to age, experience of computer education and possession of a computer at home. Low and high age groups are higher in the need of the instructional multi-media effects score than middle group age and the more experience of computer education and possession of a computer at home are higher in that score. 2) Frequency of use is significantly different according to LAN system in school. The higher score of frequency of use is in a LAN system’s school. 3) Pros of the instructional multi-media effects is significantly different according to the level of education, experience of computer education and the type of school. Undergraduate high school teachers and the lower o experience of computer education are higher in the pros of the instructional multi-media effects score. 4) Cons of the instructional multi-media effects is significantly different according to the level of education. Graduate teachers are higher in the cons of the instructional multi-media effects score.

The purpose of this study is to develop lesson plans. teaching guide, and teaching materials applying practical reasoning teaching model in the area of ’human development and family relationship’in middle school home economics. The practical reasoning teaching model consists of five factors: Desired results, Awareness of context, Alternative approaches, Consequences of action, and Action. This study based on practical reasoning has following process: Curriculum development. Developing lesson pan, teaching material, an teaching guide, Experimental teaching and evaluation. Feedback, Production of CD-Rom. Teaching guide includes lesson plan, workbook multimedia materials and teaching resources. Especially teaching guide in CD-Rom can be used effectively in the actual teaching. In the classroom, this teaching model accomplished active and interesting participation of teachers and students. It is proposed that practical reasoning teaching model should be applied to other areas of home economics. In addition various teaching materials based on practical reasoning need to developed.

The Survey of Teaching Practice and the Factors of Satisfaction on Teaching Practice in Home economics Education The purpose of this study was to investigate teaching practice and factors on satisfaction of educational practice in home economics education of middle and high school, to provide information for improving educational practice. The subjects were 365 college students who had the educational practice in 1999. A questionnaire was used. The results were as follows: 1. Seventy on point eight percent of the subjects choose their teaching-practice school by themselves, however 25.2% of them was recommended by college. Twenty five point six percent of the subjects satisfied the orientation of the college, but 32.8% of them didn’t. Thirty four point four percent of the subjects indicated the form of practice documents was good, whereas 27.9% of them it needed more improvement. 2. Fifty four point eight percent of the subjects used their own research room. The orientation of teaching-practice school was good(36.4%) but 20.0% of the subjects dissatisfied. Eighty nine percent of the subjects managed the class as vice supervisory teachers, 46^ of them had example instruction, the number of subjects practised at middle school and public school were more than high school and private school respectively. 3. The score of educational expertise of teachers was 3.66 and the teacher educators’was 3.85 The score of educational expertise of the teacher educators who were in college of education(3.87) was higher than in general teacher course(3.77) at p$\leq$0.05 4. The score of educational practice satisfaction in the all subjects was 3.67. The factors to effect the satisfaction of the educational practice were the kind of research room, the orientation plan of the practice school and the management of the class, The score of the educational practice satisfaction was correlated with the score of educational expertise of teachers and teacher educators. and the agrresive attitude to the teaching practice of the teacher educators.

This study was intended to develop an efficient web-based instruction materials in clothing unit. The clothing unit was chosen because this unit was supposed to be appropriate to analyze and utilize web. By using languages of html asp, the study developed web materials to use this unit and constructed this unit into web site. Finally the study tried to examined educational effect by performing the constructed web site and representing some ways which can be applied in the classroom. The result of this study can be summed up as follows: $\circled1$The web materials were developed with steps of planning longrightarrowdesigninglongrightarrowdevelopmentlongrightarrowevaluation. In each step detailed activities, content analysis examples of developed materials, which presents the concrete procedures and directions were specified. $\circled2$The web materials were developed to be able to change an add up the materials in the web site. $\circled3$The web materials were developed by teaching-leaning model and the lesson plan, and then they are applied. $\circled4$Instruction materials were developed according to the lesson plan and in concrete ways.

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.

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.

The purpose of this study was to investigate the dynamics of dating violence among male and female adolescents. Out of 1205 high school students. 90.6%(n=1092) was included for the final analysis. 120 students(11.9%) reported to have experienced physical violence with a dating partner at least once or more. The most frequently used forms of violence were pushing and grabbing. Both of aggressors and victims interpreted the violence as an expression of love and affection. Coping behavior of victims were quite passive, while aggressors tried to apologize and to make-up. Most of victims were angry about violence. while aggressors felt sorry for their behavior. 72.5% of respondents reported that the relationship remained unchanged or got better after the violence. while 26.7% answered their relationship was terminated or got worse. 157 respondents(14.4%) reported to have experienced psychological violence at least once or more. Shouting and insulting language or behavior were most frequently used. Coping behavior of victims was mostly negotiation and communication. Based on the findings of this study, suggestions were made in regard to student guidance and counseling for dating aggression.