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’.

Purpose of this study is to analyze the validity of textbook content on practical arts for the 6th curriculum, to grasp the content problems and to propose the strategy of reformation to be satisfied with consumer better than supplier. The data collected from 196 elemantary school teachers who lived in Gyungsang-namdo and analized by SPSS/PC(sup)+ package program. The statistical methods used for analysis were frequency, descriptives, validity, t-test, oneway ANOVA. The major findings can be summarised as follows： 1. The textbooks on practical arts for 3rd, 4th, 5th and 6th grades showed unbalanced division for picture, figure, table unite and evaluation type of all units doesn’t show diversity. 2. The validity of textbook contents on practical arts was found to be the highest for 3rd grade textbook and the lowest for 6th grade one. Among the validity of the evaluation items,‘differentiation with other subject’and ‘usefulness of living’showed high scores, wheres ‘fitness of child level’marked lowest score. 3. There was no significant difference Among the validity contents of teachers based on socio-demographic variables.

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.

The purpose of this study was to investigate the middle school students’and their parent’s perception of the 6th Home Economics Education curriculum, their learning satisfaction, and the students’s perceived learning effect, focusing on the areas of human development and family relations. The subjects of this study were 392 middle school students, their parents and 51 Home Economics teachers in Pohang and Seoul. Data were analyzed by frequency, percentage, test, F test, pearson’s product correlation coefficient, and $\chi$(sup)2 test, Schff post hoc test using the SAS computer program. The result of this study were that (1) the middle school student’s and their parent’s perception of the 6th Home Economics Education Curriculum, in general, was very positive. (2) Students, teachers and parents showed high levels of learning satisfaction with the areas of human development and family relations. (3) Student’s perceived learning effect on the areas of human development and family relations was considerably high.

The purpose of this study was to identify the important contents from teachers’, parents’and students’view points based on the sixth Home Economics textbook contents, to apply these results at school settings and to provide the materials as a basis for the next curriculum revision. Subjects were 59 teachers, 253 parents, and 389 students from 3 cities and 5 counties in CholaBukDo. A questionnaire which was made by the researcher was used as an instrument for this study. The results are as follows： Of 32 contents on Family life subarea, all the teachers, the parents and the students put the emphasis on sex such as pregnancy, purity, sex-ethics, etc. This result means that middle-school students emphasized the sexual identity formation and this was also a common concern about adolescents in our society. Of 37 contents of Managing home resource and Consumer life subarea, teachers though the environment pollution is an important subject and parents and students thought finding a method to conserve good environment were more important. This result reflects their concern on the environment. Of 49 contents on Dietary life, teachers and parents emphasized “the importance of nutritive elements”which is basic on their dietary life and students were more interested in “adolescence and growth and development among adolescents’nutritional characteristics and problems”which is more related to their current life. Of 40 contents on Clothing life subarea, while teachers put the emphasis on the method how they can buy ready-made clothes, parents and students wanted them to teach what kind of clothes are suitable for themselves. Of 18 contents on Residing life subarea, teachers emphasized the importance of ventilation for adjusting the room environment and students were more interested in the effective use of the residing space. By finding out what kinds of Home-economics contents are important from the view point of teachers, parents and students, this study can be a useful resource for the next curriculum revision and for selecting contents of a new-coming text book. However, restricted sampling must be considered and further studies which cover the whole area might be needed.

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

The objectives of the unit ‘Family Relations’in high school Home Economics Education is to help the students cultivating proper values and self-esteem, maintaining harmonious personal relations not only by understanding human relationships in family, but also by acquiring role play, and is to wisely cope with many problems occurring in social life, which are indispensable for those living in modern society. But at present it is hard for the students to gain those abilities mentioned above, for the present unit ‘Family Relations’lays special emphasis only on memorizing specific knowledge about the understanding of a family. To improve the present educational situation, this study develops a new teaching-learning method based on the role play model concerning the ‘Family Relation’area of high school Home Economics Education curriculum. This study is theoretically based on the literature and previous studies on present problems of our various family relations, and solving its problems, and suggests lesson model of role play and its effect. This study was performed as following procedures： the ‘Family Relation’unit of the present high school Home Economics Education curriculum was analyzed, and surveyed students to discover the conflicts and their solutions the high school students are now experiencing in their family relations. Accordingly, a new lesson model of the ‘Family Relation’area, applying role play was developed. Based on the developed lesson plan, two-hour classes were experimented and positive evaluation was given by students.

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.

The purpose of this study was to collect fundamental data for sex education by investigating the actual conditions of sex education, concerns about sex, knowledge of sex and consciousness about sex. The subjects were 212 middle school girls and 219 high school girls in Ggyeong Nam. The results were as follows 1. There was no significant difference between middle school girls in knowledge of sex. 2. The most frequently experienced problem concering other sex was about dating and the many consultants were friends. 3. The stimulation of sexual desire was brought by film$.$TV$.$VTR, and advertisement, and sex information was acquired from friends or magazines in both schools students. 4. The reason of high school students for needing sex education was to solve moral problems and the reason of middle school students was to solve the anxiety in adolescence. 5. The students wanted their sex educator to be the expert in the field of sex education, home economist and nurse teacher, in order. 6. The contents of sex education desired by students were； physiological differences of a man and woman, etiquette and matter with other sex, a sexual problem of teenager and pregnancy$.$delivery$.$child care.

The purpose of this study are to analyze the images of‘home life’through the goals of 1st-6th secondary Home Economics education curriculums and to identify the images of ‘home life’held by undergraduate students(83). As results, in the goals of 1st-6th secondary Home Economics education curriculums, 1) the term of ‘home life’is used most frequently, and ‘home life’is confused with ‘daily life’. 2) ‘Home life’is used directly or expressed with clothing life, food life, shelter life, consumer life, etc. in the curriculum goals. 3) ‘Home life’is dealt differently with ‘family life’. 4) The image of “home life”has showed traditional sex role identification. In the replies of undergraduate students, the images are classified with following：1) the images of ‘home’were expressed warmth(hearth), relexation(ease or comfort), sharing, basic unit of society, and conflict and oppression. 2) The images of ‘home life’were expressed hearth, sharing, conflict(interaction), relexation(ease or comfort or sability), routine(act or household art), basic unit(shelter), responsibility and obligation, and reproduction(biological meaning). 3) The images of ‘daily life’were expressed routine(simplicity of boring or routine acts), comfort(stability), oppression, diverse activities in everyday, human relationship, and social life.

The purpose of this study is to investigate the effects of self-concept, reference group, consumer education, and materialism on the propensity for conspicuous consumption of adolescents. The data used in this study were collected through questionnaires on 604 adolescents living in Cheju City. The data were analyzed by using SPSS PC(sup)+ program. The propensity for conspicuous consumption of adolescents differed significantly according to their age and allowance, and sex. The propensity for conspicuous consumption of the middle school students was higher than that of the high school students. The propensity for conspicuous consumption of boys was higher than of girl’s. The propensity for conspicuous consumption of the adolscents was influenced by materialism and the reference group. According to the results of the multiple regression analysis, the most influential factor was materialism and reference group. In clothing materialism was the most influential factor and the reference group was the second influential factor. But In shoes, bag, and school supplies the reference group was the most influential factor and materialism was the second influential factor.