• Journal of Korean Home Economics Education Association
• /
• v.20 no.1
• /
• pp.21-44
• /
• 2008

The purpose of this study was to analyse the possibilities and legitimacies for using integrated essay on Home Economics Education, and to suggest the instructional design. Integrated Essay consisted with three composers, subject(students), object(texts), and strategy(thinking abilities). The results of theoretical analysis, socio-constructionalism by Vygotsky, the deconstructional literacy criticism by Derrida, and cognitive psychological approach by Beyer, Wood et al, Hayes were supported the integrated essay in instruction for Home Economics Education. Also, essay tests types of university entrance exams in Korea, previous researches of thinking ability in Home Economics Education, and essay questions in textbook were analysed. As results, theoretical framework, instruction process, and instruction design for integrated essay in Home Economics Education were developed. The possibility of integrated essay is high but it's real estimate will success when Home Economics Education realize it's nature.

• Proceedings of the KHEEA Conference
• /
• 2002.08a
• /
• pp.5-19
• /
• 2002

재한국, 1995년제일차출대국가제정적가정과교육과정. 지후, 한국적가정과교육과정경마료7차적수정여개혁과정. 재차과정중, 가정과정불단지추극출신, 기과목명칭재변화, 필수자선 등 선과성질야재변화, 과치함축, 여기술과정합. 이차, 가정과변위남녀생공수적과목, 저취순응료사회발전적수요. 종한국적교육과정래간, 1년급도10년급시국민공용기본교육계단, 11년급도12년급시자선교육계단. 거차, 가정과교육과정적접배위여하 : 소학(5~6학년)위실과, 중학화고중(7~10학년)위"기술.가정", 고중(11~12학년)위"가전과학". 장종2003년개시실시적가정과과시안배위여하 : 소학각2과시, 7~12학년시각2.3.3.3과시, 11~12학년위6개등차. 최근, 청소년문제, 교육환경, 상시인성, 가정파양, 소비과잉, 학대아동, 등사회문제도근가정생활유착밀절적연계, 인차, 재반지교육중, 가정교육응수중시. 단시, 실제상병불시여차. 작위교육주체적교사화부모도몰유인식도저개실정. 인차, 가정학자여교사유심요주근지거연구가정교육. 우기시, 유필요근중국, 일본, 등저사아주국가호상교류화합작적과정중거탐색가정교육적안정발전. 하면파미래가정학육발전적방향건의여하 : 1) "가정" 과시이가정과위연구대상적가정학적독립적연구요영역. 가정경적연구감상시 "가정", 타이가정생활질량적제고위기연구목적. 인차, 재가정교육중, 과목적명칭명명위 "기술. 가정", "가정일반". "가사" 시부합리적. 이응위 "가정" 2) 가정교육웅사중시성각색적변환, 직업적인직변고적각도출발, 사소학도고중분개위필수화선수과, 유남녀생공수. 3) 가정과과시재축점축단. 도시유우교육과정적축단이인기적피면불료적현상. 단시고 여가정과시실천, 실험성과목응보장기최저적과시, 최기마필수유지현재적과시. 4) 향래, 한국적가정교육과정기이가정과위기본철학배경화리념, 우급시파국가교육과정적배경화이념, 가정학적발전동태반영재교육과정중, 즉강조즘요교. 단시, 경력료반복적변혁지후, 최근, 각중시즘양거배양학생적십 요 양적능력여가치. 인차, 가정교육파교육목라방재즘루거제고가정생활적질량, 즘루거호조화가정생활화직업생활, 즘양거개발합리지해결화실천가정생활적가치관. 5) 최근, 가정교육파교육방향화목라방재거배양학생작위독립적개인, 작위가족적성원, 작위사회성원래주인생도로적능력. 인차, 가정교육이인적생활위중심. 우거섭급학생재성장과정중소우도적문제,재거포괄재가정화사회생활중소우도적문제. 즉거배양해결가정생활중소우도적소유적 문종적종합능력. 6) 가정과재교학방법화교학평개상, 응채용실험, 실습, 관찰 등방식, 응반체험성, 실천성경험. 위차, 응필편기험적실험, 실습설비. 7) 확정교육과정편제적치후, 응제고일반교육학자적참여율, 가정교육학자응적극참여 제정교청정책적유관교육적각종위원회. 재제정정책적과정중각진소능, 적극제출건고성적의황. 8) 한, 중, 일 삼국권원층립가정교육과정도작사, 위삼국교육과정적량호발전주공헌.

• Journal of Korean Home Economics Education Association
• /
• v.19 no.1 s.43
• /
• pp.115-131
• /
• 2007

Philosophical and social backgrounds and inquiring into new direction of Practical Arts and Home Economics Education is done through this paper. The overall review of the related documents, records, books has been done, and research findings are presented as follows; Thought(Educational theory and Philosophy) for Korean Practical Arts Education is based on Learning to Labor, Practical Science and Pragmatism. Korean curriculum for Home Economics were originated in Confucianism background, which stressed the importance of different gender roles for men and women. However, Korean Home Economics based on Home Economics Subject Matter has been developed without philosophical base unlike that of American Pragmatism and Critical Theory. Therefore, scientific recognition in a section of value recognition was separated and developed so far. Thus, we could not answer to social missions about keeping values of life corresponding with changing environment I also observed the analysis of revision curriculum of the mentioned subject, and the changes of concepts of Work and Prasix, necessity of Home Economics Education for fixing about a basic life education and a basic life skill, and reinforcement of the function in Home. And then, new directions is proposed that the role of Home Economics Education in school be reinforced for the upcoming low birth rate and the aging society(high proportion of the aged people). Because Characters on correct values of children and youths might be nurtured in home foremost.

• Journal of Korean Home Economics Education Association
• /
• v.17 no.4 s.38
• /
• pp.55-71
• /
• 2005

This study attempts to analyze research Quality about home economics and education, based on the studies in the Journal of Korean Home Ecomics Education. The purpose of this study is to investigate the recent studies in hem economics and find out the desirable direction of it. The findings of study are as follow: While the numbers of articles appeared in The Korea Association of Practical Arts Education and Korean Home Economics Education Association are increasing, The Korean Home economics Association does not show the increase the number of articles. According to the historical changes and distribution, the majority was teaching-learning method and teaching materials. Also, from the point of view in research thesis, there were more articles in home economics and education than any others, In addition, among the various types of research, survey was most frequently used. There was significant differences of the sizes of groups according to the different journals, but the one group research was most frequent and one certain research area was dominant. The teams consist of two people showed the highest ratio, and junior high and high school were the most frequently researched institutions. Generally, it is hard to find research grant. Though there is much difference in numbers of references based upon various journals, almost all articles cited reference date not only from Korean articles, but also from international articles.

• Proceedings of KHEA Conference
• /
• 2005.04a
• /
• pp.94-94
• /
• 2005

• Journal of Korean Home Economics Education Association
• /
• v.25 no.3
• /
• pp.105-121
• /
• 2013

This study aimed to investigate the validity and appropriate way of career education according to the integration of home economics subjects, as a way of revitalization of career education in technology and home economics subjects, after the implementation of free semester system. For this goal, the meaning and trend of free semester system, trend of subject-integrated career education, analysis of curriculum in technology home economics education subject, and trend of research about career education in home economics were investigated. The result was as in the following. First, in spite of the ambiguity of the meaning of free semester, the career education will be expanded as the importance of lifelong career education was more and more required. Second, the career paths separated from subjects had problem in its effectiveness, therefore, subject-integrated career education emphasizing on school subjects will become more crucial. Third, it was presented that extracting core achievement standard in subject-integrated career education in technology home economics education according to core achievement standard was critical. For these reasons, the objective and model of career education in home economics education under free semester system were illustrated.

• Proceedings of the KHMA Conference
• /
• 2010.11a
• /
• pp.175-180
• /
• 2010

• Journal of Korean Home Economics Education Association
• /
• v.32 no.3
• /
• pp.179-197
• /
• 2020

This study analyzed the trends in home economics education research using the language network analysis method, focusing on papers published in the KCI list for 20 years from 2000 to 2019. A total of 501 home economics education papers analyzed through word cloud, centrality analysis, and topic modeling using NetMiner 4.4, and the results are as follows. First, the number of papers in home economics education published in the KCI listing increased gradually to 186 in the 2000s and 315 in the 2010s. The academic journals in which home economics education papers were published have been diversified to 16 in the 2000s and 22 in the 2010s. 60% of all papers were published in the 'Journal of Korean Home Economics Education Association', and since 2018, the number of papers published in the 'Journal of Learner-Centered Curriculum and Instruction' has increased dramatically. Second, in the 2000s and 2010s, home economics education studies published in KCI were categorized into home economics education content analysis, home economics educational program development & application, curriculum analysis, perception survey & direction exploration. In the 2000s, 'Home Economics Teacher' appeared as the main keyword, and a lot of perception survey & direction exploration were conducted. Relatively, the influence of 'development' increased in the 2010s, and many studies were conducted to analyze home economics education contents and develop and apply home economics programs. This study has significance in that it analyzed the research trend of HEE by expanding the analysis target and analysis period of the existing studies.

• Journal of Korean Home Economics Education Association
• /
• v.34 no.4
• /
• pp.93-111
• /
• 2022

This study started with the question of 'What innovative task should elementary and secondary school clothing life education perform in accordance with the changes in the future educational environment?' It is time to prepare for a major shift in the educational paradigm that improves the quality of life for all everyone, based on social innovations such as the 4th industrial revolution and the transition to the post-corona era. This study examined the literature for the characteristics of changes in the future educational environment from an educational perspective, and examined the curriculum focusing on the clothing life with the porpose of presenting the direction for the clothing life education. In order to carry out this study, various literature including previous studies related to clothing life education and the national curriculum from the first curriculum to the 2015 revision were analyzed. In conclusion, the direction of the clothing life education curriculum according to the changes in the future educational environment is proposed as follows: First, nurturing convergence education experts that can combine human emotion, environment, and clothing life culture to artificial intelligence(AI); second, developing a clothing life education curriculum that links software competency and practical problem-solving competency; and lastly, implementing fashion maker education using artificial intelligence(AI) and value-oriented clothing life education. In the future, it is expected that the direction of teaching/learning methods and evaluation in clothing life education curriculum is proposed, and that this educational discussion process will help establish the identity of clothing life education in school education.

• Journal of Korean Home Economics Education Association
• /
• v.15 no.4
• /
• pp.159-174
• /
• 2003

The purposes of this study were to determine the relationship between school education for life-long education and home economics education. to analyze the present state of the life-long education programs through the school in terms of the home economics education, and to understand the role and obtainable qualification of the home economics teachers as the life-long education leader. The results of this study was intended to provide as fundamental materials for direction and plans for life-long education programs in terms of home economics educations. This study was conducted through the analysis of the literature on life long education and the working reports for-16 model schools nationwide for life long education. The results are as follows : 1. The objectives and contents for programs should be developed systematically on the relationship with society. 2. The structure of programs should be developed by characters of organizations, school levels, and regions. 3. Programs should be classified by the purposes and constructed systematically. 4. The subject of programs should be all the members of a family, not only house wives or female adults. 5. The compensation system should be followed for the home economics teachers participating on the program of life long education. 6. Various opportunities for education should be provided to the home economics teachers who want to obtain the qualification as a family-life educator.