• Proceedings of KHEA Conference
• /
• 2002.10a
• /
• pp.122-122
• /
• 2002

• Journal of Korean Home Economics Education Association
• /
• v.25 no.3
• /
• pp.61-77
• /
• 2013

Developing textbook evaluation criterion is as important as textbook development in education. Home economics subject has been involved in textbook evaluation since 1995, at which the first home economics textbook was under the national authorization system in South Korea. There has been little research on home economics textbook evaluation criterion even though there were more studies using textbook analysis. The purposes of this study were to explore the reason why subject perspectives were reflected on the textbook evaluation criterion, the relationships between the perspectives presented by national curriculum and technology home economics textbook evaluation criterion, and the future direction for developing textbook evaluation criterion. So this study was related to analyze practical arts(technology home economics) textbook evaluation criterion and the meaning of subject perspectives in textbook evaluation criterion, to drive perspectives consistently presented by the 2007 revised and 2011 revised national curriculum, to analyze the relationships between the perspectives in national curriculum and textbook evaluation criterion, and to provide the future direction for textbook evaluation criterion development. Textbook evaluation criterion is very important because it provides subject perspectives for developing textbook, delivers the core concepts and unique values of our subject, and provides the direction for teacher education. According to the analysis of both national curriculum, the perspectives such as management competency, life competency, practical experience, integrative competency for understanding individual and family, career and life planning, and life problem-solving were presented in this study. Implication for future research would be needed to develop the factors of textbook evaluation criterion based on the perspective presented by national curriculum.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.4
• /
• pp.149-161
• /
• 2019

At present, we are at the point of change of the 4th industrial revolution era due to the development of artificial intelligence(AI) and rapid technological innovation that no one can predict until now. This study started from the question of 'What role should home economics education play in the era of the Fourth Industrial Revolution?'. The Fourth Industrial Revolution is characterized by AI, cloud computing, Internet of Things(IoT), big data, and Online to Offline(O2O). It will drastically change the social system, science and technology and the structure of the profession. Since the dehumanization of robots and artificial intelligence may occur, the 4th Industrial Revolution Education should be sought to foster future human resources with humanity and citizenship for the future community. In addition, the implication of education in the fourth industrial revolution, which will bring about a change to a super-intelligent and hyper-connected society, is that the role of education should be emphasized so that humans internalize their values as human beings. Character education should be established as a generalized and internalized consciousness with a concept established in the integration of the curriculum, and concrete practical strategies should be prepared. In conclusion, home economics education in the 4th industrial revolution era should play a leading role in the central role of character education, and intrinsic improvement of various human lives. The fourth industrial revolution will change not only what we do, or human mental and physical activities, but also who we are, or human identity. In the information society and digital society, it is important how quickly and accurately it is possible to acquire scattered knowledge. In the information society, it is required to learn how to use knowledge for human beings in rapid change. As such, the fourth industrial revolution seeks to lead the family, organization, and community positively by influencing the systems that shape our lives. Home economics education should take the lead in this role.

• Journal of Korean Home Economics Education Association
• /
• v.26 no.4
• /
• pp.129-146
• /
• 2014

This study is a fundamental research in the field of home economics education to enforce vocational competencies. It was carried out in the purpose of examining the recent economical and social environmental changes and its management system related to the vocational training in the field of home economics education. It seeks change in direction in relation to the National Competency Standard(NCS) based on revisions in the educational system. The method of study was mostly through reference and data analysis, professional advisory and public hearing. The main research results are as follows. First, the main environmental change factors in relation to vocational training have been integrated to the changes in; population structure, gender related economic activities, generation composition, communications technology, and innovation of living technique. These change factors are forecasting innovations in related industries, lifestyle changes, demand for manpower and changes in capabilities required for each specific profession. Second, according to the analysis of current home economics education training, vocational home educations high school accounts for 9.4% of the total number of specialized high schools, where 8 standard departments are specialized in and characterized into 137 different department names. Despite differences among departments, overall employment rate of graduates were measured 44.7%, which rates above the entrance rate of 41.9%. These numbers show great change since 2010(overall employment rate 16.9%, entrance rate 75.2%), a meaningful outcome resulting from changes in policy from the previous employment-centered education system. Third, NCS based on high school vocational home economics education system revision and investigations in change of direction in vocational home economics, this study attempts to provide background for revision from the development of NCS. It also provides proposals for restructuring division of current classification and departments of home economics education, and propositions for further future research.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.2
• /
• pp.81-99
• /
• 2010

This study was motivated by the fact that the educational curriculum needs revising as the contemporary society undergoes dramatic changes; this change demonstrates that Korea society now turns into a multicultural community. In this vein, this study aims to examine how the national Home economics curriculum (revised in 2007) incorporated the essence of multicultural education program and that of international understanding program into the coursebook, and to suggest which part of the coursebook needs revising to enhance its validity. To attain this goal, this research was conducted to analyze how two programs are implemented in secondary school, and to propose how those programs should be developed to address the immediate needs of the current society. To illustrate, this study examines a variety of theories and methodology on how multicultural education program should be implemented along with the current situation of Korea society. In addition, quantitative research was conducted to acquire empirical data from 6 coursebooks the frequencies of statements and visual aids that are considered to be directly reflect the essence of two programs. The results demonstrate that two programs are relegated into a lesser position compared to other programs; furthermore, they lack materials to deepen students' understanding about multicultural society and international relations. Therefore, the considerable revision needs to be conducted to embrace the essence of multicultural society and international understanding programs, and sensitize students to the immediate needs of the current society.

• Journal of Korean Home Economics Education Association
• /
• v.27 no.2
• /
• pp.1-33
• /
• 2015

This study examined the curriculum deliberation in the home economics historical literature of United State. Out of 13 literature, 9 were carried by academic federation or association and 4 were carried by individual authors. Starting from Catharine Beacher's Treatise on Domestic Economy to NASAFACS's National Standards for Family and Consumer Standards, the background of each document was introduced, curriculum contents organization was examined, and its implication was discussed. The results showed that home economics curriculum has been suggested being organised around key concepts in typical home economics areas throughout the history until the practical problem-focused curriculum organization based on critical science suggested by Majorie M. Brown in 1978. Regardless of the patterns of organization of curriculum contents, home economics pursue the common mission and aims of home economics. Another finding was that curriculum deliberation on the integration of curriculum contents was sought throughout the history.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.4
• /
• pp.239-252
• /
• 2008

Doctoral professionals who majored Home Economics Education are relatively rare and recently have been produced in a limited number of institutions. The purpose of this paper was to analyze the Ph.D. Dissertation majored in Home Economics Education by research subjects and methods. Just twenty dissertations published in domestic universities were selected through internet search to be analyzed in this paper. This research showed five research subject areas of the dissertation such as core concepts and perspectives, curriculum, teaching and learning, teachers empowerment, and others. Each subject had three to five references and time difference in publication. The research subject related to concepts and perspectives was more likely to be studied in an early stage, followed by the subject of curriculum. The research subject became to be varied to teaching and learning and teachers empowerment areas. The research methods were associated with the research subject, as expected. Literature analysis was common in the subject on concepts and perspectives, curriculum, and textbook analysis, while survey was in teachers empowerment. Teaching and learning subject used various research methods together. Numerous dissertation with variety of research subjects and methods would be expected to be followed to develop research on Home Economics Education.

• Journal of Korean Home Economics Education Association
• /
• v.19 no.2
• /
• pp.115-129
• /
• 2007

The purpose of this study is to review the trends of education researches on the housing in Korea and Japan. It was based on the Journal of Korean Home Economics Education and Journal of the Japan Association of Home Economics Education. For the inquiry, 49 articles(20 from Korea and 29 from Japan) were collected from 1989 to 2006. The results of this study are as follows: First, the number of the articles of housing education was not quantitatively enough compared to the other fields in Korean and Japan. Second, regarding research fields, there were lots of articles about 'the perception of housing education' and 'teaching-learning method & teaching materials' in Korea. On the other hand in Japan, articles about 'teaching-learning method & teaching materials' and 'the evaluation of education' were major fields. Third, the major research topic was 'overall of the housing education' in Korea, while 'living space' in Japan. Fourth, the major data collecting method were questionnaire surveys and experiments, mostly targeting students and teachers from junior and high schools. Descriptive statistics such as frequencies, percentages and means were most often used for data analyses.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.4
• /
• pp.81-98
• /
• 2023

The purpose of this study is to develop the global citizenship education program content system in the context of the 2022 revised home economics curriculum, recognizing the need for global citizenship education. The study is grounded in practical problem-based program. In the analysis stage, the educational trend requiring global citizenship education in the national curriculum was elucidated by analyzing the 2022 revised curriculum documents and future education documents related to global citizenship education. A framework for global citizenship education goals within home economics curriculum was designed. Accordingly, the educational goal of this curriculum, "Cultivation of family competencies linked to global citizenship competencies," was established by posing the perennial question, "As a global citizen, what actions should I take for sustainable choices related to the living environment?" In the design stage, four key ideas in the "Living Environment and Sustainable Choices" domain of the 2022 revised home economics curriculum for elementary school were analyzed to derive practical problems. In the development stage, content elements were derived based on four criteria. This study is significant in analyzing the need for global citizenship education within home economics context by analyzing documents related to global citizenship competencies for the future and examining the 2022 revised curriculum's general framework and home economics education curriculum.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.4
• /
• pp.163-192
• /
• 2019

This study was conducted to reflect on the 30th anniversary of the Korean Home Economics Education Association(hereafter KHEEA) and to put forth a vision and a mission statement. To meet this purpose, first, reflection points were including the achievements of KHEEA for the last 30 years, the status of home economics education, themes of the bi-annual conferences of the Association, and the social contribution of home economics teachers. It was revealed that research and instruction in home economics education thrived by addressing social needs through its efforts in its 30 years of history. Second, a vision and a mission of home economics education were proposed in order to explore the prospective role of home economics education. The sharing of vision and mission functions as an ideal value and goal that home economics education as a profession should pursue, and it leads home economics professions to the direction that it should pursue. From this study, acting on a vision and a mission of home economics education, will lead to the development of a free individual, free society and sustainable environment, ultimately achieving the total well-being of individuals and families, society, and environment. This study reached the conclusion that the role of home economics education will become more prominent in the future society.