• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.361-374
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• 2016

The study aims to gain information for developing educational content to support LPSMBs (low-performing students with multicultural backgrounds) in elementary and middle schools. The procedure involved surveying students about their personal characteristics, attitudes related to learning, and learning environment. I analyzed responses from 1,147 students from 200 elementary schools and 3,760 students from 320 middle schools who were LPSMBs and NPSMBs (normally performing students with multicultural backgrounds). LPSMBs in both elementary and middle school showed statistically significant lower scores on most questionnaires related to learning and learning environment than NPSMBs. LPSMBs in elementary schools showed higher scores on teachers' learning support, LPSMBs in middle school showed higher scores on classmates' learning support. LPSMBs born in foreign countries need to be given opportunities to learn Korean as well as their father's and mother's culture. I give suggestions for how to support LPSMBs' learning and learning environment based on the survey results.

• Korean Journal of Culture and Social Issue
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• v.18 no.2
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• pp.235-260
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• 2012

This study was aimed at looking into and understanding child-rearing experience of mothers from multicultural families based on the grounded theory, one of the qualitative research methods. For this, twelve mothers from multicultural families were selected and data were collected through in-depth interviews with them and then analyzed through the open coding, axial coding and selective coding. The analysis suggested that main phenomena mothers from multicultural families experienced are the conflict of child-rearing and educational crisis, and the confused identity of parenting. These main phenomena had much to do with contextual factors such as economic hardship, lower level of the Korean language, cultural differences, prejudices and ignorance. The severeness of conflict and crisis of child-rearing and the intensity of identity confusion for parenting depended on arbitral conditions such as family bonds, positive expectation for the future of their children, and the help of supportive systems. Mothers were dealing with difficulties of child-rearing through action and interaction of resignation and denial, introspection and the intention to overcome difficulties, and the capacity building. As a result, mothers from multicultural families acknowledged that there is a limit to their position and roles they can play and tried to change in order to resolve problems related to their children, positioning themselves for more active lives in Korean society. Through discussion based on the findings of the study, this study can help better understand child-rearing experience of mothers from multicultural families and suggest several directions for future researches on multicultural families.

• Communications of Mathematical Education
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• v.12
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• pp.1-19
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• 2001

유치원과 초등학교 1학년 아동은 그들의 발달특성과 학습의 효율성 측면을 고려할 때, 일상생활 경험과 놀이 활동 등을 이용한 활동중심 교육방법으로 상호 연계성있게 수학을 학습하는 것이 바람직하다. 이러한 필요성에서, 본 연구는 현행 교육과정 상에 제시된 수학교육의 성격과 목표, 내용, 교수방법, 평가 면에서 유치원과 초등학교 1학년 간에 얼마나 연계되어 있는 지를 분석해 보았다. 분석 결과, 유치원과 초등학교 1학년 수학 교육과정 간에는 수학교육의 방향 및 목표, 내용 영역, 교수학습 방법, 평가 면에서 대체로 높은 연계성을 보였다. 그러나 교과 편제나 명칭, 세부적인 내용 구성에서 차이가 있었으므로 이를 해결하기 위한 교육과정 상에서의 연계 실천 방안을 제시해 보았다. 그리고 실제 수학 교육 활동측면에서의 실천 방안으로서 활동중심 교수학습 자료의 개발, 수학 영역 설치를 통한 개별화 교육의 실천, 가정과의 협력 방안 등을 제시해 보았다.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.61-77
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• 2005

This study focuses on the current practices and teacher's perceptions of highschool Home Economics Education in Busan, Ulsan and Kyungnam area. Data were collected from 70 teachers with the questionnaire by mail. The results were following : 1. Home Economics have been teamed at schools of class rooms mere than 31, women's high schools and public schools. Teachers more than $70\%$ have operated and lessoned with 4 or 5 among 5 sectors of subject matters, especially emphasized family${\cdot}$human development and food${\cdot}$nutrition sectors. The most difficulties were the shortages of student's interest and reference books. 2. Teachers have cognized highly the connection of Technology${\cdot}$Home Economics and Home Economics, but evaluated lowly the job-course education among the H.E's goals. 3. Necessities of HE were evaluated highly, but student's interests by teacher's judgement lowly. Manual theses of clothing${\cdot}$textile and housing sectors have needs to alter partly. 4. Subject matters to add for the near future revision were related to dissatisfaction of H.E's matters. Teachers cognized problems about the excess, overlap, old-fashioned and irrelevant deepen levels of subject matters.

• Communications of Mathematical Education
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• v.9
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• pp.15-29
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• 1999

최근 초등학교를 중심으로 급속히 확산되고 있는 열린교육은 종래의 규격화된 일제식 수업과 경직된 교육운영의 틀을 깨고, 다양한 수업의 방법들을 도입하고 개발하고 보급하고자 하는 교육운동이다. 이것은 교육을 ‘하는 사람’이 아니라 ‘받는 사람’을 위주로 하여 행하는 민주주의적인 교육형태로서, 이른바 학습자 및 학부모의 요구에 부응하는 ‘수요자 중심의 교육’임을 뜻한다. 따라서 진정한 열린교육의 효과를 얻기 위해서는, 현재 일반적으로 주력하고 있는 학교교실에서의 교수학습방법 개선 노력 이외에 학부모와 학교간의 건전하고 진정한 협력 관계가 수립, 유지되어야 할 필요성이 높다. 따라서, 본 연구에서는 이러한 필요성에 근거하여, 교사와 어머니와의 동반자적 관계를 수립하고 서로 협력함으로써 초등학교 1학년 아동의 수학 학습의 방향 및 활동방법을 제시하고자 한다.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.107-127
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• 2021

The purpose of this study is to examine the relationship between the content areas and competencies of the Family & Consumer Sciences National Standards(NSFCS 3.0) of the U. S. and UNESCO Global Citizenship Education(GCED). For this purpose, the global perspective, content areas and competencies in NSFCS 3.0 and the keywords related to the three areas of content areas of UNESCO GCED were analyzed. Specifically, the content standards and competencies related to the words 'world' or 'global' were extracted and their relationship to the GCED topics and keywords were analyzed. The results of the study are as follows. First, NSFCS 3.0 described the direct correlation between individuals and the world by recognizing individuals as global citizens in 14 areas except for 'interpersonal relations' and 'parenting', specifically using the keyword of 'world' in content standards and competencies. Second, in the content standards and competencies of NSFCS 3.0, the keywords related to the topics of GCED areas were presented evenly in the three areas of FCS, dietary habits, family life, and human development. The social and emotional areas were not presented in clothing, housing, and consumer life. On the other hand, the behavioral area, which is emphasized most in the GCED, is presented in all the FCS content areas. From this, it is apparent that the learning field for GCED may be considered as the area of life pursued by the home economics curriculum. The results of this study provide foundational bases for understanding the relationship between NSFCS 3.0 and the GCED, and implications as to how to implement the content of the GCED in the next revision of the national home economics curriculum of Korea.

• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.61-68
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• 2007

The Cyber Home Learning System(CHLS) is a representative, nationwide e-learning system specially for G1-12 in Korea. It was launched at 16 MPOE in 2005 and has been evolved through every year-its evaluation and sharing best practices. In terms of evaluation, learners' satisfaction is one of essential and indispensable factors to improve CHLS. In this research, evaluation criteria on learners's satisfaction were developed, and also, the developed evaluation criteria were verified through the process of item goodness analysis and item characteristic analysis. These evaluation criteria are expected to contribute to analysing learners' satisfaction more objectively and quantitatively.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.15-30
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• 2008

Various types of students activities presented in the clothing part of the current 'Technology Home Economics' middle school textbooks were analyzed to provide basic idea for improving the quality of content of text, which can arouse students' interest and practical use. Analysis was conducted for the units related to clothing contained in 10 different technology & home economics textbooks of 2nd grade middle school students approved by the Ministry of Education under the 7th national curriculum. Types of student activities were categorized based on "size of groups", "type of problems" and "methods of carrying out tasks" and the this study sought to explore future directions for action plans especially in terms of composition of contents, the methods of performance and suggestions. As a result, the volume of each part in clothing & textiles section was investigated. Among them 'dressing' part was found to make up the largest percentage of the clothing unit. And among the six of the detailed contents, "How to Wear Traditional Korean Clothes" and "Functions of Clothes", took up the largest space. In additions, the types of students activities and methods of implementing and how to performing tasks vary depending on publishing companies and detailed contents of areas. As a result, 'individual activities', 'structured problem', and 'problems that require prior home-based experience' were most common types of activities. Based on this study, it is suggested to increase the number of small group activities and the activities that require diverse problem-solving methods.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.111-133
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• 2020

The purpose of this study is to analyze the contents of global citizenship education in the 2015 revision of Home Economics textbook and examine the relevance of global citizenship education in the subject of Home Economics. To this end, the contents of global citizenship education included in the 2015 revision of middle school Home Economics textbook were extracted and analyzed from the viewpoint of the UNESCO Topics and Learning Objectives (TLO), according to the procedure of the concurrent triangulation design. When the frequencies of inclusion of the 9 topics of TLOs were counted, about 54.6% of global citizenship education(GCED) content covered in the 2015 revision of Home Economics textbooks in total was related to the socio-emotional aspects. In particular, TLO 4 (Different levels of identity) showed the highest ratio, followed by TLO 5(Different communities people belong to and how these are connected) and TLO 1 (Local, national and global systems and structures). As a result of categorizing global citizenship education learning topics extracted from Home Economics textbooks of middle school by Home Economics sub-topic area, the child and family(94) area showed the greatest relevance to all learning topics. Food and nutrition(13), clothing(13), housing(15), and consumption (14) showed similar distributions of learning subjects. Child and family area is related to global citizenship education in the topics of adolescent development and its characteristics, family relations, sexual and domestic violences prevention, change in family structures and healthy families, aging society and work-family balance, and life planning and career exploration. The food and nutrition area is related to global citizenship education in the topics of nutrition and eating behavior, and adolescents' food selection and safe cooking. The topic of clothing management and recycling of clothing area, housing culture, residential space utilization, and residential life and safety of housing area, consumer life in adolescence of consumption area were related to the learning subject of global citizenship education. As such, high relations between GCED learning topics and Home Economics learning content elements were found. It is expected that the data of this study will be used as basic data for program development, class improvement, and textbook development with global citizenship education as a content element in Home Economics education.