• Journal of Families and Better Life
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• v.13 no.3
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• pp.124-132
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• 1995

본 연구는 Schlater와 Sontag가 인간생태학적 관점에 기초하여 제시한 가치측정 모델에 의하여 국내 가정관리학 분야에서 이루어진 인간의 가치에 관한 연구를 분류하였다. 2차원의 매트릭스로 구성된 이 모델은 가치연구를 가치조사의 초점에따라 내용과 구조, 과정으로 분류할 수 있으며, 또한 피험자-가치대상 포함관계에 따라 3가지 측정접근법 즉, 피험자 단독, 피험자-가치대상 반응적, 피험자-가치대상 상호작용적 접근법으로 분류하고 있다. 이 모델을 분석도구로 사용하여 한국 가정관리학회지 창가호부터 1995년 13권 1호까지와 대한가정학회지 1983년 21권 1호부터 1995년 33권 1호까지에 수록된 논문중 인간의 가치를 연구한 논문과 몇편의 학위논문을 분석하였다. 그 결과 대부분의 연구들은 측정접근법상 피험자 단독 접근법이나 피험자-가치대상 반응적 접근법을 사용하면서, 내용에 초점을 두고 연구된 것을 알 수 있다. 미래의 가치연구방법으로 인간생태학적 접근법인 피험자-가치대상 상호작용 접근법과 과정에 초점을 맞추는 것이 요구되며, 우리나라 가치측정패턴에서만 특히 부족한 구조에 초점을 두는 것 또한 요구되어진다.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.51-72
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• 2013

The purpose of this study was to compare the school readiness between children in low-income families and children in non-low-income families. In particular, it examined the influence of family's income levels child's age and gender upon children's school readiness. The subjects were 184 children that were 4~5 years. The collected data were analysed using t-tests, one-way ANOVA, two-way ANOVA, and Scheffe test. The results showed that the school readiness of children from non-low-income families's was higher than children from low-income families. The school readiness was explained significantly by the interaction effect of children's age and gender. However, there was no difference in children's school readiness according to the participation in Dream Start. The findings suggest that the level of income is the key factor in differences of children's school readiness. Finally, the importance of social support of low-income children and development of effective Dream Start programs was discussed.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.79-97
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• 2018

The purpose of this study was to analyze the democratic civic competencies of the activity tasks in 'the Family Life' part in Middle School Technology Home Economics textbooks according to the 2015 revised national curriculum. In order to achieve the purpose of this study, the activity tasks of six types of middle school Home Economics textbooks (for a total 12 of volumes) were analyzed. As a result, the use of the citizenship competency group was the most often recorded out of the three democratic civic competency groups and the subset of trust and value competencies also were frequently observed. Additionally, democratic civic competency was the seen most within the 'human development and family' area by the national curriculum, and showed the highest frequency in big idea, 'the relationship'. Activity tasks in the 'KH' textbooks were dealing with democratic civic competency the most. Based on the relationship between Home Economics education and democratic civic competencies, it is necessary to study the practice of classroom instruction so that students can develop democratic civic competence in 'the Family Life' by means of a Home Economics curriculum.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.97-116
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• 2023

This study conducted a meta-analysis on the effectiveness of education for sustainable development (ESD) programs within home economics classes. Articles spanning from 2000 to April 2023 were sourced from the Korean Citation Index (KCI) using search terms such as 'environment', 'sustainable', 'ESD', 'green', 'ecology', and 'home economics' in conjunction with 'development', 'application', and 'effectiveness'. Out of the gathered articles, 41 were chosen for analysis. Using a random effects model, the overall effect size was measured at 0.51 (SE=.08), suggesting that ESD programs significantly enhance student achievement in home economics. Further analysis of the 62 effect sizes, categorized by research design, ESD area (society, environment, economy), content area, school level, and school location, revealed that the research design, content area, and school location functioned as moderating variables. The findings of this meta-analysis underscore the efficacy of ESD in home economics education. Additionally, this study paves the way for future research, highlighting the importance of integrating economic perspectives in ESD, such as sustainable production and consumption, corporate sustainability, and market economy within home economics classes.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.223-227
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• 2008

본 연구는 초등학생들의 사이버 가정학습의 활용 요인들을 살펴봄으로써 학생들을 위한 공교육 서비스로서의 발전 방향을 탐색하고자 하였다. 이를 위해 자료 수집 시스템을 구축하였고, 정보기술수용모형과 관련연구들을 바탕으로 사이버 가정학습의 활용에 미칠 것으로 예상되는 변인들을 추출하였다. 연구 대상은 부산지역의 초등학생 201명이었고, 온라인 설문 시스템을 활용하여 응답결과를 요인분석과 회귀분석 방법을 이용하여 분석하였다. 분석결과 (a) 에듀넷 사용에는 유용성, 미래사용의도 (b) 용이성에는 유용성, 인터넷 효능감, (c) 유용성에는 용이성, 주관적 판단, 재미가 유의미한 영향을 끼치는 것으로 나타났다.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.81-98
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• 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
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.154-159
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• 2008

2005년 사이버가정학습 시스템이 구축되어 운영되고 있지만 많은 학생이 이를 외면하고 사교육에 많은 시간과 비용을 사용하고 있다. 사이버가정학습을 이용하는 학생들의 인지양식 특성을 두 집단으로 나누어 각각 교육만족도를 분석하였다. 그 결과 장독립적인 인지양식 학생들은 학원, 과외 등의 사교육으로 사이버가정학습 이용률이 저조하였고 잘 정리된 자료와 콘텐츠를 사이버가정학습에서 이용하고 싶어 했고 사이버가정학습의 내용과 콘텐츠에 대해서는 긍정적인 의견이 많았다. 장의존적인 인지양식 학생들은 가정에서 컴퓨터 사용 환경이 쉽지 않아 이용하지 못하는 학생이 많았으며 현재 사이버가정학습의 만족도가 높게 나타났으나 만족도 조사에서 사이버선생님에 대한 불만이 비교적 많이 나타났다.

• Proceedings of the KHMA Conference
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• 2001.05a
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• pp.85-95
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• 2001

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.79-93
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• 2016

This study analyzes the middle school Home Economics textbook's 'Adolescence consumption life' unit using framework of Education for Sustainable Development(ESD) to examine correlation with the current Home Economics ESD, and aims to provide the base data for the composition of the educational curriculum that can help the students cultivate the capability for leading sustainable life from the future oriented perspective and for the selection of educational contents. This study analyzes the 'Adolescence consumption life' unit in the Home Economics textbook of the 12 type revised curriculum of 2009. As for the analysis method, Romey's content analysis method is used to carry out in-depth analysis of the ESD content elements. The analysis demonstrates the following. First, content elements extracted commonly from the 'Adolescence consumption life' unit are analyzed with the ESD's criteria of analysis (environment, economic and social domain), which led to the composition with the sub content elements following 23 related topics. Secondly, content elements of 12 types of Home Economics textbook's 'Adolescence consumption life' unit used in middle school are analyzed in three domains, which led to social domain (68%), economic domain (58%) and environmental domain (40%) in the order mentioned. This focused on the role of the Adolescent-consumer on the active consumer that is presented in the 2009 revised educational curriculum, and it is possible to see that this is very closely related to the right to organize and to be active in terms of the human safety, consumption culture, social interest and group.