• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.57-81
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• 2018

The purpose of this study is to propose the curriculum of consumer life field in Home Economics Education(HEE) to raise people who practice 'ethical consumption'. For this purpose, this study established the concept of ethical consumption through an academic review of the concept of ethical consumption first. Ethical consumption is to the practice of consumption that fulfills personal and social responsibilities to change human life happily. In this study, we find out how the consumer life area in the HEE curriculum has been educated and we propose how to teach the content of ethical consumption in HEE curriculum by critically examining the content of ethical consumption presented in current HEE textbooks First, in the HEE curriculum, the contents of the consumer life field have been presented since the first curriculum, and the qualitative change has gradually been made as the concept of the consumer culture, but responsible consumption and ethical consumption are not properly reflected in the education and the summit. Second, the revised HEE textbooks of 2015 is necessary to present concrete method of ethical consumption practice because it lacks definite definition of ethical consumption and presents only general contents. Third, the direction of HEE curriculum for ethical consumption practice is responsible and the goal of HEE curriculum is to raise awareness of social responsibility for ethical consumption practice. The contents of HEE curriculum for ethical consumption practice should be included in consumption and consumption, sustainable consumption, and ethical consumption.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.93-112
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• 2018

We analysed the textbooks of Home Economics in middle school from 1^st to 2009 curriculums to investigate the contents and the portion of Food and Nutrition section. The key words were generated by word cloud technique using text-mining, and the portion of Food and Nutrition section was presented as a ratio of the pages. The core key words of Food and Nutrition section through the curriculums were 'raw food'·'food'·'diet'. In 1^st and 2^nd curriculums, the main key words were related to food materials, condiments and nutrients such as 'vitamin'·'protein'. The words such as 'nutrition'·'eating'·'requirement' were newly appeared in 3^rd, 'portion' in 6^th, and 'diet'·'adolescence' in 7^th curriculum. The mean ratio of Food and Nutrition section in Home Economics was 24.3%. While the portion was as high as 31.8% in 7th it was strikingly reduced to 15.2% in 2009^th. curriculum. Besides, Food and Nutrition section was composed of 10 units of middle level category during the 2^nd and 3^rd curriculums, and was reduced to 2 small units with none of middle level category in 2009^th curriculum. Although the contents of Food and Nutrition section has been developed and adapted to the needs of the society through the curriculums, the portion of Food and Nutrition section in Home Economics has been reduced especially in 2009^th curriculum, which could raise concerns on the health of individuals and communities.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.123-142
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• 2012

The purpose of this study is to find out how career education has been positioned in secondary school home economics education, and to clarify the identity of career education as one part of home economics education. Furthermore, this study tries to give alternative teaching-learning strategies for life career education across the life span. It deals with home economics curricular and journals. It also analyses the 21 sorts of home economics textbooks and one career and vocation textbook in secondary school, which are supposed to be based on the newly revised 2007 curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, career education has been positioned as one part of home economics education. Second, both career and vocation education and home economics education have dealt with the contents related to career such as self-understanding, career-exploring, deciding-making related to career, career-designing. However, career and vocation education has focused on 'vacational career', whereas home economics education has focused on 'life career' across the life span. Third, this study proposed three alternative teaching-learning strategies for life career education across the life span.

• Journal of the Korean Home Economics Association
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• v.40 no.12
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• pp.1-11
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• 2002

This paper is intended as an analysis of the Chapter on Family in textbooks of a Middle school course at the aspect of Parson's Structural Functionalism Theory. In this analysis, We'd like to explore how the value of family is expressed in the Art-Home Economics textbooks. Generally, family is a subsystem in the structural system of whole society and family has two main functions to promote stability and equilibrium from the Parson's Structural Functionalism Theory point of view. Today, the concern with the Structural Functionalism Theory is dominantly reflected in textbooks, even though it has been proposed that the Structural Functionalism is not appropriate to explain family of modem society. Like that, the question now arises: the family history and interaction is ignored in the Structural Functionalism Theory. That is to say, There are limitations of Structural Functionalism Theory. The textbooks of Art-Home Economics was based on the revised curriculum has been severely changed in terms of external system of textbooks. But, we didn't know how much the view of the Structural Functionalism Theory is involved in textbooks. In this article, we analyze the view of the Structural Functionalism Theory in the Art- Home Economics textbooks using the Contents Analysis. At the same time, we find the confusion of family value revealed in textbooks.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.61-81
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• 2009

The purpose of this study was to develop Graphic Organizer as Advance Organizer. The 'Menu Planning and Food Selection' unit of second grade middle school Technology & Home Economics(revised curriculum of 2007) was selected as the study subject. The course of abstracting an essential education element got done $3^{rd}$ times. It abstracted the first essential education elements to analyze the presented sentence or a concept with the educational contents factor which is on the achievement standard of the area of dietary life from 5grade to 10grade in curriculum revised in 2007. The first 4 essential education elements selected were superiority and cultural value of Korean traditional meal, preparing a balanced diet for the family, food purchasing, and food selection based on the various information'. It abstracted second essential education elements that it concretized the first content factor on a unit of this study and solved overlapping when it was happened at the first contents factor and made connecting with between grade. The $3^{rd}$ essential education elements abstracted to classify the contents which abstracted essential education elements in second. And, it developed Graphic Organizer on a unit of 'Menu Planning and Food Selection' in eight-grade Technology & Home Economics based on the abstracted essential education elements. Graphic Organizer was developed in according to order of the way for making on a Concept Map of Heo In Sook(2000). Developed Graphic Organizer is all of 10 which are 'nutrition value on food of the season', 'harmony and combination of food', 'natural dressing and a garnish', 'the recipe', 'fermented food', 'a traditional instrument and a vessel', 'actor of food harm', 'present food', 'food quality certification' and 'selecting food with food information'.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.137-152
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• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.1-12
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• 2007

This study analyzed the recognition and utilization regarding teacher's guidebook for middle school technology-home economics class in the 7th Educational Curriculum. The data were collected via e-mail to teachers teaching home economics in middle schools. These e-mail addresses were acquired from middle school web pages registered on the Educational Board. The 355 data were analyzed using the SPSS program. The results were as follows: First, teachers recognized highly the necessity of teacher's guidebook. However, as the actual guidebook was not adequately helpful, the overall degree of satisfaction was relatively low. Teachers utilizing guidebook had more positive recognition on teacher's guidebook than teachers who did not. And teachers majored in technology education thought teacher's guidebook more helpful compared with teachers majored in home economics education. Second, teachers referenced teacher's guidebook mostly for field practice guidance. Third, teachers who did not utilize teacher's guidebook used other reference materials such as Internet Web sites and audiovisual materials. They were most commonly used for the reason that the contents were ample and easy to access. Fourth, the followings were suggested to improve teacher's guidebook. The provision of learning contents that can be practically used in class, the various samples of teaching-learning method, the specified methods of planning and criteria for performance assessment, the adequate supplementations regarding textbook contents, and the improvement of the outward layout format of the guidebook.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.1-16
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• 2008

The purpose of this study is to investigate the perception of middle schooler's lesson of 9th grade "Housing Education" Questionnaire survey was conducted with 394 middle school students in Gyeongnam in 2006 and the dada analyzed by the descriptive statistics, t-test, One-way ANOVA, Duncan's multiple range test, Pearson correlation and multiple regression analysis by using SPSS 14. program. The result of this study were as follows. The unit 'Use of dwelling space' was perceived useful in real life, interesting in explanation & visual materials of the text, taught easily to understand the students and ranked highest in class satisfaction compared with the rest two units. The unit 'Indoor environment & equipment' was least interesting, most difficult and ranked lowest in class satisfaction. The unit 'House management & repair' was relatively interesting and easy, but not useful in real life, not much interesting in explanation & visual materials in text, taught difficult by teachers. The class satisfaction ranked second of the units. Female students perceived that the unit 'Use of dwelling space' was easy, but male students perceived that all the units were interesting in the explanation & visual materials in textbook, various teaching-learning methods, interesting experiment & practice, and was satisfied with the unit 'House management & repair'. As their academic achievement of "Technology & Home Economics" was lower, they perceived that the education contents and various experiment & practice were more difficult. The class satisfaction of middle schoolers about the unit "Housing Education" were affected by how easily the teacher taught the subject, making it more understandable, the level of difficulty of the contents and the level of interest of explanation & visual materials of text.

• 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 the Korea Fashion and Costume Design Association
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• v.17 no.1
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• pp.117-130
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• 2015

As environmental issues have become a worldwide concern after the 20th century, the idea and the term of 'green growth development' has become familiar to the public. After 2008, the green growth development dramatically became an important ideology in Korea; thus industries, studies and product investments in relation are in active progress. Following the trend, the latter major unit of the middle school textbook "Technology & Home Economics" was named the revision of elementary, middle and high school textbooks in 2009. The learning goal of 'green' or 'eco-friendly' of the revised edition of the textbook will guide the middle school students to have better understanding of the issues of clothing habits and the environment. Furthermore, students will be able to apply the 'green' concepts in their real life and put eco-friendly clothing habits into action. Thus, the practice of effective learning will depend on the quality of the current issue of the textbook. Therefore this study analyzes the eco-friendly contents of the semi-unit from 7 different textbooks and presents an example of textbook production to the preliminary teacher of home economics.