• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.79-94
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• 2013

In this study, the teaching-learning materials and the plan using persimmon juice dyeing, which is one of the traditional natural dyeing methods of Korea, were developed for the purpose of inspiring further awareness of our traditional clothing life-culture. A questionnaire was designed to make a survey on the educational effect, and t-test and Kruscal-Wallis test were conducted to test the significant differences between pre- and post-lessons. A correlation analysis between culture awareness and its education awareness was also done. These prototypes were applied to high school Technology Home Economics classes under the theme, 'Making living goods with persimmon juice dyed fabrics'. Examining the changes in students' awareness of traditional images, and changes in their interest and attitude towards learning in those classes led to the following results. First, as a result of applying LT cooperative learning in order for an understanding of the formation of clothing life-culture and the process of persimmon juice dyeing, many original handicrafts with modern sense were created. Second, a comparative analysis between pre- and post-lessons on the change in students' degree of awareness of traditional clothing life-culture and its education showed that students' awareness had risen after the class; the data was collected from three separate sample groups which had been clustered according to their initial degree of awareness, i.e. high, middle, and low, and the group that scored the lowest before the class showed the greatest improvement. Third, feedback surveys on 'Making living goods with persimmon juice dyed fabrics' classes returned with scores greater than 'moderate', thus revealing that the students' concern and interest towards traditional clothing life-culture hae been enhanced through the class experience. Their attitude had also become more positive. Fourth, since learners with more awareness of the traditional clothing life-culture also showed more awareness of the need for an education designed to promote the culture, a positive correlation between the two had been found. As explained above, the teaching-learning materials and the plan that had been developed for this study has caused a deeper understanding of the value and significance of the traditional natural dyeing and clothing life-culture, and has therefore brought about an educational effect that powers idea creation.

• Proceedings of KHEA Conference
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• 2002.04a
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• pp.7-18
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• 2002

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.1-17
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• 2011

We investigated youth's awareness of traditional clothing culture in order to promote it, and we developed and applied the Teaching-Learning process related to clothing life chapters. We analyzed 12 types of high school freshman textbooks under the revised $7^{th}$ national curriculum and selected 5 major subjects of learning 'traditional culture', 'History of Han-bok', 'colors of Han-bok', 'pattern & material of Han-bok', 'globalization of Han-bok' related to 'change of home life & culture' chapter. Also we developed 5-period Teaching-Learning Lesson Plan and 48-teaching materials(22 for students, 22 - for classes, 4 for teachers) and applied it to usual classes. The mean score of youth's awareness of traditional clothing culture in the post-test was significantly higher than in the pre-test. We concluded it was highly efficient in the youth's awareness of traditional clothing culture as right awareness about traditional clothing life culture, acceptance of foreign culture, positive attitude in traditional culture. Awareness about traditional clothing culture education was improved significantly, so we recognized importance of traditional culture education through it. We suggest that various themes on traditional culture should be developed and more reinforced. Also we need various traditional culture succession research as field of food life, house life and study Korea's cultural heritage.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.97-109
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• 2016

The purpose of this study were to develop PBL(problem-based learning) program, and to examine the effects of PBL. This paper applied PBL to a "Culture of Clothing" class, comprised of 23 undergraduate students majoring in Home Economics. As part of the PBL curriculum, the class assigned students to design and create brochures about the culture of clothing by going on field trips to the National Folk Museum of Korea. The class met for five weeks, 3 hours per week. The effectiveness of PBL was measured based on the students' self-reflective journals, self-assessments, and satisfaction surveys. The study gathered three major feedbacks from the students after taking the PBL class. First, the students recognized the importance of cooperation and communication in problem-solving process. Second, the students appreciated that students themselves were implementing the self-directed learning. Third, the students were satisfied with the overall quality of the PBL class, based on their feedbacks and surveys. However, the students' self-assessments show their acknowledgement of the lack of creativity and critical-thinking skills. The study also observed relatively low-satisfaction ratings about the learning environment at the National Folk Museum of Korea.

• Proceedings of the Costume Culture Conference
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• 2002.06a
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• pp.67-68
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• 2002

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.31-47
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• 2008

In this study the interpretive perspective means a point of view on educational curriculum in which in order to reach the understanding of the meaning of the behaviors and beliefs of human beings, and the historical and cultural products, the process of discussing on the basis of historical and cultural knowledge is very important. The developed curriculum means the one that consists of the goal of the curriculum, the contents of the curriculum, lesson plans, and the instruction-learning materials. This study has been carried out in four steps: conceptualization, development, application and evaluation. This study has tried to propose some changes in the contents of clothing life education on the basis of the interpretive perspective by firstly, assuming some core concepts that were related to clothing life education in Home Economics and secondly, organizing the contents of the clothing life culture area based upon historical and cultural materials. The results of the application of the developed curriculum came out positive. The strong points of the developed curriculum showed that for the students the curriculum was helpful in seeking answers to such questions as 'who I am' and 'what kind of being I am' through the perception of traditional culture and clothing life. In addition, the developed learning contents were recognized as new knowledge. It also showed that teaching contents with a focus on the interpretive perspective could play a role as reflection for the practice and for the arrival at the final perception. A weak point of the developed curriculum is that the Home Economics teachers themselves might find difficulty preparation for teaching this material because of their limited understanding and knowledge of the historical and cultural materials about clothing life.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.33-50
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• 2010

This study was conducted as a preparation for the operation of 2007 revised curriculum and an effort towards professional development for Home Economics teachers in clothing life culture area. The aim of this study was to develop an teacher training program based on the clothing life culture in three kingdoms period, apply it to teacher training, and evaluate the program by analyzing the purpose of participation, trainee expectation and gratification, change of recognition level about Han culture, trainee satisfaction, and willingness to apply to teaching and attend further training program. The characteristic of the training program was that it consisted of both highly qualified lectures on professional contents and practices with school classroom level, and it dealt with the ancient korean clothing as its central subject. The purpose of the training program was to elevate the recognition of Han culture and increase the possibility of application in the classroom situation. It showed that the trainees participated with high intrinsic motivations, aiming to improve their professionalism in subject content and expecting various subject content. It also showed that the trainee gratification was very high in professional knowledge of clothing culture area, and the trainees were gratified in most evaluation items. As to the recognition level of korean culture, even before the training program, it was generally higher than average. After the program, it increased meaningfully. Through the training program, the trainees became feel prouder of Han culture and people and themselves as Home economics teachers. The contents of the program were considered very helpful for the improvement of professionalism and the design of instruction and learning activity. It was revealed that Home Economics teachers had very high expectations of the development of instruction-learning models which could enable them to experience new and interesting ideas, help enhance their professionalism, and be applied to their teaching. Therefore, continuous development and operation of the teacher training program relating to the life culture such as clothing, food, and housing life are needed.

• Proceedings of the Costume Culture Conference
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• 1998.09a
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• pp.64-65
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• 1998

• Proceedings of the SOHE Conference
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• 2001.10a
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• pp.57-61
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• 2001

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.129-142
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• 2021

The purpose of this study was to provide educational data on teaching clothing culture by examining the effects of clothing lifestyle on attitudes toward teachers' clothing for 270 secondary school pre-service teachers. For data analysis, factor analysis, Cronbach's α reliability coefficients, t-tests, one-way analysis of variance, Duncan's multiple comparison verification, and multiple regression analysis were performed using SPSS 24.0 program. As a result of the study, first, the clothing lifestyle of secondary school pre-service teachers was classified as fashion trend orientation, clothing importance orientation, attractive appearance orientation, and economic orientation factors. In addition, the attitude toward teacher's clothes was classified into activity, fashionability, and modesty factors. Second, there was a statistically significant difference in the attitudes toward clothing lifestyle and teacher clothing of secondary school pre-service teachers according to gender and year in college, which are demographic variables. Third, it was found that the clothing lifestyle of secondary school pre-service teachers, who are Generation Z, had an effect on the attitude toward teacher clothes. In conclusion, this study proposes that school administrators and teachers should depart from the former stereotypes about teacher clothes and to encourage a culture in which teachers can dress and perform their role of teaching according to individual's changing lifestyles.