• Journal of Korean Home Economics Education Association
• /
• v.26 no.4
• /
• pp.35-50
• /
• 2014

This study is a discussion about specific directions and strategies for development of subsequent curriculum of practical arts(technology ome economics) based on two issues ; developing curriculum which is 'connecting elementary-secondary course' and 'based on key competence'. Specific Study is as in the following. First, in the aspect of home economics, this study explored the meaning of connection between elementary-secondary courses, and in the process of curriculum development, we explored implicit problems through strategies that come out from elementary-secondary courses. Second, we search what the key competence is in terms of home economics, and the meaning of developing curriculum based on the key competence. For this, we examine the meaning of development of subject matters curriculum based on key competence and the conditions and tasks for developing curriculum for home economics based on key competence. Third, on the basis of discussion we explore the way to realize these two issues, already mentioned, into development of subsequent curriculum for home economics. For this, this study examines the academic interaction between home economics of elementary and secondary courses unifying the names of the subject, systematic understanding about development of curriculum based on key competence, finding strategies for appealing the subject, and practical instances. Through this study, we expect more active interaction between home economics from elementary and secondary courses and academic discussion for development of curriculum.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.4
• /
• pp.145-158
• /
• 2009

The purpose of this study was to find out how much home economics(HE) textbook was focused on what kind of factors in career education, by analyzing the HE textbooks from the 7th grade(1st grade of the middle school) to the 10th grade(1st grade of high school), which were developed by applying the 7th educational process. 12 textbooks which were published by three publishers were randomly selected by grade. This study used the instrument developed by Korea Research Institute for Vacational Education & Training(2001) as an analysis frame, along with a content analysis system. The results of this study were as follows. The publishers of HE textbook stressed similar points in each section of career education, evenly reflecting the objectives and contents of career education. Three kinds of publishers also placed the same weight on the factors of career education in each unit, and suggested the contents related to career education in the whole units. HE textbook was designed to lead learners to understand self and have interest in varied occupations. Additionally, it provided the learners with a chance to consider their career and occupation by means of detailed job information, and its contents including learning of occupational ability for job selection were useful to plan and prepare for career. Accordingly, as HE textbook is most effective to promote connection between work and learning and contains proper factors of career guidance, it is one of the most appropriate textbooks to deal with career education.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2002.11a
• /
• pp.269-272
• /
• 2002

본 연구에서는 중등 기술 가정 교과 교육에서의 컴퓨터 환용을 위한 체제 및 실태를 조사하여, 기술 가정 교과교육에서의 ICT 활용을 저해하는 요인이 무엇인가를 분석하고 이를 통하여 제 7차 교육과정에서 요구하는 ICT를 활용한 교과교육이 활발하게 이루어질 수 있는 방안을 찾아 본다.

• Journal of Gifted/Talented Education
• /
• v.9 no.1
• /
• pp.37-62
• /
• 1999

이 연구는 과학 영재 교육과정 구성을 위한 기초 연구다. 과학자의 생애를 통하여 그들이 어떤 방법으로 학습을 하였고, 어떤 교육을 받았으며, 어떤 환경의 영향을 받았는가를 알아보고, 그 결과를 토대로 과학 영재 교육과정 구성의 방향을 설정해보려는 것이다. 아인슈타인, 하이젠베르크, 슈뢰딩거, 뉴턴, 갈릴레이, 다윈, 빠스뙤르, 파인만 등을 중심으로 초등학교, 중등학교, 대학교에서의 학습내용, 학습-교수 방법, 교육환경 등을 추출하였다. 연구의 결과는 첫째, 학습내용은 초등학교에서는 과학적 기반 형성에 필요한 공통교과, 중등학교에서는 과학적 지식의 축적에 필요한 전공 교과, 대학에서는 과학적 지식의 생산에 필요한 교과가 중심이 된다. 둘째, 교수-학습 방법은 초등학교에서는 관찰, 중등학교에서는 실험과 토론, 그리고 대학의 과정에서는 연구가 중심이 된다. 셋째, 환경적 영향은 초등학교에서는 가정의 영향이, 중등학교에서는 학교의 영향이, 그리고 대학의 과정에서는 사회적 영향이 중심이 된다.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.2
• /
• pp.133-153
• /
• 2010

The purpose of this study is to find out the philosophy embedded in the newly revised 2007 Home Economics curriculum. Furthermore, it analyses the current situation and future tasks of textbooks in view of that philosophy. With this analysis it tries to give alternative teaching-learning strategies for making the best use of the existing textbooks. This study deals with the newly revised 2007 Home Economics curriculum. It also analyses the twelve sorts of textbooks for the first grade students in secondary schools, which are supposed to be based on that curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, in the character and objectives of the curriculum is embedded the critical science perspective of Home Economics curriculum. Second, the current situation and future tasks of the textbooks are analysed with the criteria by Yang, mi-kyung about textbook construction. And we have ascertained the following problems. The current textbooks are not well designed so that teachers have the appropriate orientation, encourage students to nurture the critical thinking abilities, and urge students to employ practical reasoning in the context of society, history and culture. Third, this study proposes five alternative teaching-learning strategies for making the best use of the current textbooks in order to tackle the above-mentioned problems.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.4
• /
• pp.155-183
• /
• 2010

The purpose of this study is to obtain a suggestion for writing, revising, and reorganizing for the current Korean Home Economics Textbook. To achieve this goal, the housing unit in the Home Economics curriculums from eight kinds of Japanese textbooks were analyzed. The subject of analysis was Technology Home Economics textbook Home Economics Part 2 volumes used in middle school 2009 and Home Economics Synthesis 6 volumes in high school. Contents of main text, terminology, reading material, tables and activities were analyzed. The suggestions of this analysis are as followings. First according to the increase of the level of school, if the field of housing is organized to be intensified systematically with relation to education, the goal of the subject would be clearly realized to the students. Thus, the middle school curriculum and textbook of housing field should be constructed with the consideration of education level according to the grade and the level of school. The method of intensive education in single point of time would result in low efficiency so the current curriculum should be re-considered. Second, perspective of resident, local community, terrain environment, housing culture should be included in housing education so that the learner may value the relationship between him and the society, think of the earth environment, succeed and advance the traditional culture. Third, the curriculum of the housing field should be organized with the consideration of understanding the level of middle, high school students. Middle school, with their student's low understanding, should include more experiential activity such as experiment and practice in their curriculum. On the other hand, curriculum which can enable student to research problems on their own and to apply them in their real life is required in high school course.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.4
• /
• pp.105-125
• /
• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.4 s.42
• /
• pp.39-54
• /
• 2006

The main purpose of this study is to analyze the influence of gender equality consciousness of middle and high school student on the preference for Technology Home Economics and its teaming effectiveness. For this purpose, the gender equality consciousness, the preference and learning effectiveness of Technology Home Economics were measured among a number of 404 middle and high school students in Chuncheon city. The results of this study were summarized as following: 1. The gender equality consciousness of female students was higher than that of male students. 2. Middle and high school students had the higher preference and learning effectiveness for the Home Economics area in Technology Home Economics than they had for the Technology. 3. Female student's preference and learning effectiveness for the Home Economics area in Technology Home Economics were higher than male student's. Male student's preference and Loaming effectiveness for the Technology area in Technology Home Economics were higher than female student's. 4. The group which had relatively high gender equality consciousness score showed the higher preference and learning effectiveness for the Home Economics area in Technology Home Economics than the group with low gender equality consciousness score. In contrast, the group with low gender equality consciousness score had the higher preference for the Technology area in Technology Home Economics than the group with high gender equality consciousness score. In conclusion, gender equality consciousness and gender type had the most strong influence on the preference and learning effectiveness for Technology Home Economics among middle-high school students.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.1
• /
• pp.129-149
• /
• 2021

The purposes of this study were to examine the current status of the establishment of home economics-related departments in colleges and universities and the changes required in the home economics curriculum of secondary schools, and to structure the elective courses of home economics subject(group) that can be organized in the next high school curriculum. To achieve these purposes, related literature and data were analyzed, and a questionnaire survey and FGI were conducted by home economics experts. The research results are as follows. First, home economics was considered to be highly related not only to the human ecology but also to social sciences, education, engineering, and arts and physical education. The numbers of technical colleges and 4-year universities with departments related to home economics were 1,405 and 961 respectively in 2019. Therefore, it was confirmed that there is a sufficient basis for opening home economics subject(group) elective courses in high school. Second, in the secondary school home economics curriculum, the concepts of culture, relations, independence, and sustainability were emphasized based on the changing life patterns and values. It was proposed that the contents of the home economics course would be structured in a way that allows deep and high-level thinking and helps students to enjoy culture. This demand can be implemented by diversifying, specializing, and structuring the elective courses of the home economics subject(group). Third, a total of 18 elective subjects and subject outlines were structured in the fields of child/family, food/nutrition, clothing, housing, consumption/family management, and home economics integration. This study results will contribute to the establishment of the high school credit system by providing basic information for organizing the next home economics curriculum, and expanding the options for home economics subject(group) to high school students.

• Journal of Korean Home Economics Education Association
• /
• v.17 no.4 s.38
• /
• pp.133-156
• /
• 2005

This study clarifies the concept of the education content relevance in order to evaluate the content relevance of Technology & Home Economics in a secondary school, and design its standards based on the preceding study. In other words, four standards such as the amount of studying content, the degree of difficulty, the validity of contents and the sequence of contents are established. Also, a survey on the current status of nationwide units targeting students, teachers, and professors was conducted to collect actual data about relevance evaluation. The results are as follows. First, as for the evaluation in terms of the amount of studying content, the majority of respondents answered that it decreased by about $30\%$ when compared to the 6th Technology & Home Economics Curriculum However, middle school teachers pointed out that the number of classes is not enough considering the fact that it's an activity-oriented subject. So, they acknowledged that the amount of study time during a Technology Sl Home Economics class is 'quite a lot.' Second, the evaluation in the degree of difficulty is divided into two responses. Teachers responded that it's reasonable overall, but according to students, it's difficult. Especially, the chapters that students don't understand well including 'The Elements of Draftsmanship,"' 'Understanding of Machinery,' 'Electronics & Electricity Technology,' and 'Energy & Transportation Technology.' In the Home Economics area, 'The Design of Home Life' is the only chapter that students don't understand well. Third, as for the validity of contents, the chapters that were not considered as important considering the objective of Technology Sl Home Economics Curriculum include 'The Elements of Draftsmanship,' 'Computer & Processing,' and 'The Management of Resources and Environment.' Fourth, as for the sequence of contents, the survey was conducted including the name of the course asone of the survey items. The majority of teachers wanted it as it is, but the Professors of education colleges who wanted the 3rd name to connect the course with the elementary school course was a little more $(50.5\%)$ than the ones who don't want any changes $(45.5\%)$. The follow-up study should correct and complement the standards that this study suggested through analytic and critical review according to the character & goal of the subject. Based on such standards, the evaluation of content relevance should be continued to realize the quality control of the curriculum systematically.