• 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.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.27-48
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• 2020

The purpose of this study is to develop a theme-selection activity in 'clothing life' in relation to SDGs(Sustainable Development Goals) for the free semester program. After analyzing the contents of the 'clothing life' area of middle school home economics textbooks based on the SDGs, the content system and learning goals were set. Then a program was developed and the validity and the feasibility of the program were verified. As a result of the analysis of textbooks, the contents of 'clothing life' included all the three basic dimensions of social development, economic growth, and environment protection, yet focus only on 1 or 2 goals of each area. Based on the results of the analysis, a 'Righteous(義) Clothing(衣) Life' program was developed. The developed program consists of teaching-learning process plans and teaching-learning materials in eight class periods, including 'The future everyone dreams of' based on SDG12, 'Two faces of fast fashion' based on SDG1, SDG5, SDG8, SDG10, 'Living as Homoclimatus' based on SDG13, and 'The future we create' based on SDG9 and SDG12. Through the expert evaluation process for the developed program, the program's teaching and learning adequacy and feasibility were reviewed and feedback was actively reflected to correct and supplement the program. Through this study, it is expected that it will contribute to laying the foundation for establishing home economics as a subject that educates citizens who practice sustainable life, and a pivotal subject in education for sustainable development.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.67-83
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• 2022

This study was designed to develop a sustainable clothing life education program for middle school students and to analyze the effects of the developed program on the "Change-maker" characteristics of adolescents. This study proceeded following the ADDIE teaching design model. The learning activities in the middle school Technology and Home Economics textbooks were analyzed according to the steps of the Change-maker education program. Based on the analyzed results, the sustainable clothing life education program entitled 'Clothes for us, actions for the earth' which includes ten teaching and learning process plans, 17 individual learning activity sheets, and seven group learning activity sheets was developed. The developed program was implemented on 285 first-year students in K middle School in Ulsan. After the class, the level of Change-maker characteristics of the students increased from 3.87(SD=.54) to 4.59(SD=.64). From the interviews of the students, it was also found that the developed program influenced the values and behaviors of the students. Therefore it was confirmed that the Education for Sustainable Development(ESD) program on clothing life in middle school Home Economics developed based on the Change-maker education program stage was effective in cultivating the Change-maker characteristics of adolescents.

• The monthly packaging world
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• s.261
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• pp.89-99
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• 2015

2014년 우수디자인(GD)상품선정 시상식이 12월 3일 코리아디자인센터 컨벤션홀에서 열렸다. GD마크 선정제란 우수한 디자인 상품 개발을 장려하여 국가경쟁력을 확보하고 국민 삶의 질을 향상시키는데 그 목적이 있다. 또한 창의 디자인강국 구현을 위한 세계적 인증가치 구축하는 한편 유니버설디자인, 서비스디자인, 전통시장, 산업단지 디자인을 고도화(우수디자인 선정, 장려 등)함으로써 사회적 문제해결과 지속가능한 창조경제를 실현하기 위해 매년 진행되고 있다. 올해 생활포장 부문에서는 엔프라니(주)의 알로에 99% 수딩젤이 산업통상자원부장관상을 수상한 것을 비롯, 총 28점이 생활포장 및 산업포장 부문에서 수상했다. 본고에서는 우수디자인으로 선정된 포장부문 제품들을 살펴보도록 한다.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.115-136
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• 2019

The purpose of this study is to analyze the contents of 'housing' unit in middle school Technology-Home Economics textbooks according to the 2015 revision curriculum based on the targets of SDGs. All contents of the ten textbooks of five publishers, such as texts, photographs/figures/tables, activity tasks, and supplementary materials were analyzed in terms of SDGs targets. The number of 'housing' contents among 4 small housing units of Technology-Home Economics book 1 & 2 varied from 64 to 97 by publishers. Beside SDGs4.7, which contains inclusive and general ESDGs, 24 targets of 10 SDGs were found to be related to the contents of 'housing' and were grouped into 15 target categories. The number of SDGs target categories related to housing contents of each small unit and total of all units differed by publishers. Each of 4 small 'housing' units from all the five publishers was related to 6~10 target categories. The contents of five book 1's were related to smaller number of target categories than those of five book 2's. They corresponded to 9 and 12 target categories, consecutively. Only SDGs' target11.1 (appropriate and safe housing and basic services) was related to all the four small units of 'housing' contents among all the five publishers. covering 43.8% of the housing contents. In conclusion, the contents of the 'housing' unit were related to broad range of SDGs targets. Further study could relate goals of teaching-learning plan to various global targets of SDGs according to the contents of 'housing' in order to accomplish ESDGs.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.161-177
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• 2020

This research aims to identify the relevance of 'Adolescence consumption' units to ESD(Education for Sustainable Development), and to analyze the unit's inquiry tendency through the Romey analysis method. The assessment criteria in association with ESD developed in the previous literature were summarized and established to set up an analysis framework consisted of 11 key points including environmental perspective (natural resources, climate change/disaster prevention and mitigation, and sustainable rural and urban systems), economic perspective (corporate sustainability, market economy, and poverty gap mitigation), and socio-cultural perspective (human rights/peace/human protection, cultural diversity and understanding, health/safety, civic engagement, and management of nation). With this framework, the learning contents of 'adolescence consumption life' unit in twelve middle school Home Economics textbooks were analyzed including the texts, images/illustrations/tables/graphs, and activities. The analysis revealed that the core elements of the 'market economy' and 'management of nation' from the economic perspective were presented in three different formats: texts, images/illustrations/tables/graphs, and activities. However, relatively insufficient contents were presented in terms of health/safety, civic engagement, sustainable rural and urban systems, and corporate sustainability, and thus, development of textbooks dealing with various ESD contents is neededrecommended. Additionally, most textbooks' texts and images/illustrations/tables/graphs tend to be authoritative, while activities and assignments exhibited an inquiry tendency. It is advisable to incorporate a wider variety of ESD-related content in Home Economics classes and creatively employ inquiry-based learning activities for the development of pro-sustainable-development consumption values and behavioral tendencies among young students.

• Journal of the Korean Society of Clothing and Textiles
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• v.45 no.2
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• pp.390-407
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• 2021

The study aims to assess the current status of sustainable clothing habits from the perspective of consumers. Awareness and management behavior regarding microplastics from fashion products and usage of fleece and faux fur were investigated. A random online survey involving 413 women was conducted to figure out their perceptions on microplastics that are shedded from fashion products such as fleece and faux fur. The results indicate that 73.6% were not aware of the fact that microplastic is released during the washing process of fleece and faux fur. Furthermore, only 26.6% of the respondents who were aware of microplastics from clothing washing were making efforts to reduce its emission. The respondents considered product sustainability more in the selection stage than in the management stage (p<.001). The results revealed that, although the respondents were highly aware of the risk of environmental pollution that microplastics pose, they were neither fully cognizant of the fact that microplastics may come from fashion products, nor did they make efforts to reduce its emissions. Compared with respondents in their 20's, respondents in the age of 30-40 years seemed more aware of microplastics from fashion products and exerted more effort to reduce its emission.

• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.335-336
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• 2014

기존의 게임들이 젊은 연령대가 주를 이뤘다면, 2012년 출시된 '애니팡'은 게임을 부정적으로 바라보던 중장년층까지 흡수하면서 모바일게임의 대중화를 이뤄냈다. 하지만 그 인기가 현재까지 지속되지는 않는다. 그 이유로는 세 가지 정도로 요약되는데, 첫번째는 쉽게 질려 버릴 수 있는 단순한 게임방법이며, 둘째는 지인과의 순위경쟁의 긴장감을 지인이 떠나버리면서 잃어버렸기 때문이다. 마지막으로 세 번째는 게임의 불안정성과 더불어 스팸'하트'메시지의 스트레스이다. 반면에 성공요인으로는 첫 번째는 진입장벽의 용이성, 둘째는 친근감과 현대인들의 생활패턴에 접근 가능한 게임 환경, 셋째는 생활정서에 밀착된 '적절한 긴장감' 이라고 할 수 있다.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.73-89
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• 2023

This study aimed to analyze 'consumer life' units in middle school home economics textbooks in Korea and Japan based on the ESD concept (diversity, interaction, finiteness, fairness, cooperation, responsibility). The objective was to compare how the ESD concept was reflected in Korean and Japanese textbooks. The analysis focused on the units related to 'adolescent consumer life' in Korean textbooks and 'money management and purchase' as well as 'consumer rights and responsibilities' in Japanese textbooks. Results showed that in Korea, responsibility (23.36%) was most emphasized, followed by interaction (22.43%), cooperation (19.63%), fairness (18.69%), finiteness (10.28%), and diversity (5.61%). In Japan, cooperation (21.74%) and interaction (21.45%) received significant attention, followed by fairness (16.23%), responsibility (13.91%), finiteness (13.33%), and diversity (13.33%). Korean textbooks exhibited a wider range of ESD concept percentages compared to Japan. In the Korean textbooks, responsibility was emphasized for promoting rational and ethical consumption, while Japanese textbooks highlighted cooperation in resolving consumer issues and collaborating with local and international communities to address environmental concerns. Interaction was emphasized regarding the impact of individual and family consumption on society, economy, and the environment. Overall, both Korean and Japanese home economics textbooks reflected elements that foster sustainable consumer behaviors.