• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.159-176
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• 2011

The purpose of this study was to investigate 1) how the middle school Home Economics teachers perceive the importance of the practical problem-focused instruction, 2) how often they perform the instruction, and 3) what they require for the implementation the instruction. Data were collected from 150 Home Economics teachers via e-mail survey and from 6 Home Economics teachers' face-to-face interviews. Descriptive statistics including frequency, percentage, average, and standard deviation, and the results of such analyses as ANOVA, T-test, and correlation were reported using SPSS/win 10.1. The results of this research were as follows: First, even though the majority of the respondents recognized the high need for practical problem-focused instruction, only a small portion of the respondents reported that they performed that instruction in the classroom. There was no correlation between the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Secondly, the of performance of practical problem-focused instruction was significantly different depending on the years of teaching experience and the subject that the teachers majored in. Job satisfaction had positive correlations with the perception of the need for practical problem-focused instruction and the degree of performance of practical problem-focused instruction. Thirdly, the more teachers shared information and materials with colleagues, the better they tended to be at practical problem-focused instruction. On the other hand, insufficient time for their instruction and a deficiency in understanding the rationale of the instruction were pointed out as barriers to classroom practice. The respondents answered that long-term training programs on the philosophical foundation of practical problem-focused instruction, materials related to the instruction as well as additional credits for Home Economics are most critical to reduce the discrepancy between the teacher perception and the classroom practice of practical problem-focused instruction.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.85-104
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• 2012

The purpose of this study was to carry out the career portfolio and the teacher-directed career exploration program in the unit of 'Industry and Career' of Technology·Home Economics and to find out how much those programs affect on career maturity and career identity in middle school students. The subjects were third-grade students who were selected at random from a middle school in Daegu. The subjects were divided into 60 for career portfolio group, 60 for teacher-directed group, and 60 for control group. Those programs were conducted totally in 9 sessions once or twice a week, and each session took 45 minutes. For pretest and post test, the questionnaire consisting of career maturity scale and career identity scale was used. To analyze data, ANCOVA was used and Scheffe test was conducted to examine significant differences between three groups. The main result of this study was the following : First, students who participate in the career portfolio and the teacher-directed career exploration program are more improved than those who have not been taught anything in determinacy and purpose of career maturity. Also, students who join in the career portfolio career exploration program are much more improved than those who join in the teacher-directed career exploration program in confidence and preparedness of career maturity. Second, students who join in the career portfolio career exploration program are more improved than those who join in the teacher-directed career exploration program in stability, goal directivity and assertiveness of career identity. Also students who participate in the lecture-oriented career exploration program are more improved meaningfully than those who have not been taught anything in the task orientation of career identity.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.139-154
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• 2010

The purpose of this study was to put forth of a future vision from examining of social contribution, future direction, and theoretical framework of home economics education and its cases of practice in educational setting. This study was carried with literature review, and results of study were as follows: First, home economics education should contribute to society through (1) educating individuals suffering from family tiredness to maintain autonomous lives free from distorted family ideology by being critically conscious of them in individual dimension, (2) educating individuals to develop a competence as a citizen to be critical of family ego-centric ideas and to participate and support communal life in family-social dimension, and (3) educating female and male students gender sensitivity and management of family life to be critical of gender discrimination ideology in gender dimension. Second, future home economics education should reinforce all round character education which let students develop their creativity and problem solving ability and foster students' wisdom of life with honesty and morality rather than merely acquiring knowledge in individual dimension. Third, this study employed Brown and Paolucci's conceptual scheme as a theoretical framework which focuses on the role of home economics education leading individuals and families as a changing agent. This framework let individuals and families to critically examine the social character and ideas provided by existing social, economical, and political systems, and to transform social character and ideas to build an ideal societal condition when there are any problems in them. Fourth, this study examined sample classroom instruction of Japan and FCCLA of United States of America to see how they educate students to become a changing agent. In conclusion, future vision of home economics education is to accomplish family revolution to sustain happy family relation and their family lives in which they feel pampered from achievement and free from distorted family ideology. For home economics to accomplish family revolution, it should strengthen education for empowerment, enlightenment, and autonomy. This study calls for immediate paradigm shift not as an occupational but as a practical-critical praxis subject matter for family revolution through home economics education.

• 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.

• 대한공업교육학회지
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• v.38 no.2
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• pp.89-113
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• 2013

The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.291-298
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• 2018

Purpose: The purpose of this study was to identify the effects of Problem-Based Learning on Academic Resilience, Learning Flow, and Academic Motivation in nursing students. Methods: Research design was a non-equivalent control group pretest-posttest design. The participants were 121 sophomore nursing students from two universities. They were divided into the Problem-Based Learning group (n=61) and Lecture-Based Learning group (n=60). The data were analyzed by Chi-square, paired t-test, and independent t-test. Results: In the PBL group, there was statistically significant improvement in Academic Resilience after intervention (pretest $3.88{\pm}.36$, posttest $4.00{\pm}.38$, p<.001). However, no statistically significant difference was found in the Lecture-Based Learning (LBL) group (pretest $3.86{\pm}.43$, posttest $3.93{\pm}.17$). In terms of Learning Flow, there was statistically significant improvement in the PBL group (pretest $3.31{\pm}.41$, posttest $3.51{\pm}.42$). However, no significant change was identified in the LBL group (pretest $3.45{\pm}.42$, posttest $3.48{\pm}.47$. Academic motivation was improved in the LBL group (pretest $3.32{\pm}.30$, posttest $3.46{\pm}.32$, p=.002) as well as in the PBL group (pretest $3.26{\pm}.23$, posttest $3.47{\pm}.21$, p<.001). Both results were statistically significant. Conclusion: These results suggest that Problem-Based Learning could be more effective for nursing students in improving their academic achievement. Further studies need to be investigated.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.117-125
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• 2020

This study was conducted to investigate differences in self-efficacy, self-esteem, and vitality related to physical exercise and health consciousness. A descriptive research design, x² test, and t test were used. Data were collected from May 1 to June 30, 2019, at K city. Participants were 220 nursing students of mean age 23.7 years; 187 (85.5%) were women, 99 (45.0%) exercised regularly; 138 (62.7%) were positive about their health Ed. Note: Please confirm that these edits convey your intended meaning. The scores Ed. Note: This is not clear. Here, do you mean "mean scores of all participants"? of self-efficacy of health and body were 2.93±0.35 and 3.16±0.37, respectively; self-esteem, 2.94±0.43; and vitality, 3.78±0.52. There were significant differences in self-efficacy of health (t=3.68, p=<.001), motor function (t=5.39, p<.001), psychological function (t=2.10, p=.037), nutritional function (t=2.50, p=.013), efficacy of health management (t=2.37, p=.019), and vitality (t=12.63, p=<.001) related to physical exercise. Self-efficacy of health (t=3.73, p=<.001), motor function (t=3.29, p=.001), psychological function (t=4.01, p<.001), nutritional function (t=2.62, p=.009), efficacy of health management (t=2.51, p=.013), self-efficacy of body (t=2.59, p=.010), self-esteem (t=3.91, p=<.001), and vitality (t=2.92, p=.004) were related to health consciousness. Physical exercise and previous experience of body weight loss contributed to enhanced self-efficacy of health and vitality and health consciousness contributed to enhanced self-efficacy of health and body, self-esteem, and vitality.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.101-115
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• 2000

This study aims to make a research on the secondary school education of geography and the system of teacher training in Belgium, focused on the case of Francophone Community. What has been made clear by this research can be summed up as follows. The first two years of the secondary school offer two hours of 'environment education', per week, which can be categorized into the learning of living geography, in that at this stage students learn how to observe the geographic phenomena in their daily life and pigeonhole them. The two years of the second stage of the secondary school offer one hour of 'world geography' which actually is focused on the district of Europe and Russia. The two years of the third stage of the secondary school offer an advanced course of geography which aims to teach systematically the physical geography and the human geography. A remarkable change in geographic education in Belgium is that in the wake of the Revision Act of the secondary school education, textbooks were replaced by other teaching manuals adapted to the regional condition by the teachers. This may result in a wide gap of achievements in geography according to the conditions of educational establishments. Another notable change is that the stress of geographic education tends to be placed on the ability of acquiring practical geographic knowledge rather than the geographic information itself. And it is also another marked tendency that most learning activities in geography class are conducted on the basis of student-centered and the method of investigation. Teachers of the lower secondary schools in Belgium are trained in the School of Education as multi-major teachers, such as a teacher for biology-chemistry-geography or a teacher for history-sociology-geography. Teachers of the higher secondary school education are trained in the Department of Teacher Education in universities as solo-major teachers in that they are required to know more deeply to teach an advanced course of geography in the higher secondary schools. To improve the teacher education many folds of policies are adopted. One is that many in-service teachers are officially put into services of guiding and teaching teacher training. Another is that faculty members in charge of teacher training course are trying to level up the qualifications of teachers by rigorous disciplining.

• Korean journal of food and cookery science
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• v.26 no.6
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• pp.745-752
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• 2010

The purpose of this study was to investigate the perceptions and preferences held by the general public concerning jeungpyun. Self-administered questionnaires were collected from 484 residents in Daegu and Gyeongbuk. The questionnaires contained questions on the recognition of jeungpyun, purchasing, frequency, purchasing factor, and preferences for and purchasing of jeungpyun containing different kinds of makgeoilli. According to the survey, females were higher than males (31.4%) by 69.7%, and that for ages 20~30' was the highest. Most of them were students (39.7%), and 81.7% of them had an income of under 4,000,000 won per month. The results of the eating frequency rate showed that over half of the people had jeungpyun once a month, and the recognition of jeungpyun for females (3.63) was higher than that for males (3.09). The respondents who joyed eating jeungpyun mentioned 'good taste and texture' as the top reason for eating jeungpyun, and 'different food and bad flavor' was mentioned as the reason for disliking it. As a result, popularization of jeungpyun was based on two factors: 1) fundamental factor and 2) external factor, and both significantly influence the preference for and purchasing of jeungpyun,-. Therefore, future studies should be conducted to improve preference for jeungpyun as a functional food. The results of preference and purchasing show that jeungpyun prepared with rice, rubus coreanum miquel, black bean, grape and green mume makgeoilli.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.127-141
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• 2006

The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.