• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.117-136
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• 2018

The purpose of this study is restructuring the template to apply the 'Backward design' for Home Economics Instruction. This study reviewed the theory of Wiggins and McTighe, the advocates of backward design, and examined the template for version 2.0 of Wiggins and McTighe (2011). In addition, This study analyzed various previous researches using backward design, and drew implications for template restructuring for applying backward design on Home Economics Instruction. In addition, the validity of the template was verified through facial validity through the expert council. Through this process, the final 5 stages (1. Curriculum Analysis → 2. Instructional Design (Learning Experience Design ↔ Evaluation Design (Performance Task Planning) → 3. Instruction Flow → 4. Class guide for each class → 5. Evaluation record, and feedback)suggested templates for applying backward design. Future research will use the restructured assumptions and templates to develop teaching materials in the Home Economics areas of the 2015 revised curriculum. In future research, field research should be carried out on how the Home Economics instruction with backward design affects learners.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.1-26
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• 2020

The purpose of this study is to develop and implement new classes using the concept of personal color system to the section 'Daily Outfits & Clothing Acquisition' in the 2015 revision of middle school home economics curriculum, and find out the effects on middle school students. For this, We redesigned a curriculum for 'Clothing Outfits and Self-Expression' part using personal color system, developed teaching/learning plans and teaching/learning materials, and examined the changes in self-identity, attitude in clothing life, and class satisfaction among students at the end of the class. The results of this research are as follows. After the implementation of 'Daily Outfits & Clothing Acquisition' unit classes which included the concept of personal color system, the students' self-identity and attitude in clothing life were improved. And according to the results of the individual interviews, students were generally satisfied with the class. If the 'Daily Outfits & Clothing Acquisition' unit classes using personal color system is widely used in middle school home economics classes, it can have positive impacts on adolescents and is expected to be of great help to home economics teachers as a valuable class material.

• School Mathematics
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• v.18 no.4
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• pp.839-856
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• 2016

In 2009 revision and 2015 revision mathematics national curriculum, 'proof' was moved to high school from middle school in consideration of the cognitive development level of students, and 'proof by contradiction' was stated in the "success criteria of learning contents" of the first year high school subject while it had been not officially introduced in $7^{th}$ and 2007 revision national curriculum. Proof by contradiction is known that it induces a cognitive conflict due to the unique nature of rather assuming the opposite of the statement for proving it. In this article, based on the logical, mathematical and historical analysis of Proof by contradiction, we looked about the introductions and the applications of the current textbooks which had been revised recently, and searched for improvement measures from the viewpoint of discovery, explanation, and consilience. We suggested introducing Proof by contradiction after describing the discovery process earlier, separately but organically describing parts necessary to assume the opposite and parts not necessary, disclosing the relationships with proof by contrapositive, and using the viewpoint of consilience.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.1-19
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• 2022

The purpose of this study is to analyze the keywords of the middle school textbooks based on the 2015 revision of the technology and home economics curriculum to understand the core concepts and contents composition of the 'housing' unit. Using TEXTOM and UCINET programs, the frequencies and centralities of the keywords were analyzed, and CONCOR analysis was performed. The results are as follows. First, the content system of the 'housing' unit is divided into 'life culture' and 'safety' in the 'family life and safety' area. Second, in the 'safety' section, the frequencies of occurrence of the words were high in the order of indoor, occurrence, use, noise, and safety accidents, in the order of frequency of occurrence. It was confirmed that words related to daily life, safety accidents, and prevention were closely connected to each other. In the 'life culture' section, the frequencies of occurrence were high in the order of space, housing, family, and residential space, and the correlations between these keywords were also high. Third, the most influential core keywords were, indoor and occurrence in the 'safety' section, and space, family, and housing, in the 'life culture' section. Fourth, the 'safety' section were divided into two subunits, 'safe living environment' and 'comfortable living environment', and the 'life culture' section were divided into four subunits, 'living space composition', 'space utilization', 'housing value and lifestyle', and 'housing culture'.

• Human Ecology Research
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• v.61 no.1
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.382-396
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• 2021

This study analyzed illustrations presented in middle school science 14 paper textbooks and 14 digital textbooks under the 2015 revised curriculum in terms of gender stereotypes. In both paper and digital textbooks, the most common type of illustration was multiple pupils. For pupils, the frequency of gender was balanced in both paper and digital textbooks. However, there were differences among publishers in digital textbooks. In both paper and digital textbooks, girls showed a higher frequency than boys in learning activities. However, the opposite tendency was observed in non-learning activities. In particular, non-learning activities of digital textbooks showed gender imbalance among all publishers. In both paper and digital textbooks, behavioral characteristics were mostly described to be active without gender differences. But, there were differences among publishers in digital textbooks. For adults, men showed a higher frequency than women in both paper and digital textbooks. Gender frequency was balanced in family activities, however, men showed a higher frequency in social activities. Unlike paper textbooks, digital textbooks were gender balanced in occupational activities. In both paper and digital textbooks, the number of occupations in which men appeared more frequently was higher than that in which women appeared more frequently. Especially, men showed a higher frequency than women in both scientist and researcher. Behavioral characteristics were mostly biased in terms of gender in both paper and digital textbooks.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• 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.