• Journal of Fisheries and Marine Sciences Education
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• v.23 no.4
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• pp.648-661
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• 2011

The purpose of this study was to examine the school parent and student's perception of Practical Arts and Technology Home Economics and to suggest plan to school parent of multicultural and learning disability families. The subjects of this study were elementary and secondary teachers who teaching Practical Arts or Technology Home Economics. The instrument of this study was questionnaire including five sections: influence on students by Practical Arts and Technology Home Economics, interest in Practical Arts and Technology Home Economics to school parents, school support with learning ability improvement, school parents support with home in Practical Arts and Technology Home Economics, data form of school parents support with home in Practical Arts and Technology Home Economics. The findings of this study were as follows; Sociality development of students is influential by Practical Arts and Technology Home Economics. School parents and students believe important subjects in Practical Arts and Technology Home Economics. Teachers ask for support with learning ability improvement for practical training space and programs in Practical Arts and Technology Home Economics. School parents ask for support with learning ability improvement of programs of teaching learning method for home education on Practical Arts and Technology Home Economics.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.65-76
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• 2000

Comparative Study on Historical Changes of Practical Arts Education and Technology-Home Economics Education in Korea and Japan This dissertation is a comparative study on Practical Arts(Home Economics) Education and Technology-Home Economics Education of Korea and Japan. I established two research objectives to conduct the research : To understand the differences in historical changes in Practical Arts Education and Technology-Home Economics of the two countries: And to grope for the new direction of Home Economics Education. Research findings are as follows : Japan was also ahead of Korea for about two decades in terms of putting Home Economics Education in practice at elementary schools. Practical Arts Education Started to emerge in Elementary school system in 1955, which had been originated in vocational education before the year 1945 in Korean However, from the 3th curriculum Practical Arts Education Curriculum put emphasis on home lives. Regarding the characteristics of education from the perspectives of historical changes at Korean Junior-high schools after the year 1945. Home Economics Education had been regarded as “female subject”until the 1980s and was integrated into regular curricula for co-education in the middle of the 1990s. when the 6th Curriculum was activated. Technology-Home Economics started to emerge in Japan in 1962. while the subject Home Economics Education was integrated into curricula for males in high school as well in 1989. In the Korean 7th Curriculum, the combined subject Technology-Home Economics is divided into three categories. A remarkable difference from japanese Technology-Home Economics is that korean curriculum has no division between required and elective. In conclusion. I observe that both Korean and Japanese curricula for Home Economics Education were originated in Confucianism. However, unlike Korean situation, current Japanese Home Economics Education takes a significant part as a continuing and required subject for both primary and secondary co-education.

• 대한공업교육학회지
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• v.30 no.1
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• pp.68-83
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• 2005

The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

• Human Ecology Research
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• v.56 no.1
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• pp.1-14
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• 2018

Technology and Home Economics are associated with gender-related roles. In this respect, students' attitude toward these subjects may be influenced by gender equity awareness with attitudes that may perpetuate gender-biased images of subjects. This study examined the influence of gender equity awareness of middle school students on attitudes toward Technology and Home Economics. Data were collected through a survey to 442 students from eight purposively sampled middle schools in Seoul. Three gender equity awareness groups were identified through a cluster analysis: Equity in house work group (n=163), Traditional gender role group (n=102), and Equity in all areas group (n=152). The analyses of variances enabled an examination of the effects of gender and gender equity awareness. Differences were found among gender and gender equity awareness groups on attitudes toward Home Economics, but not toward Technology. Girls showed higher preference, higher perceived usefulness than boys, but with a lower importance for career preparation for Home Economics. Traditional gender role group scored the lowest on usefulness and importance for everyday life, yet highest on importance for career preparation. Equity in all areas group perceived lowest importance of Home Economics for career preparation. The results show that Home Economics is more strongly gender-typed than Technology, and that effort is needed to change the gender-biased image of the subject.

• Journal of the Korean Home Economics Association
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• v.39 no.11
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• pp.161-174
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• 2001

In the 7th curriculum revision, Home Economics and Technology are combined into one subject, Practical Arts(Technology Home Economic), from 5th to 10th grades. The purpose of this study was to ewamine what perspectives home economics teachers and technology teachers have on curriculum. A questionnaire survey was carried out to the 297 middle school home economics teachers and technology teachers across the nation, to find out the differences of their perspectives on curriculum by independent variables. The findings of this study were as follows: 1) Both groups of home economics teachers and technology teachers supported interpretive, emancipators, and technical perspective on curriculum in the order named. 2) Teachers who have teaching experience of 21 years or more showed higher orientation toward technical perspective than those who have teaching experience of 10 years or less in assumptions on society, educational goal, Knowledge, and teaching-loaming method. 3) Public school teachers showed stronger orientation toward technical perspective in assumptions on teaching-learning method, and toward emancipatory perspective in assumptions on society. 4) Teachers who majored in or took charge of Technology generally had strong orientation toward technical perspective, whereas those who majored in or took charge of Home Economics oriented more toward interpretive or emancipatory than technical perspective.

• Journal of the Korean Home Economics Association
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• v.48 no.9
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• pp.89-102
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• 2010

The purpose of this research was to elucidate the relevance of the area of home economics in practical arts (technology & home economics) curriculum to green growth education, finding applicable cases of green growth education content in the field of home economics education. Given this base, we performed a survey with people who majored in home economics education and elementary school teachers on how green growth education related to their education. We studied applied cases and performed a survey by open-ended questions that extracts the green growth education content. In synthesizing the results of these studies so far, we have concluded that home economics education is much related to green growth education, and that with a change of people's conceptions when relating school life to household life, home economics can be a very useful subject that can lead to the practice of the green growth education.

• The Korean Journal of Community Living Science
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• v.14 no.1
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• pp.97-105
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• 2003

This study was to examine the contents of sexuality education in the 6th Home Economics 1 and in the 7th Technology.Home Economics 1 of Middle school curriculum by comparing those two text books. The result of the study was that: 1) the 7th TechnologyㆍHome Economics 1 has more sexuality education contents than in the 6th; 2) the 7th TechnologyㆍHome Economics 1 used much more vivid and realistic pictures to catch students' attention and bring educational effect; 3) the 7th Technology \ulcornerHome Economics 1 included more detailed information for the young students such as pregnancy, birth control, masturbation, artificial abortion, and prevention of sexual violence than the 6th; 4) although the 7th TechnologyㆍHome Economics 1 showed more developed contents for the sexuality education, it had still only theory based information that lost students' attention on this important issue.

• Journal of the Korean Home Economics Association
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• v.40 no.7
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• pp.127-140
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the perception and needs of the teachers, principals, educational specialists from the perspective of the curriculum content, professionalism of the teacher, realistic operations of the school, and the administration of the school system. The research was executed through mail surveys to nationwide junior high school technology teachers, home education leachers, principals and to educational specialists. The results obtained from the research are as follows. 1) The integration of Technology and Home Economics was perceived to lessen the burden of students. However the background knowledge and characteristics of the two curriculums are different, and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher, 2) The issues that were most serious to teachers, principals and education specialists were professionalism of the teacher, qualification of the teachers, and teaching method. 3) In regards to qualifications of the teacher, the teachers requested that teachers should have single qualification in'Technology(or Home Economics)'. The principals were of the similar opinion but the educational professionals wanted dual qualification for both'Technology'and'Home Economics'. As for teaching methodology all 3 groups responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into taro subjects. On the other hand the principals and educational specialists agreed that from their own perspective Technology and Home Economics should remain an integrated subject and the teaching should be done by one teacher but replied that from the student or parent perspective division of responsibility in teaching would be appropriate.

• Journal of the Korea Fashion and Costume Design Association
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• v.16 no.4
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• pp.137-156
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• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.186-186
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• 1997