• Journal of Korean Home Economics Education Association
• /
• v.19 no.1 s.43
• /
• pp.81-97
• /
• 2007

This study investigated the Present status of laboratories for experiment and practice, and analyzed teachers' recognitions on experiment and practice for Home Economics area of a Technology and Home Economics curriculum according to majors of teachers. Questionnaires were mailed to middle school teachers who taught home economics part and they answered on the web. 220 replies were used for the final analysis. The findings were as follows: First, the facilities and teaching equipments of laboratories for home economics area were inferior, especially, for clothing and textiles part and housing part. Second, teachers recognized necessity to conduct experiment and practice highly. Food life part scored the highest, while housing part scored the lowest. Teachers who majored in home economics recognized more necessities of experiment and practice than teachers who didn't majored in home economics. Third, they recognized level of experiment and practice to be suitable to students, but 'maintenance and repair of housing' section was relatively less suitable than other sections. Fourth, 'making clothes and recycling' section was recognized to have the least suitability in quantities and hours of experiment and practice lesson, because of too much contents and lack of lesson hours. Fifth, teachers recognized that students were more interested in 'the basis of food preparation and practice' section, but they are less interested in 'maintenance and repair of housing' section. Sixth, teachers recognized that contents of experiment and practice were very useful to the real life. 'The basis of food preparation and practice' section was the most useful, while 'maintenance and repair of housing' section was the least useful. Seventh, experiment and practice lessons for food life part were put in practice very well, followed by the order of clothing and textiles part and housing part. Teachers who majored in home economics usually took more experiment and practice lessons than teachers who didn't major in home economics.

• 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.

• Journal of Korean Home Economics Education Association
• /
• v.14 no.2
• /
• pp.37-52
• /
• 2002

This study was made on the concerns and implementation of the ICT(Inormation and Communication Technology)-utilized lesson by home economics teacher. The objective of this study is to investigate the stages of concern and the level of use of the ICT-utilized lesson by home economics teachers in Kyunggi Province through the concerns based adoption model(CBAM) and to provide assistance for ICT-utilizing lesson to be efficiently adopted to home economics. This study made selected 200 schools by random sampling among 233 middle schools which have two or more home economic teachers and 21 or more classes in Kyunggi Province which has a total of 395 middle schools and mail-surveyed on 400 home economics teachers by means of questionnaire. The stages of concern. the levels of use and the types of implementation were used as instruments in this survey. The results of this study on the stages of concern. the levels of use and the type of implementation of the ICT-utilized lesson by home economics teachers in Kyunggi Province were as following: First. the highest point of the concern of home economics teachers of ICT-utilized lesson was the stage of awareness. the second highest point was the stage of management. the 3rd stage. and the stage of information. the lst stage. Second. the highest level of implementation of ICT-utilized lesson by home economics teachers was the level of mechanical use. the 3rd stage(30.4％), which followed by the level of orientation. the 1st stage(22.5％). and the level of nonuse(16.7％). the level of rountine use. the 4th stage(13.7％) the level of integration. the 5th stage(11.8％). the level of preparation 2(3.9％). and the level of renewal. the 6th stage(1.0％) Third, information search was the most in the type of ICT-use and in the course of lesson CD-ROM was used the most.. During ICT-utilized lesson. most of teachers used computer one to two hours a week mainly in the lessons of clothing life and eating life. Home economics teachers took the most training of how to use word-processor(68.6％) during computer education. and 60 teachers(66.0％) gave positive response about the effect of computer education on teacher's learning. Finally. the biggest problem with ICT-use in the teacher's learning was the long preparation time for lesson. and problem with ICT-utilized lesson was the burden of time and effort spent to buy needed materials and to recompose the existing materials for the lesson. Therefore. so as to adopt ICT-utilized lesson efficiently into school it is needed that active promotion for the lesson should be made to teachers. training teachers to raise their ability to use computer and various kinds of software should be expanded. and school authorities' financial and administrative assistance should be given for the smooth proceeding of the lesson.

• Korean Journal of Human Ecology
• /
• v.15 no.1
• /
• pp.177-185
• /
• 2006

The purpose of this study is to research middle school students' interests in the housing education contents of Technology Home Economics Subject - to classify the contents into three units, we have application of living space, indoor environment and equipments, support and repair of housing. This study has a subject of 529 middle schoolers living in Jeonbuk province. In this statistical analysis, SPSS program was utilized to analyze percentage, mean and standard deviation. These materials were also verified by t-test. The results of this research were as follows: Middle school students' interests in housing education contents stayed at a mid-level. There was a significant difference in contents interest according to their gender - boys appeared to have a higher interest than girls. On the basis of these results, it can be suggested that these results offer fundamental information for improving students' critical practice in their real life. Since this study has conducted a limited research with a topic of housing education only, it is essential that further research covering a wider array of themes be done in the future.

• The Research Journal of the Costume Culture
• /
• v.18 no.5
• /
• pp.1017-1030
• /
• 2010

The purpose of this study is to investigate learning desire based on the interests, application of clothing and textiles in Technology Home Economics curriculum of middle school. For this research, a questionnaire survey was conducted to 404 middle school students living in Seoul and Kyunggi areas. The data was analyzed by frequency, descriptive statistics, Cronbach's ${\alpha}$ coefficient, one-way ANOVA, and Duncan-test using SPSS 14.0. The conclusions of this study are as follows: First, the perception of middle school student for Technology Home Economics was low. Students were interested not in the clothing and textile education but in getting dressed specially, and purchasing of clothes. Second, the more interested in the area of clothing and textiles, the higher is the application of apparels coordination, apparel purchase, and apparel management. And the more interested in the area of clothing and textiles, the higher is the desire in class contents. Therefore, teaching-learning methods should be developed to improve middle school students' interests, and applications in the clothing and textiles.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.2
• /
• pp.15-30
• /
• 2008

Various types of students activities presented in the clothing part of the current 'Technology Home Economics' middle school textbooks were analyzed to provide basic idea for improving the quality of content of text, which can arouse students' interest and practical use. Analysis was conducted for the units related to clothing contained in 10 different technology & home economics textbooks of 2nd grade middle school students approved by the Ministry of Education under the 7th national curriculum. Types of student activities were categorized based on "size of groups", "type of problems" and "methods of carrying out tasks" and the this study sought to explore future directions for action plans especially in terms of composition of contents, the methods of performance and suggestions. As a result, the volume of each part in clothing & textiles section was investigated. Among them 'dressing' part was found to make up the largest percentage of the clothing unit. And among the six of the detailed contents, "How to Wear Traditional Korean Clothes" and "Functions of Clothes", took up the largest space. In additions, the types of students activities and methods of implementing and how to performing tasks vary depending on publishing companies and detailed contents of areas. As a result, 'individual activities', 'structured problem', and 'problems that require prior home-based experience' were most common types of activities. Based on this study, it is suggested to increase the number of small group activities and the activities that require diverse problem-solving methods.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.1
• /
• pp.89-105
• /
• 2020

This study aimed at analyzing the clothing management units of technology and home economics textbooks in terms of their contents related to Education for Sustainable Development(ESD). The inquisitive tendency of the textbooks was also examined adopting the modified Romey's method, because it is known as an important factor in increasing student's class participation in sustainable clothing management and inducing practical behavior. First, the learning contents of clothing management unit were analyzed according to the social/political/cultural, environmental, and economic perspectives of ESD. As a result, ESD contents from social/political/cultural perspectives (safety, and health and food), environmental perspectives (natural resources, energy, and environmental problem), and the economic perspectives (sustainable production and consumption) were identified, with a heavy focus on environmental perspective. Secondly, Romey's inquisitive content analysis method was modified to analyze texts, pictures/charts, and learning activities of the clothing management unit. In all textbooks, facts and definitions were the dominant types of contents, which means less opportunities for development of inquiry ability. In conclusion, the ESD contents of the clothing management unit are inclined to the environmental perspective, and it is necessary that textbook development would need to be balanced between three perspectives. Also, future textbook authors will need to improve the inquisitive tendency of the textbooks to encourage student participation in class and induce practical application in real life.

• Human Ecology Research
• /
• v.61 no.4
• /
• pp.543-563
• /
• 2023

The purpose of this study is to design and develop a Metaverse ZEP platform-based teaching and learning process plan by selecting learning topics that are commonly dealt with among the core concepts of the "family" area of practical (technical and home) subjects. To this end, a teaching and learning process plan was developed through planning, Metaverse platform design, expert review, and revision stages. The Metaverse ZEP "Open Class Day" platform, a virtual learning space, was created and developed to further utilize EduTech programs, such as Padlet, Mentimeter, Jamboard, Miricanvas, and Spatial. The teaching and learning process plan developed in this study consists of a total of seven sessions, including approaching EduTech, Changing Families, Exploring Our Family, and Counseling Centers 1, 2, and 3. Among them, Geumji Counseling Center 1, 2, and 3 was designed as a class in which parents and children participate together in open classes using the ZEP platform. This platform can be used as part of parent classes as well as to encourage online participation in the open classes held periodically at each individual school. In terms of the content validity ratio (CVR) of the developed teaching and learning process verified through five experts, 12 out of 15 questions had a CVR of 1, while the remaining three questions had a CVR of 0.6. The three questions with lower validity were revised and supplemented.

• Journal of the Korean Home Economics Association
• /
• v.47 no.3
• /
• pp.23-34
• /
• 2009

The purpose of this research is to analyze the development of a teaching and learning curriculum contributing to the development of self-identity, one of the most important developmental tasks during adolescence, and its effectiveness. This research analyzed the contents concerning self-identity and its subordinate concepts in 12 different technology and home economics textbooks for 7th graders. Based on the analysis, a teaching and learning curriculum contributing to the development of adolescents’' self-identity was developed and applied to classes through discretional creative activities. The effectiveness of the curriculum was analyzed by conducting a survey on the students before and after its application. Assessments were also conducted on the lessons applied. As a result, the lessons designed to help the development of self-identity increased the scores of self-identity, as well as all subordinate concepts, including subjectivity, self-acceptance, future planning, intimacy, stability and uniqueness. An ANCOVA analysis was conducted in order to determine whether the enhanced results of the survey after the classes were due to the application of the curriculum. It was found that the classes proved helpful to the students as the application of the curriculum remained effective even after the other influencing factors affecting selfidentity were controlled.

• Journal of the Korean Home Economics Association
• /
• v.44 no.5 s.219
• /
• pp.89-98
• /
• 2006

The purpose of this study is to seek for a direction of child-care development through the basic concepts of home economics which have taken charge of much parts of the studies in child-care in the early years. When the problem of child-care is studied in view of the developmental process or the basic concepts of home economics, it is summed up as follows; First, on the basis of human ecological approach, when we study child-care, it needs to emphasize the mutual relationship between the macro-environment in connection with home and child-care. The study of child-care have to find out the relationship between the micro-environment in connection with children and the macro-environment in connection with home. And on the basis of this study, we must endeavor to build up the desirable environment of child-care. Second, on the basis of the concept of Institutional household, we mud be concerned about the developmental stages of young children, and emphasize 'the principle of love and care'. This means that the institution of child-care must be considered as a place which enlarges the merits of home and complements the defects of home through the strengthener of the function of home. Third, on the basis of healthy family, child-care service must support and complement the function of bringing of home in view of 'total healthiness of home'. Child-care service must be offered to be able to be chosen according to the total conditions of family such as the employment of mother, the family life cycle, the life style, the socioeconomic status of family.