• Human Ecology Research
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• v.57 no.2
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• pp.271-280
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• 2019

This study collects and analyzes data on educational philosophy and method for domestic and overseas alternative schools. This information is then applied to educational purpose and curriculum for a home economics curriculum that develops unique characteristics for Korean alternative education.This study collected and analyzed the characteristics of educational content and educational elements from two renowned alternative schools: Waldorf School in Germany and Summer Hill in the United Kingdom. The research results were as follows. First, it is necessary to create new word instead of using the term 'alternative education'. Second, among characteristics of Korean home economics curriculum, 'practical problem-solving ability', 'independent living ability', and 'relation forming ability' should be utilized to create a school with an independent curriculum and to establish a unique brand value. Third, time investment on instructor education should be made to cultivate competent and charming instructors as the center of a school. Lastly, school education should manage student's life at school and after graduation. The school and instructor should provide alternative education while thinking they are responsible for 50 years of a student's future life. This study helps show that alternative education is not perceived as a superficial and generalized education and that Korean alternative education can find similar characteristic to those of overseas cases.

• Journal of Korean Home Economics Education Association
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• v.6 no.1
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• pp.43-60
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• 1994

The purpose of this study is to systematize the objectives and contents related to clothing education curriculum, and to research the needs for clothing education curriculum required y the Home Economics teachers working from elementary school to high school. These needs have been shown in the research by questionaires, which were distributed to the teachers in the Department of Home Economics School in Teajon and Ch‘ungch’ ongnam-do. The main results of obtained this study are as follows: First as the objectives of clothing education curriculum which are different from each school and each grade have not completely been systematizied they must be carefully reexamined and reorganizied in a coherent system. Second in the findings on the teacher's needs of clothing education curriculum the Home Economics teachers in elementary schools have basic knowledges and skills on clothing education. The teachers in middle schools have the knowledge of the selection care repair of cloths and also acquire skills for clothing education and consumption are some what difficult for elementary students to understand and the contents have been overlapped with those of middle schools curriculum they are not organized in a coherent system of clothing education curriculum higher than over and to systematize clothing education in a coherent and a unified way we must continue to study them and the needs for clothing education.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.115-128
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• 2018

The purpose of this study is to explore the direction of home economics education in order to strengthen students' competencies. We explored the direction of competency-based home economics class, and teaching and learning methods for strengthening subject competencies, then develop class case. The main research results of this study are as follows. First, in order to cultivate subject competencies, students should be the center of the education, class and evaluation by integrating of the curriculum-class-evaluation, so that they can grow into the subject of life. Second, to enhance subject competencies, case example of the home economics was presented focusing on integrating curriculum-class-evaluation. It is expected that this study will be able to integrate curriculum-class-evaluation into the concrete realization of subject competencies in home economics education.

• International Journal of Human Ecology
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• v.15 no.1
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• pp.23-37
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• 2014

This study critically appraised the accumulated articles based on the critical science perspective on Korea's home economics education. The 55 articles published from 1993 to 2011 were identified and placed into three categories: Critical science paradigm, practical problem-focused curriculum, and systems of action. The common result across categories was that some authors did not fully understand the concepts of practice, a practical problem-focused curriculum, the practical reasoning process, and the systems of action. A positive outcome of including a critical science perspective in the Korean national curriculum will be seen when systems supporting this perspective, such as those providing more specific information on a critical science perspective and the relevant textbook accreditation standards, are available. We present a proposal based on considerations of a national curriculum, teacher education, relevant philosophical perspectives, and classroom practice.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.157-170
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• 2000

A Study of Factors Affecting on High School Students’Choice of ’The Science of Home-Economics’Course in the 7th National Curriculum The purpose of this study is to explore what kind of factors make high school students decide to select ‘The Science of Home Economics’as one of the course among various in-depth elective courses in high school curriculum. an empirical survey was conducted by administering a structured survey questionnaire to 463 male and female students who attend in a college-bound high school in Taegu. The major findings are as follows: 1) There were significant differences between the choice group of ‘The Science of Home Economics’and non-choice group of ‘The Science of Home Economics’in learning motivation to 5 units of ‘The Science of Home Economics’student’s perception of the traditional role and progressive role of Home Economics education impression of Home Economics teachers, mother’s academic career, academic achievement in general and mother’s request for selection of ‘The Science of Home Economics’as an elective course. 2) Significant variables which influenced students’selection of ‘The Science of Home Economics’relatively were, in descending order, student’s perception of the progressive role of home economics education. impression of Home Economics teachers. coeducational schooling. student’s learning motivation to the ‘food’unit. student’s attitude for sex-role, academic achievement in general and mother’s request for selection of ‘The Science of Home Economics’as an elective course.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.109-130
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• 2011

The purpose of this study was to examine the elements of green life education reflected in the Korean and Japanese secondary school Home Economics curricula. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has more reinforced in recent revised Home Economics Curricula of both countries. Thus the 2007 revised secondary school Home Economics Curriculum of Korea and 2008 revised middle school and 2009 revised high school Home Economics Curriculum of Japan were analyzed. The content analyses were done to examine the elements of green life education reflected in 'Characteristics and Objectives', 'Contents', and 'Teaching learning/Contents dealing Strategies' parts of the curriculum through two checking steps. The elements of green life education were included in all parts of the Home Economics Curricula of both countries except the 'Characteristics and Objectives' part of Japanese Curriculum. In both the Korean and Japanese Curricula, the element of green life was the most frequently and concretely reflected in the 'Contents' part, contrary to the 'Characteristics and Objectives' part where the element was the most rarely and abstractly reflected. The practical aspects of the green life education were more emphasized than the theoretical ones in both countries' curricula. The green life educational elements need to be included in all parts of Home Economics curriculum with concrete manner to ensure these elements to be reflected in Home Economics textbooks and to be actively implemented in classroom.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.1-19
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• 2016

The purpose of this study was to design curriculum content structure integrating three systems of actions for 2009 revised current home economics curriculum. For the development of content structure and content elements, a development team of two home economics scholars, a cooperating team of three home economics teachers, and an expert team of 15 home economics teachers and professors were organized. Phase 1 of curriculum development was developed by integrating three systems of actions with traditional home economics content areas of clothing, food, housing, consumption, and family by the development team. It is examined by the cooperating team and in phase 2 is recommended to build matrix of units of the current curriculum and the three systems of actions. The final phase of curriculum development illustrated a content structure integrating the sub-units of 2009 revised current curriculum and the three systems of action following the expert group's professional opinion.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.65-84
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• 2017

The purpose of this study is to activate Home Economics integrated career education for strengthening career development competency in a career education intensive semester & grade system. To do this, the trend of subjects-integrated career education, and the relationship between achievement standards of Home Economics in high school and career development competency were analyzed, methods for Home Economics subjects-integrated career education were investigated, then a case study was developed. The main research results of this study are as follows. First despite the importance of subjects-integrated career education, there are much rooms to improve in operation of the career education intensive semester & grade system. Therefore, the systematic preparation for subjects-integrated career education is required at the time of application of the 2015 revised curriculum and the expansion of the career education intensive semester & grade system. Second, all achievement criteria in three domains of Home Economics were shown to be highly related to career development competency. Eventually it could be confirmed that the Home Economics is a core subject that meets the goals of career education and hones career development competency to be prepared as future human resources. Finally, in order to strengthen the career development competency, a case study of Home Economics integrated career curriculum focusing on the association with curriculum-teaching & learning-evaluation was developed and proposed. Even though the developed case study of curriculum has not been proven yet in the class, this study is expected to contribute to the enlargement of career education of Home Economics in the career education intensive semester & grade system as fundamental data for integration of Home Economics and career education.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Journal of Korean Home Economics Education Association
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• v.13 no.1
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• pp.73-91
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• 2001

The purpose of this study was to analyze the changes in home management part in the home economics textbooks for middle school from the 1st to the 7th curriculum period. The part of home management in the all of home economics textbooks published in every curriculum period was analyzed using several external criteria of textbook. The major findings of this study were as follows : 1. The part of home management was divided into even specific areas including 'definition and process of home management'. 'time management'. 'household labor/work management'. 'family financial management'.'purchasing'. and 'consumer protection'. 2. The part of home management has been included in the middle school home economics textbooks since the 1st curriculum period. The proportion of this part in the whole textbook varied with range from 5.1% to 31.8%. 3. The areas emphasized in the beginning of curriculum period were 'family financial management'and 'household labor/work management'. and 'utilization of family resource and environment management'were the areas emphasized in the later curriculum period. 4. The titles of the middle and small unit have begun to use recent words and have represented the including contents since the 4th curriculum period. 5. The numbers of illustrations. tables. pictures. and activities have increased since the 6th curriculum period. 6. Other unrelated areas such as computer and career preparation were included in the home management part in the 1st. 2nd. and 5th curriculum period.