• Journal of the Korean Home Economics Association
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• v.41 no.1
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• pp.231-248
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• 2003

The purpose of this research is to analyze ‘consumer education system in middle school’, whether it is suitably organized to help students make the right decision in their daily life as a rational consumer in this fast changing “the Informational Society”. We divided the consumer education of “the Informational Society” into 4 fields of studies(consumer information technique, decision making on purchasing, consumer financial management, and consumerism) and made specific analysis for this research. The “Technology & Home Economics” textbook which follows ‘The 7th curriculum’ conducted by “Korean Educational Board” Ministry of Education & Human Resources Development for first and second grade in middle school were used for this analysis. The results founded are as follows: first, for the curriculum analysis according to the 4 fields of consumer education, both the first and the second grade students' textbook had consumer information technique as the major portion of the consumer education. Second, as a result of the comparison between the two grade levels showed that the second grade level has higher portion of consumer education in “Home economics & Technology” textbook than the first grade level. Third, the present status of consumer education showed that the first grade level's consumer education was only limited in consumer information technique, but the second grade level's consumer education was ranging evenly throughout the 3 fields of consumer education: consumer information technique, decision making on purchasing and consumerism. These results of this study contribute to the development of an efficient and desirable curriculum for the adolescent' consumer education, specially for school consumer education, in “the Informational Society”.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.21-40
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• 2012

This study is to respond to the urgent demands of both society and times on public schools in regards to training an educated person who can cope with the financial environment of this diversified modern society. Therefore, this study will explain the concept of Financial Consumer Education and its trends of several other countries. By focusing on the current state of Korean Financial Consumer Education, it will call attention to the needs of introducing Financial Consumer Education to the school curriculum in order to educate students about finance systematically. To support our viewpoint, this paper analyzed and organized the materials concerning Financial Consumer Education in two curricula (2007 and 2011 Revised National Curriculum), and in a Practical Arts (Technology Home Economics) textbook of the 2007 revised version. Hence, the purpose of this study is to explore the desired direction and revitalization of Financial Consumer Education by analyzing the existing curricula. Even though the content of finance education begun from one of the subcategories of consumer education called 'Financial Management,'the number of research about financial education through public education has been increased in response to the social and academic consensus. Therefore, we suggest the re-conceptualization of consumer education for financial education is necessary. Therefore, this paper suggests that Financial Consumer education in a Practical Arts (Technology Home Economics) should not be regarded as only one of the components of Consumer Education. Instead, by raising it to the status of Financial Customer Education, it is required to teach the learners to improve their personal financial management skill as well as to help them achieve financial knowledge, skill, and attitude as financial consumer.

• Korean Journal of Community Nutrition
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• v.24 no.5
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• pp.363-373
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• 2019

Objectives: This study examined the effects of dietary education experience (home, school, and mass media) on food consumer information literacy. Methods: The study subjects were 454 adult consumers who answered a structured questionnaire. The questionnaires addressed the subjects' demographics, dietary education experience (home, school, and mass media), and food consumer information literacy. The data were analyzed through frequency analysis, mean, standard deviation, t-test, ANOVA, Pearson's correlation, and multiple regression analysis using SPSS Win 24.0. Results: First, the scores of mass media education experience were 3.41 ± 0.64, which was the highest, and 3.15 ± 0.74 for school education experience, which was the lowest. Second, the level of sub-literacies (task definition, information seeking strategy, location and access, use of information, synthesis, and evaluation) showed scores of 3.20 ± 0.72 ~ 3.47 ± 0.68, which were slightly higher than the median. The synthesis literacy was the highest, as opposed to the information seeking strategy literacy, which was the lowest. The location and access and synthesis literacy were higher in women. Third, a significant positive(+) relationship was observed between all sub-literacies and each of three dietary education experiences (home, school and mass media). According to multiple regression analysis, the major variables influencing the sub-literacies of food consumer information literacy were home education, mass media, and school education in that order. Conclusions: The dietary education experience was the highest through mass media. The factor that showed the highest food consumer information literacy was synthesis. The factors influencing the food consumer information literacy were dietary education experience through home, school, and mass media.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.63-85
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• 2012

The purpose of this study was to investigate consumer education paradigm perceived by home economics teachers and its related factors, and to find out relationships among them. 205 questionnaires were used for analysis. Major findings were as follows. First, home economics teachers perceived that the critical consumer education perspective is more important, but in practice, they mostly used the traditional consumer education perspective. Second, according to their perception on the consumer education teaching method, the critical perspective was considered more significant and was more frequently used than the traditional perspective. However, the home economics teachers held an ambivalent perspective on the areas of purpose of consumer education, consumer education knowledge, consumer, and consumer society. Accordingly, they used both perspectives in practice for those areas. Finally, the teachers' degree in home economics education and the perspective on the home economics curriculum were found to be the two important factors that determine the teachers' consumer education paradigm.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.1-20
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• 2018

The purposes of this study were to investigate the intensity of middle school students' consumer competency and to assess effectiveness of Home Economics education on consumer competency. One group pretest-posttest quasi experimental design was employed to assess the effectiveness of Home Economics education on 1st grade middle school students' consumer competency in Gyeonggi province and 154 data copies were used for analyses. The results obtained were as follows. First, the cognitive consumer competency of the middle school 1st grade students was lower than the median of 37.66 out of 100 points, and the practical consumer competency was slightly higher than the median of 3.26 out of 5 points. As for cognitive competency, citizen competency was higher than deal competency. As for practical competency, deal competency was higher than citizen competency. Second, quasi-experiment intervention statistically enhanced the middle school students' consumer competency including the cognitive and practical competency. Third, the middle school students' perceived helpfulness of Home Economics education, perceived importance of deal competency and citizen competency, the level of cognitive citizen competency were statistically influential to practical consumer competency(deal and citizen competency). However, gender, life satisfaction, and cognitive citizen competency were not influential to practical consumer competency(deal and citizen competency). The outcome offered the basic information of middle school students' consumer competency and confirmed the effectiveness of Home Economics education on the middle school students' consumer competency.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.111-131
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• 1997

The purpose of this study is to develop the lesson model for high school students to improve their abilities as consumer. In the method of the research, the contents on consumer education of the 8 kinds of Home Economics textbooks are reconstructed into the areas of decision-making, financing, reasonable purchasing, and consumer citizenship. The consumer’s ability to be developed in the areas of decision-making, financing, reasonable purchasing, and consumer citizenship is set up as follows： 1) The establishment of the sound consumer morality and values, the ability of independent decision-making, the critical ability, and the problem-solving ability. 2) The ability of research on social, cultural and economic values, and the ability to estimate one’s own short-term and long-term life plan. 3) The ability of reasonable purchase. 4) The ability to participate in a consumer movement, and the ability to take good care of environment. Subsequently, 9 lesson models for the student to improve the consumer’ability are developed.

• Journal of the Korean Home Economics Association
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• v.42 no.2
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• pp.69-82
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• 2004

The purpose of this study is to evaluate a practical consumer education program for kindergarten children and to investigate whether consumer education affects their consumer knowledge and consumer behavior. The subjects of this study were 32 5-year-old kindergarten children who participated (experimental group) and 25 kindergarten children who did not participate (control group) in the consumer education program. Consumer education was held for 6 hours twice a week during October 8 to 29, 2002. Questionnaire surveys were conducted before and after the education program. Percentiles, frequencies, means, and ANCOVA were utilized for data analysis with SPSS program. The results of this study showed that consumer education had very positive and significant effects on consumer knowledge (p<.01) and consumer behavior (p<.05) among kindergarten children. Furthermore, consumer education for only three weeks had effectively enhanced kindergarten children's ability as consumers. These results imply that consumer education should be served periodically and systematically from an early age. Diverse subjects and teaching methods must be developed and utilized for consumer education of kindergarten children.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.161-174
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• 1994

In this study, among the cognitive learning models for information process, Taba’s inductive thinking model and Joyce&Weil’s concept attainment model, which help to obtain and study the concepts, can be applied to the ranges of consumer-education. Considering this, a new teaching-paln can be made. Applying the plan to the present teaching environments. I will do the research possibilities of applying the concept-learning teaching-plan to the consumer education. In the method of this research, many books, related to home economics & consumer-education, characters of concept-learning, and concept teaching-learning models, were studied. Also, on the basis of theoretical evidence, the teaching-plan, that apply the concept teaching model, were made. In addition, experimental research was done to find out the possibilities that the plan focusing on concept learning was applied or not. As a result of this study, two points are briefly summarized : 1. The teaching plan using Taba’s and Joyce & Weil’s concept-attainment model was made. 2. Concept-learning in consumer-education didn’t have a great a great influence to the changes of consumer-roles and attitudes, but had a great influence to the effects of consumer concept-knowledge(p<0.01) The effects of consumer-knowledge had much relation to consumer-roles and attitudes. The learners whose grade is higher in attainments of consumer-knowledge, also have a high grade in consumer-roles and attitudes.

• Journal of the Korean Home Economics Association
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• v.41 no.5
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• pp.15-39
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• 2003

The purpose of this study was to suggest the elderly consumer's consumer informationization education connected with the informationization education for the community by Chung-buk province. Three hundred seventy nine elders were surveyed, with questionnaires from August 12 to September 30, 2002, and a hypothetical model of the consumer informationization education on the basis of the informationization education for the suggestion of the elderly consumer's consumer informationization education was tested. The results were as follows: the perception and the attitude on the informationization education of the elderly were, with a statistical significance, positively related to the perception and the attitude on the consumer informationization education of the elderly. The consumer informationization education (basis, application, attendance, and mission) on the basis of the informationization education (basis and application) in steps was supported as a suggestion for the elderly consumer's consumer informationization education.

• Journal of the Korean Home Economics Association
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• v.30 no.2
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• pp.237-247
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• 1992

A number of consumerists and consumer educators have considered making consumer education courses q requrement at the middle & high school level. But in our country school consumer education have been negelected. The purpose of this paper were to: (1) classify the contents of school consumer education into subject areas; (2) conduct the content analysis of related curriculum; (3) provide the specific methods for strengthening the middle & high school consumer education.