• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.17-35
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• 2021

The purpose of this study is to derive implications for the development of the next home economics curriculum by comparing the 'function' and 'achievement standard' presented in the 14 subjects of the 2015 revised middle school common curriculum with the home economics curriculum. For this, keyword network analysis was conducted, and the results are as follows. First, in the 'function' of the 2015 revised middle school common curriculum, 'analysis, use, and expression' were found to be core function keywords with high Degree Centrality and the Eigenvector Centrality. Second, the functional keywords 'understanding, explanation, expression, analysis, and use' in the 'achievement standard' of the 2015 revised middle school common curriculum appeared with high frequency, and 'practice, problem-solving, search and reasoning' which are related to practical problem-solving ability appeared. It was confirmed that 'appreciation, solution and realization', which have relatively high Eigenvector Centrality, were core functional keywords used in the 'achievement standard'. Third, when the 'function' and 'achievement standard' of the 2015 revised middle school home economics curriculum were matched and compared, 7 out of 15 functions were not used in the statement of 'achievement standard', so the connection between 'function' and 'achievement standard' appeared to be insufficient. In addition, the diversity of functional keyword used in the 'achievement standard' was also found insufficient when compared to the middle school common curriculum. Therefore, this study propose strengthening the connectivity of 'function' and 'achievement standard' in the next home economics curriculum, using keywords such as 'analyze', 'express', 'compare', 'understand', 'interpret', 'explore', 'appreciate', and 'solve'.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.87-103
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• 2003

This study aimed to research the cognition of Technologyㆍ Home Economics curriculum by the middle and high school students in Kyungnam area. Data were collected from 646 middle school students and 589 high school students by the self-questionnaire. The results were following; 1. The overall cognition of TechnologyㆍHome Economics were evaluated lower middle school students than high school students, especially the variety of lessons the lowest. The variety of lessons and satisfaction was correlated highly. 2. The practices of lessons were more frequently Home Economics than Technology. The most complains were the insufficiency of interests and practice lessons. 3. The overall evaluation of subject´s matters and subject´s goals were highly positive levels, but the item of the interrelatedness of Technology and Home Economics was a little low level. 4. The utility and the importance of subject´s matters were evaluated higher the Home Economics and Computer than Technology revealed sex differences obviously.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.621-630
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• 2020

This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.79-97
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• 2018

The purpose of this study was to analyze the democratic civic competencies of the activity tasks in 'the Family Life' part in Middle School Technology Home Economics textbooks according to the 2015 revised national curriculum. In order to achieve the purpose of this study, the activity tasks of six types of middle school Home Economics textbooks (for a total 12 of volumes) were analyzed. As a result, the use of the citizenship competency group was the most often recorded out of the three democratic civic competency groups and the subset of trust and value competencies also were frequently observed. Additionally, democratic civic competency was the seen most within the 'human development and family' area by the national curriculum, and showed the highest frequency in big idea, 'the relationship'. Activity tasks in the 'KH' textbooks were dealing with democratic civic competency the most. Based on the relationship between Home Economics education and democratic civic competencies, it is necessary to study the practice of classroom instruction so that students can develop democratic civic competence in 'the Family Life' by means of a Home Economics curriculum.

• The Journal of Korean Society for School & Community Health Education
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• v.22 no.2
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• pp.65-73
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• 2021

Objectives: In Japan, there are many disasters such as earthquakes and tsunamis, and because of the high temperature and humid climate, health education for food poisoning may be particularly important. In addition, sexual problems caused by precociousness of adolescents, smoking and drinking are already serious socially important problems, and addiction problems are also emerging. Methods: Various publications from Japanese governments, interest groups such as government officers, health center workers, and people from health educators. For the information of Korean health education conditions, a current health educator and people from middle and high schools. Results: In 2012, based on the "Investigation Report on the Mind Care of Children in Emergency Disasters" from the Ministry of Education, Culture, Sports, Science and Technology, the Post-traumatic stress disorder (PTSD) situation of children in East Japan affected areas was discovered, and health education became important. In 2014, the "School Health and Safety Act Enforcement Rule" was amended, and health checkups are emphasized as part of school health. Conclusions: School health education in Japan differs from other health care systems in many ways with the system of Korea in the context of non-existence of official health education curriculum. Therefore, the purpose of this study is to develope how the curriculum of school health education in Korea.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.1
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• pp.23-32
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• 2014

Aim of this research is suggesting a satisfied studying space for lecturer, student and curriculum by abstraction of improvement plan which based on investigation and analysis of the space that teacher is using in lecturer and study support facility in school which managed in 'Department system'. This research focused on analyse of teacher's laboratory, teacher's room, and common room in middle and high school which managed and designed by 'Department system' and registered on 'Seoul office of education' and designed in management of department system between 2009 and 2012. With these process, a conclusion of this research is as in the following. Firstly, plan of teachers' private place which is efficient and stable is required through to get out of module which can cover subject band and grade band. Secondly, we have to focus on size of teachers' convenience facilities for convenience or official usage, movement radius, and improvement of working environments. Thirdly, 'Subject type teachers' laboratory' which organized by teachers who teach same subject is more efficient than 'Task type laboratory' which organized by teachers who working on same task for management of school. In fourth, 'Task type teachers' laboratory' arranged regardless with teachers' class room to teach, and it makes lack of connectivity between teacher and class room.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.91-105
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• 2001

This study was to analyze science process skills related to 'state of matter' and 'state change of matter' in the kindergarten, elementary and middle school science textbooks. On the base of articulation, we analyzed science textbooks of the 5th kindergarten curriculum, the 6th elementary school science curriculum and the 6th middle school science curriculum. The findings indicated that the scientific inquiry abilities of predicting, classifying, hypothesizing and designing investigations are not enough in all grade science textbooks. Also, while young children have measuring ability theoretically, it was represented only in high grade textbooks. We concluded that these were inappropriate from the viewpoint of articulation which is related to scientific inquiry ability.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.33-49
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• 1996

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students’progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 identified variables. The data were analyzed by using Chi-square to compare the differences between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, coefficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Model and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.

• Journal of the Korean Society of School Health
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• v.22 no.1
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• pp.129-143
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• 2009

An evaluation in school education systems should identify what students achieve and what they do not. Since 2010, if the health education curriculum is provided as a selective course in middle and high school settings, the national health education standards are required because these affect on students' applications of a higher stage of education. It would be better that each school follows their autonomy to evaluate each student's achievement on the health education. In addition, the national health education standards should be set to assess the effectiveness of seven categories in health education. It is hard to achieve good results through 17 hours of the health education per a semester. Therefore, the health education would be better to provide more than 50 hours per a semester, and the 3th graders instead of 5th graders are suitable for taking the health education because they are more flexible to change their lifestyle toward healthier life. There are two categories in the health education, such as "Mental Health" and "Society and Health" which are expanded from originally seven categories of the health education. Moreover, professional training programs for school nurses should be provided because these two categories are relatively a new domain for them. Finally, all elementary middle and high schools have a school nurse to decrease inequal opportunities of the health education between urban and rural area. When these suggestions are all set in school systems, our students' health behaviors will be improved as well as the effectiveness of the health education.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.26-39
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• 1998

The ‘Ecosystem St Environment’ subject is included in the 7th revised curriculum for high schools in Korea, which ‘Environmental Science’ subject in the 6th curriculum was changed to. The 6th curriculum was announced in 1992 and has been applied till now, and the 7th revised curriculum was announced in the late of 1997 and will start to be applied in school education from 2001. The ‘Ecosystem & Environment’ subject is an integrated subject for liberal arts and science, which deals with environmental problems with approaches of natural science and social science. Its significance lies in understanding and solving environmental problems, and thus improving the quality of human life. And it is aimed to achieve the goal of environmental education in connection with ‘Environment’ subject in middle schools, which is one of the three optional subjects. This subject consists of six domains: human being and environment, ecosystem and environment, environmental pollution, global environmental problems ＆ their measures, environment and society, and environmental preservation. Compared with ‘Environmental Science’ in the 6th curriculum, in this subject less emphasis is put on environmental technological approach and more emphasis is put on environmental ethics and environmental social approach. On the contrary, one unsatisfactory point is as the following: locally integrated solutions of environmental problems are omitted: the organization of the textbook is more or less sporadical and sometimes overlapping; practical solutions are not concrete in writing the textbook and teaching it. The ‘Ecosystem & Environment’ subject which has been organized with new contents according to the 7th revised curriculum for high schools will be successful in achieving the given goal only when a lot of high schools select this subject and are taught effectively.