• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.15-25
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• 2002

The purpose of the study is to analyze the technology$.$home economics textbooks of family life in the 7th curriculum for the middle school students and the direction of future policy to improve the curriculum for further revision. For this purpose, 10 different textbooks prepared for 7th Curriculum and published in 2001 were examined and obtained the following major findings 1. It was gradually strengthened that the part of family life in home economics textbooks for middle school students. 2. The part of family life in technology$.$home economics a in middle school textbooks of the 7th curriculum tried to adapt diverse learning programs and many fixtures were included to improve its learning efficiency. 3. Since the contents of family life parts in technology$.$home economics textbooks consisted of practically and empirically appliable. it must be suite useful for the middle school students.

• 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.55 no.4
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• pp.337-349
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• 2017

This study analyzed contents of 12 kinds of middle school technology Home Economics(1) textbooks, 9 high school Technology Home Economics textbooks and 2 high school home science textbooks based on the 5 areas and 9 subject areas of 'Understanding of market and consumer', 'Reasonable consumption', 'Resolution and prevention of consumer problems', 'Formation of desirable consumption culture', 'Career and occupation related to consumption life' for the purpose of analyzing connectivity of contents in the area of 'consumption life' in the Technology Home Economics curriculum revised in 2009, and analyzed connectivity of contents on the basis of 'developed', 'repeated', 'different' and 'reduced' based on the results of analysis on the contents of the textbooks. Analysis results show that middle school Technology Home Economics(1) textbooks are mainly dealing with problems related to consumption life and ways to practice healthy consumption life, high school Technology Home Economics textbooks emphasized understanding of consumption culture in modern life and practice and method of sustainable consumption life, and high school home science textbooks contain overall contents of household financial management and consumption life. In general, contents were distributed as 'developed' 11 times (32.4%), 'repeated' 6 times (17.6%), 'reduced' 13 times (38.2%), 'different' 4 times (11.8%). Contents of the majority of textbooks are composed suitable for the curriculum achievement standard, but connectivity of 'developed' cannot be considered a desirable type of connectivity. various formation plans as suggested shall be devised not to let learning elements of 'consumption life' area discontinued considering school levels and achievement standard of curriculum.

• Human Ecology Research
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• v.61 no.1
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.55-68
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• 2005

The purpose of this study was to compare the content of 'Management of Resource and Environment' area in middle school Home Economics textbook with other middle school subject textbooks. The middle school textbooks of Korean. Mathematics. Social Science. Science. Ethics. Technology. Arts. Music, and Physical Education were analyzed how the contents of these textbooks were similar to or different from those of 'Management of Resource and Environment' area in Home Economics textbooks. The contents of 8 subject textbooks except Music were related with those of 'Management of Resource and Environment' area in Home Economics textbooks. The content of Social Science was the most similar to 'Management of Resource and Environment' area in Home Economics textbooks although perspectives and focus were somewhat different. The unit of Home Economics textbook most related with contents of other subject textbooks was' Our Consumption Lives'. while 'Management of Time and Work for Adolescence' is the unit of Home Economics textbook least related with contents of other subject textbooks. However. similar contents were dealt with different focus and depth in textbooks according to objectives and characteristics of subject.

• Journal of Families and Better Life
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• v.33 no.2
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• pp.1-19
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• 2015

The objective of this study is to analyze the scope and depth of financial education currently delivered through three subjects in middle and high schools in South Korea. In order to systematically achieve the research objective, this study analyzed the textbooks to see how much coverage each topic received based upon the Finance Education Standards developed by the Financial Supervisory Service and the Korea Institute for Curriculum and Evaluation in 2011. In particular, this study used textbooks of three subjects such as Technology Home Economics, Social Studies, and Economics. Finally, this study discussed several implications for financial educators for teenagers and policy makers.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.55-75
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• 2010

The purpose of this study is to analyze how the emphasis of the 2007 curriculum revision is reflected on the units of 'Adolescence Self-Management' and 'Adolescence Consumption life' in the Technology·Home Economics textbooks that are used in middle school from this year. The entry style of large, middle, and small units, the objectives statements, the main contents, the activities, illustrations/tables/pictures, the supplemental materials, and the ending style of middle and large units of 12 Technology·Home Economics textbooks were analyzed. Among the several specific emphasis in the 2007 curriculum revision, 3 major emphasis were selected. The 3 major emphasis that were selected were: practical reasoning process, sustainable consumption life, and career education. How these 3 emphasis were reflected in the various parts of the 12 textbooks were analyzed using the criteria found in the literature. The purpose of this study is to analyze how the emphasis of the 2007 curriculum revision is reflected on the units of 'Adolescence Self-Management' and 'Adolescence Consumption life' in the Technology·Home Economics textbooks that are used in middle school from this year. The entry style of large, middle, and small units, the objectives statements, the main contents, the activities, illustrations/tables/pictures, the supplemental materials, and the ending style of middle and large units of 12 Technology·Home Economics textbooks were analyzed. Among the several specific emphasis in the 2007 curriculum revision, 3 major emphasis were selected. The 3 major emphasis that were selected were: practical reasoning process, sustainable consumption life, and career education. How these 3 emphasis were reflected in the various parts of the 12 textbooks were analyzed using the criteria found in the literature.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.113-128
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• 2005

The recommended dietary allowance(RDA) and food guide are the basic and the most important concepts for practical application of food and nutrition to the dietary life. For the textbook contents analysis on RDA and food guide, 10 kinds of Technology and Home Economics middle school textbooks were examined. And a total of 283 students from 2 middle schools in Kyungkido were recruited for the analysis of students' understanding on RDA and food guide. The results o( this study were as follows. First, students were aware of food, nutrition and diet section in the middle school textbook as interesting, valuable. and easy to understand. Second, the explanation on RDA, which is the intake level of nutrients adequate to meet the needs of practically all healthy people, were not clear and enough in almost all the middle school textbooks examined. The definition of food guide was not firmly established in anywhere including the middle school Technology and Home Economics textbooks examined. Third, about 2/3 of students did not know the difference between RDA and physiological requirement. And $1/3\~2/3$ students did not know which food belongs to which food group, less than 1/3 students gave correct answer on food amount contained in single serving size, except bread, noodle and fish. As result, the RDA and food guide concepts were not throughly explained in middle school textbooks. which resulted in misconception to many students. Thus, accurate and detailed explanation on RDA and food guide should be included in the middle school Technology and Home Economics textbooks, so that to help application to healthy eating in the future daily dietary life.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.137-153
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• 2019

This study reviewed the Technology & Home Economics Education textbooks to examine if their illustrations would be appropriate for students' balanced view of gender. To this end, the textbooks of 'Technology & Home Economics Education 1 and 2' from 12 publishers (24 books in total) were analyzed focusing on the formative and content characteristics of illustrations in the textbooks. The results of this study is as follows. There were areas in the textbooks that may not be considered gender-equal. Although the textbooks have been improved to some extent from the previous versions, they still show gender stereotypes biased towards men. If students are constantly exposed to the prescriptive characteristics that are in favor of certain gender, they would find it difficult to develop their personality strengths, due to the gender role pressures. In order to help students cultivate sensitivity and activism toward the gender equality issues, it is important that the textbooks are gender-equal. To summarize, in order to suggest to students a balanced image of society with male and female cooperating with each other in diverse domains, it is deemed necessary to constantly examine and revise the textbooks for their gender stereotypic contents, and thereby, improve them for gender equality.

• Journal of the Korea Fashion and Costume Design Association
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• v.19 no.3
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• pp.49-61
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• 2017

The purpose of this study was to analyze the organizational framework and contents of the clothing design section of the middle school textbook of Technology & Home-economics(1) of the revised curriculum in 2009. The scope this study lies in external characteristics such as framework, contents and the like from the Home Economics area of textbooks by seven publishers chosen from those that were authorized by the Ministry of Education, Science and Technology in 2012. The result showed that the seven textbooks have the same top Unit 'Juvenile Life' and mid-Unit 'Clothing and Self-expression' but that smaller units were different and diverse in content. In the small unit 'Clothing and Self-expression' of the clothing design section, contents are structured to be put into practice by understanding and exercising the concept; the contents are offered as design theories, clothes design, clothing, and activities/investigation. Hanbok (Korean traditional clothes) clothing was proposed in all textbooks in an order of the right way for Hanbok clothing, names of Hanbok, kinds of Hanbok and the order of wearing Hanbok. Accordingly, this study found the seven textbooks were constructed corresponding to the revised curriculum 2009 for the clothing design section of Technology & Home-economics(1). This study suggests students can build their own insight for viewing society, the country and the world as well as appreciate their own importance in establishing consciousness if they go forward in solving the various problems they face in home life by grafting practical reasoning.