• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.139-157
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• 2021

The purpose of this study is to derive implications for Korean home economics curriculum to emphasize consumer competency of adolescents by analyzing the content components of consumer competency presented in 'consumer life' area of middle school home economics curriculum of 3 states in the U.S. The analysis results and implications are summarized as follows: First, the U.S. home economics curriculum is composed of various contents, including credit management, savings/investment/ insurance, taxes, and financial situation, and financial decision-making, to improve adolescent's understanding of finance. In the next revision of Korean curriculum, for financial stability in prolonged life after retirement, it is would be necessary to include contents on basic financial knowledge and technology for financial information utilization so that students can establish financial plans for different life stages in consideration of various variables such as changes in economic environment, etc. Second, the U.S. home economics curriculum was developed to help students make better purchase decisions by applying economic concepts such as prices and interest rates, economic trends and the impact of demand and supply, purchase methods and contract conditions, etc. However, Korean home economics curriculum only focus on purchase plan and purchase decision-making process. It would be necessary to foster consumer transaction competency by introducing economic concepts suitable middle school level. Third, to emphasize "consumer civic competency", Ohio was focusing on "claim of consumer rights" and Wisconsin was focusing on the "acceptance of consumer responsibility." In order to enhance adolescent's consumer civic competency, it would be necessary for Korean curriculum to balance the claim of right and the acceptance of consumer responsibility in the following term, and to emphasize the contents on consumer policies, laws and consumer advocacy to create a consumer environment where consumer sovereignty is realized.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.129-147
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• 2019

This study aimed at exploring the influence of 'Healthy couple relationship' education on the relationship formation competencies and marriage values of high school students. To achieve the research objective, the 'Healthy couple relationship' lesson plan developed by the author was executed in two high schools for eight weeks from September 1 to November 3, 2018 from which the effects were analyzed. The results are as follows. First, the 'healthy couple relationship' education for high school students has been effective in improving their relationship performance, which is a part of the home economics curriculum. In S high school, the paired t-test of pre-/post-test comparison results showed statistically significant differences in the areas of 'communication', 'conflict resolution' and 'relationship formation performance'. For Sejong City campus-type joint curriculum group, where Wilcoxson signed-rank test was applied due to small sample size, showed that the overall scores as well as all the subsections of 'relationship formation performance' (i.e., 'communication', 'self-understanding', 'conflict resolution', and 'empathy') have improved, although not statistically significant. Second, the 'Healthy couple relationship' education for high school students had positive effects on the marriage values of high school students. In S high school, students' perception of marriage values rendered a statistically significant positive change, while in campus-type joint curriculum in Sejong City, no statistical significance was detected. In conclusion, the 'Healthy couple relationship' education can help high school students build positive values by cultivating their 'relationship formation competence', which is a part of the competencies listed in home economics curriculum, and also broaden their understanding of marriage, by acquiring knowledge and skills to build healthy couple relationships, and learning to implement the knowledge and skills in their own lives.

• Human Ecology Research
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• v.56 no.1
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• pp.33-54
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• 2018

This study devised an instruction that applies the content factors of Family Life Planning to backward design by exploring the fundamental concepts of backward design and the structure of developing a systematic instruction. Furthermore, it was conducted to improve the developed instruction by examining its validity with the help of experts and to find the method of applying it to the curriculum. The lesson design of this study was as follows. 1) Making a unit outline, 2) Identifying the expected results (Shaping the objectives), 3) Deciding acceptable evidence (Planning evaluation), 4) Making a detailed blueprint for class tasks, 5) Planning learning experience, 6) Making a learning experience plan per time, 7) Checking the lesson design. Second, experts participated in this study for the internal validity test about the process of the systematic lesson development of Family Life Design based on a backward design. The results were shown to be valid because the average was 3.7 out of a perfect score 4 and the CVI of all was over 0.9. The result of the IRA was also score 1, meaning that most of the experts agreed on the results of the test. The details of the lesson design were clear at every stage and the tasks and the results of each stage were specific. This study included most of the necessary stages for a backward design.

• International Journal of Human Ecology
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• v.9 no.1
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• pp.63-69
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• 2008

Character education is an opportunity for students to develop character through teaching values in schools. In the past, students have been taught values at home but contemporary society has strongly encouraged the public schools to provide time for children to learn values because society is facing a crisis of human values that affects the behavior of individuals. According to research findings, the primary benefit of character education is to develop the intellectual, personal, and social aspects of students. However, there are some problems concerning how to teach values and how to evaluate student outcomes in public schools. This article explores the current character education in the U. S. through a review of the literature in order to reach a better understanding of how character education might be included in the Family and Consumer Sciences Education curriculum.

• Journal of Korean Home Economics Education Association
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• v.3 no.1
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• pp.15-47
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• 1991

The purpose of this study is to suggest basic data and the direction for revising the curricula of the departments of Home Economics Education toward developmental and efficient ones. The current 23 curricula of all the department of Home Economics Education in Korea were analyzed and compared with the course of the subject “Practical Arts”included in the 5th Study Course of Secondary School to get the following results. 1) Only three subjects are commonly established in all the colleges, and they are Nutrition(obligatory in 23 colleges), Home Economics (obligatory in 21, optional in 2) and Housing (obligatory in 21, optional in 2). 2) Some subjects have various names differing with colleges, though the contents being the same, 8 subjects are established under more than 7 titles. 3) Principles of Home Economics and Home Education, which are obligatory subjects for the majors in Home Economics Education, are established with far less number of scores than the instructions given from the specialists. 4) Subjects over-subdivided beyond necessity are sometimes established, and some curricula are showing the lack of balance in distributing scores among disciplines after concentrating on a particular discipline. 5) Too few subjects are established entirely for experiment and exercise. 6) There is almost no subject related with the technics for domestic life, vocation and career which are included in the Secondary School Course.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.67-85
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• 2011

The purpose of this study was to find out how to operate Technology Home Economics in the 2009 revised national curriculum and Home Economics teachers perception on the current states in the middle schools, focused on intensive course-taking, block-time, and total hours to take the course. Data were collected from the 118 Home Economics teachers nationwide through e-mail from May 25 to June 4, 2011, and analyzed with frequencies, percentage, means, t-test, cross-tabulations, and ANOVA. The results showed that Technology Home Economics was intensively taken in the most of all schools(91.5%) during 4 semesters by senior and freshmen or junior. Teachers were relatively less involved in the decision making process for intensive course-taking than did the school managers and dissatisfied with the fact of intensive course-taking. But a few school adopted block-time and most teachers did not think it was necessary. Over half of schools offered the same 16 hours of Technology Home Economics as in the previous 2007 revised curriculum, but nearly 2 out of 5 schools reduced the hours from 1 to 8 with an average of 2.8 hours. To keep the necessary hours to teach the full contents of Technology Home Economics should be protected. The follow-up research needs to be conducted to investigate the changes in the perception of Home Economics teachers.

• 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.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.53-64
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• 1996

The purpose of the study is to see how much of changes has occurred in the newly revised Home Economics Textbooks required by the 6th Curriculum as compared to those by the former 5th Curriculum, and to seek future policy directions which can be improved even better, if any, for further revision. To implement this proposal, the study employs 8 different textbooks published in 1996 geared for the 6th Curriculum for data base. The components of the contents divide into two major parts. The first part falls into a category of holistic analysis of the textbooks, which gives a general perspective of the changes in the textbook revised. It includes those areas of changes in the total number of pages, cover page, illustration, total of contents, appendices, unit cover, introductory remarks, summary and evaluation, etc. It also covers the information on authors of textbook. The latter part consists of several specific areas of major changes occurred in the textbooks for the 6th Curriculum. It covers such areas of changes in the composition of category and its weight, laboratory experiences, and illustrations and tables. To conclude the study, among many findings, two major points are of great importance to mention here. First, the new textbooks have adopted more of varieties in physical appearances and contents per se as to the older ones. And yet, there still found a weakness in numbers of authors participated to a full reflection of contents variety. In addition, the background of authors reflected on an unrealistic idealism which lacks the on-site information provided by the school teachers. Second, the strict regulations created by the Ministry of Education for developing textbook found restricting the authors creativity and thus contents variety of textbooks.