• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.15-34
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• 2023

This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

• Proceedings of KHEA Conference
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• 1997.07a
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• pp.198-198
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• 1997

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.77-93
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• 2006

As our current society is increasingly demanding a Home Economics Education curriculum that projects the recent changes around us, in this study we hope to present which fundamental materials would be needed in Home Economics Education to satisfy the needs of learners in schools and to Provide actual practice and information crucial to live in the future society. A reform of the present Home Economics regime is needed, and as a result of critical analysis on the subject we found that it did not portray the plurality of family relations and cultures owing to the sudden changes in society, nor did it present an active curriculum that could be applied to the changes in social environments. This was partly because of the matter of establishing a proper academic identity of Home Economics Education, the matter of specializing curriculums and general methods of applying them, the academic conservatism in the field of Home Economics, and ineffectiveness of teacher reeducation as well as a lack of leadership on the part of administrative departments. The objective and content structure of Home Economics Education should be reformed to adjust to the current society by taking an approach focused on family and the consumer. In the family part, curriculums should include the formations of various family structures and home cultures to portray a more open concept of family, which should promote gender equality in matters of child upbringing and housework. From a humanitive perspective, Home Education should he dealing with the mediation and decision-making of individuals caught between social advancement and household functions. their communication skills in choosing and deciding, and furthermore their participation in their living communities which may present more material basis of critical scientific philosophies to be discussed in class. Additional themes such as sustainable consumption for earth environment and resource preservation and ways of application to rebuild our diminishing society must also be included in the education curriculum. We should look to find a more integrated approach to Home Economics Education rather than the present field based and specialized regime.

• Korean Journal of Human Ecology
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• v.8 no.2
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• pp.419-435
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• 1999

The purpose of this article was to develop an interdisciplinary program for the aged living welfare in College of Home Economics. This program was developed through the analysis of gerontology curriculum in Korea, Japan, and America, and survey research with social workers who were working in the welfare institutes for the elderly in Korea. Moreover, an interdisciplinary program for the aged living welfare was designed based on the professional role of elderly care and the scope of educational context which were identified. Particular note was that this program could be most effectively implemented in the College of Home Economics. Recommendations for the development and implementation of the program were highlighted.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.1-16
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• 1993

The purpose of this study is to investigate realities of homemaking education for elementary and secondary schools in japan and to obtain the basic guidance for the improvement of effect of homemaking education in Korea. The results are as follows: 1. Home economics education takes an important role for society. From this point of view, homemaking education is also clarified in Japan. 2. Homemaking education is provided as independently required subject of coeducation in Japanese elementary and secondary schools. And many people think that homemaking coeducation is necessary in the elementary and secondary schools. 3. Curriculum is reorganized continuously and variously in Japan, so that the girls and the boys can learn knowledge and skill which is necessary for them to live home lives, corresponding with circumstance and social changes that surround home.

• Journal of the Korean Home Economics Association
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• v.18 no.4
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• pp.47-63
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• 1980

In order to investigate the current curriculum activities of home economics education secondary schools and the satisfaction and consciousness of teachers in home economic education, 158 teachers I Youngnam district were randomly selected for a series of questionnaire concerning home economics education in the secondary schools. The conclusion obtained from the data based on the questionnaire are; (1) Most of the teachers were considering that the subjects of home economics education are essential parts in developing the fundamental ability of human beings and that the subjects, therefor, should be extended to boy students as well as girls students; (2) Most of the subjects in home economics education were controlled and taught by a teacher on the school-year basis and very few subject were taught by specialists having majored in the university; (3) One of the most prominent difficulties in teaching career was lack of facilities followed by lack of the most prominent difficulties in teaching career was lack of facilities followed by lack of finances, lack of understanding of principals' with the subjects; Lack of students(interest to the subject due to the current entrance examination system for colleges/universities, excessive number of students in class, and inability of student sand teachers for the subjects concerned about; (4) Most secondary school teachers of home economics education were comprehensively taking part in the education of sexual morality of students; (5) Most teachers of home economics education in secondary schools had the satisfaction of being successful in life due to the fitness of their interest, the contribution to the society with their ability and the economic independence resulted form the improved relationships of human beings and the better visions; (6) Teaching careers of housewives were considered a pride of the family and supported by their children and husbands; (7) The most concerned problem for the women in teaching careers was an educational work for their children and lastly (8) The women in teaching careers were considered to be respectable in the comprehensive society being included by children, senior staffs and colleagues.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.193-206
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• 2006

The national level curriculum revision is underway in Korea. A proposed model of family and consumer sciences curriculum was proposed for a public hearing, which was held in December 15, 2005. In the model curriculum, practical problem focused curriculum development approach is partially adopted. However, there is lack of understanding for the practical problem focused curriculum, therefore correct understanding of it is needed. This study tried to promote understanding of the nature of perennial practical problem that FCS deals with and of a conceptual framework of practical problem focused curriculum development. Seven competing topics related with practical problem focused curriculum are discussed for resolving misunderstandings and prejudice on it. From the discussion, it is concluded that practical problem focused curriculum is meeting the needs of students' present and future individual and family life.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.15-35
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• 2018

This study aims to provide an understanding and information of the new curriculum by comparing 12 kinds of Technology and Home Economics textbooks(Clothing Life section) that reflect the 2015 revised. Results revealed that most of the textbooks' unit arrangements consisted of the introduction, development, and summary. In addition, we examined the advantages of current textbooks and suggested future improvement directions. The analysis of volume revealed that the largest textbook was 38 pages and the smallest was 24 pages. In addition, the learning objectives by unit a little bit differed for each textbook. The illustrations in the textbooks were primarily figures followed by photographs, tables, and graphs. The number of textbooks with the largest amount of illustrations was 69 and those with the least were 38, indicating a significant difference. As for career, 8 textbooks of 12 textbooks reflected related contents. The number of units, volumes of the clothing life section, and ratio of illustrations used in each textbook were different, but the contents were similar. Most of the contents of the 2009 textbooks are mostly included and the meaning of clothing, clothing purchasing, dress code, and creative clothing life are added on 2015 revised textbooks. Furthermore the educational objectives have extended to wide range and provides concrete guidelines to foster human resources that will lead the future society.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.61-73
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• 2008

The purpose of this study was to improve interest and attitude of student's Technology-Home Economics Curriculum and to recognize the change of recognition on Traditional image through Natural Dyeing and Jogakbo making on the unit of making living goods with fabrics in Technology-Home Economics curriculum on first year high school. The abridged result of study following this: First, in Natural Dyeing and Jogakbo making, teaching-learning plan applying LT cooperative studying and learning materials have been developed. Second, after applying the developed lesson plan, the result showed that the change in learning interest and attitude about Technology-Home Economics curriculum was positively improved. After executing the class on Natural Dyeing and Jogakbo making, the interest and concern about tradition were very positively upgraded through the result analyzing the change of recognition on traditional image. Through these results, The Teaching-learning plan and learning materials would show high possibility of application as educational contents about traditional culture in the field of education. After executing the class on making of Natural dyeing and Jogakbo, the learning interest degree and attitude was very positively upgraded, and the recognition on traditional image had been changed to the active and positive recognition.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.1-26
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• 2020

The purpose of this study is to develop and implement new classes using the concept of personal color system to the section 'Daily Outfits & Clothing Acquisition' in the 2015 revision of middle school home economics curriculum, and find out the effects on middle school students. For this, We redesigned a curriculum for 'Clothing Outfits and Self-Expression' part using personal color system, developed teaching/learning plans and teaching/learning materials, and examined the changes in self-identity, attitude in clothing life, and class satisfaction among students at the end of the class. The results of this research are as follows. After the implementation of 'Daily Outfits & Clothing Acquisition' unit classes which included the concept of personal color system, the students' self-identity and attitude in clothing life were improved. And according to the results of the individual interviews, students were generally satisfied with the class. If the 'Daily Outfits & Clothing Acquisition' unit classes using personal color system is widely used in middle school home economics classes, it can have positive impacts on adolescents and is expected to be of great help to home economics teachers as a valuable class material.