• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.113-129
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• 2022

The purpose of this study is to propose implications by analyzing the textiles and clothing curriculum of vocational high schools. Literature and data were analyzed, surveys and FGI were conducted, and the following research results were derived. First, many schools chose 'Basic dress design' or 'Basic dress composition' as basic subjects. Through this, it was confirmed that technical training for practice is a priority for vocational schools, and that more discussion is needed regarding the lack of theoretical subjects. Second, similarly to the basic subjects, practical subjects offered are concentrated on 2 to 3 subjects. The teachers asserted that some subjects such as 'Knit apparel production' and the 'Leather and fur design production', which require a lot of equipment and advanced technology, cannot be offered without support from the government. Third, the NCS competency unit of the practical subjects is easy to proceed with the class or is closely concentrated on the type of manpower training presented by each department. Fourth, this study proposes that for technical education to expand students' choice, it is necessary to cultivate teachers competencies linked to the industry. The results of this study are expected to provide basic data on the organization of the next textiles and clothing professional curriculum and help understand vocational education at vocational high schools. In addition, it is believed that this study will contribute to developing and settling various subjects when the high school credit system is implemented by expanding students' choice of major-related subjects.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.21-36
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• 2012

The purpose of this study was to determine the direction of dietary education in school. A questionnaire that identified nutrition knowledge, dietary behavior, help degree to real-life of dietary education, and dietary education satisfaction were developed based on a review of the literature. The subjects consisted of 409 high school female students in Daegu and Gyeongbuk area. The total mean score of nutrition knowledge was 9.2/15.0. The score of nutrition knowledge was correlated with school type, grade, number of brothers and sisters, and school record(p<0.05). The dietary behavior was 3.30/5.00, showing difference from school type, father's occupation, and economic level(p<0.05). It was also found that the higher the score in nutrition knowledge, the higher the score in dietary behavior(p<0.001). The total mean score of the dietary education satisfaction and help degree to real-life of dietary education for high school female students were same as 3.39/5.00. The biggest reason of unsatisfaction on dietary education was lack of class time. The form of instruction they want to get was the class for experiment and practice. The score of the dietary education satisfaction was correlated with help degree to real-life of dietary education, nutrition knowledge, and dietary behavior(p<0.01). Therefore, more active dietary education should be give to high school female students to meet the intellectual need and successful dietary behavior. Also dietary education would be needed to relate with their home.

• Korean Journal of Community Nutrition
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• v.24 no.6
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• pp.497-511
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• 2019

Objectives: This study aimed to develop a school-centered healthy eating environment for children in elementary care classrooms and prevent incorrect eating habits and obesity through the development and application of standardized healthy eating habit-forming educational materials. Methods: Ten schools in eight districts of Gyeonggi-do and 400 students from 19 care classes were selected. Based on the developed educational materials, the program was applied to students once in two weeks. 'Notices for Parents' forms were also sent to the students' home to educate their parents. Pre and post-surveys were conducted to evaluate the effectiveness of the education. The pre-education, education, and aftercare were conducted from September 28 to September 31, 2016, from October 3 to November 30, 2016, and from December 5 to December 9, 2016, respectively. Results: The healthy eating program for elementary care classes was designed to develop a school-centered healthy eating environment and provide standardized educational material for healthy eating habits. Twelve educational topics were developed: , , , , , , , , , , , and . Moreover, the materials were produced in four forms: for students, for after school caring teachers, for external specialists, and for parents. The effectiveness evaluation was conducted to confirm the application of the program. The average eating habits score was 3.3 ± 0.6, with no significant difference between before and after application. The score of overall satisfaction of the education was 3.9 ± 0.9. The most satisfying content was 'Did you get to know how to eat evenly?'. Significant increases were observed in two contents for parents regarding their children's knowledge changes after the education: 'Five nutrients needed for growing children' and 'Knowing sugar foods and sugar-containing foods'. On the other hand, their educational satisfaction was 3.6 ± 0.6, which was lower than the children's satisfaction. This might be because their education was conducted only through the 'Notices for Parents' form. Conclusions: In the long term, the healthy eating habit-formation education for lower elementary school children is expected to be beneficial. To prevent obesity and establish healthy eating habits of children, it is important to develop healthy eating education programs centered on elementary school aftercare classes, including the development of educational materials and an application system through connection with the home and community.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.449-457
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• 2021

Ministry of education recently announced to implement AI curriculum in elementary, middle school and highschool from 2025 which will include programing, basic AI principal and AI Ethics, and the media is releasing articles that have reservations on it. This study is focused on analyzing the perspective of elementary teachers - who are going to be in charge of AI education - on the implementation of AI education in elementary schools and the teachers are divided into two groups of 'software-experienced' and 'software-inexperienced' in relation to software training background. The results showed that 100% of the 'software-experienced' teachers agreed on implementing AI education and 80% of 'software-inexperienced' teachers also showed positive perspective on it. Among the reasons that 20% of 'software-inexperienced' teachers had negative perspective on AI education, it was highly rated that existing home economics subject covers fulfilling amount of software education. Both 'software-experienced' and 'software-inexperienced' teachers chose grade 5 and 6 as the most appropriate age for software education and considered one class per a week as the most appropriate amount of AI class. In terms of the subject format, 75% of the 'software-experienced' teachers chose the idea that software education has to be an independent school subject which will include AI education. Also, 54% of the 'software-inexperienced' teachers chose the ideas either AI education should be an independent subject or software education should be an independent subject which will include AI education. The preference of the content of AI education appeared in order of basic AI programing, principles of AI and AI Ethics.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.143-157
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• 2011

This study aims to identify family strength and career maturity, and to explore the difference of career maturity according to family strength, targeting high school students as subjects. A total of 1,000 copies of the questionnaire were distributed and 858 copies were used for the final analysis. The major results are summarized as follows: In respect to general tendency of family strength and career maturity, the score of family respect was the highest, 3.59, followed by 3.56 of gratitude and affection, 3.54 of problem shooting ability, economic stability, faithfulness to role, emotional bond, positive communication and goal sharing. The score of emotional bond with society was the lowest, 2.90. The score of family strength was 3.36, which was the intermediate level. As sub-factors of career maturity, the score of relevancy was 3.40, and that of tendency was 3.17, followed by that of independence and compromise. The score of determination was the lowest, 2,75. A total score of career maturity was 3.05. Family strength was marked highly by the girls students studying humanities, and religious ones. Those whose parents have high education and no-divorce background also showed high scores. High school students with higher economic levels and long-married parents showed higher scores than high school students with poor economy levels and single parents. Students with parents who have professional jobs also marked high scores. Career maturity degree as a background variable was significantly higher in the following cases: In terms of religious background, students whose mother are buddhists or atheists marked high scores. High scores were marked by those whose parents have higher education and no-divorce background. High school students from middle class and over and long-married parents showed higher career maturity degree than high school students with poor economy levels and single parents. Students with parents who have professional jobs also marked high career maturity degree. While career maturity degree, which is subjected to family strength, showed very different results when analysed with 5 sub-variables. As family strength resulted in positive effects to career maturity degree, higher family strength showed higher career maturity degree. Especially, in the areas of relevance and tendency of career maturity degree, the effects of positiveness was clearly high.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.101-115
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• 2005

The purpose of this research was to develop and applicate In based teaching$\cdot$learning process plan for Environmentally friendly Housing. The 3 main stages of process were used: analyses, planning & development, and application & evaluation. Three teaching subjects were selected to teach Environmentally friendly housing in the analysis stage. The webhard learning environment was consisted of contents and various materials such as digital video, PPT, group activity, discussion, individual and group reporting forms, and questions. The number of 101 high school students participated for the application stage during september 22-27, 2003. Most of all students evaluated very positively the various aspects of contents as well as LT cooperative learning methods md the web based learning environment. They strongly expressed to practice the practical ways of Environmentally friendly housing learned in the class in the future. The results imply that the contents and In teaching learning plan developed in this study seem to be adequate to be included in the regular text.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.133-147
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• 2007

The purpose of this study was to identify the effect on the evaluation of a female teachers' role-performance based on appearance according to the clothing attitude of students and their parents. Based on the results of this study a female teachers' role-performance evaluation can be broken down into four ability areas: leaning guidance, living guidance, human relations, and learning management. Likewise the clothing attitudes of students and their parents can be divided into three groups, the clothing oriented group, the trend-individuality group, and the chastity oriented group. The trend-individuality group of students felt that female teachers' appearances have a significant effect on learning guidance and human relations ability while parents thought that there was little relationship or that it has a moderate effect on the role of learning guidance. Because the concerns of students and parents about female teachers' clothing has an effect on female teachers' role performance evaluation, when directing a student group with a high concern for clothing, female teachers need to be sensitive about their appearances and it's affect on learning guidance, human relations, and class management. Based on these results, students and parents felt that female teachers' appearances have an effect on their role performance according to their clothing attitudes.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.91-116
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• 2019

The purpose of this study is to examine the meaning of Changemaker education and to investigate the significance of Changemaker education in home economics education through a study of growth of learners applying the TEMPS program. To this end, first, the concept of Changemaker education was defined. Changemaker education is an education that changes society in a positive direction through a process of thinking about, learning about, making, and participating(playing) in various problems that we face in real life and drawing out solutions and share he solutions with others. Second, in this reasearch, the direction of Changemaker education is to make them interested in social problems and solve it and to make both the family and the career life happy and healthy by collaborating with other people. The scope of the contents is defined as "the selection of the content elements of the five domains of the child family, diet nutrition, clothing, housing and consumer life". As a way of teaching, we suggested that the TEMPS phase is followed so that the session purpose is achieved. Third, the Changemaker program consists of five steps of TEMPS among the five key ideas of Changemaker education. T(Thinking) is the step of understanding the problem and thinking about how to solve it, and E(Education) is getting the background for the next step. M(Making) is a step to create a target for problem solving, and P(Participation) and P(Play) are steps to Participation and enjoy. S(Share) is a step of changing the society through the result display, SNS sharing, and class presentation. In this study, 12 programs for middle school and 15 programs for high school were developed on the basis of TEMPS level. Each of the programs consists of 2 to 12 unit hours, which add up to 68 hours in the middle school program and 68 in high school. The learners who participated in the Changemaker program for one year (March 2, 2018~December 31, 2018) will experience improvement in many aspects including the linkage of life and education, practical ability, self-directed learning, self-esteem, sense of achievement and self-reflection, sensory observation, and so on.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.155-177
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• 2019

The study aims to develop a teaching-learning plan that can solve the problem of the clothing and textiles area faced by the teenager as course of critical science perspective improving the empowerment. As a research method, it was conceptualized by applying the Laster(1986)'s curriculum development process. And it was applied to the conceptual framework of practical reasoning presented in: "Family, Food and Society A Teacher's guide" (Staaland & Storm, 1996). The results of this study are summarized as follows. First, based on the results of reviewing literature related to the clothing and textiles area, ongoing concerns related to the clothing and textiles is "Should we do with regard to clothing and textiles for families in the community? The valued ends is defined as a complex position with a high degree of freedom and a high responsibility, and the goal of learning is interdependence, emotional maturity, intellectual development, and communication ability. For the contents of education and activity structure, practical reasoning process was used as conceptual framework of education contents, and included sub-concerns, broad concepts, sub-concepts and intellectual and social skills. Second, based on the practical reasoning, we developed a teaching and learning plan in the clothing and textiles. As a result, a total of 12 plan of 5 modules were developed. And were developed a total of 31 tutorials, reading materials, picture materials, group activities, and video materials. The results of this study can be applied to teachers who want to try out practical inference process in class or teachers who have difficulty in practicing reasoning process in the field.

• Journal of Community Nutrition
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• v.1 no.1
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• pp.25-32
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• 1999

In this study, focus group interviews were used to investigate female university students' eating behavior, factors related to eating behavior, information sources for nutrition, and formats for nutrition education. Thirty-six students participated in one of five focus groups during December 1998 in Seoul. Focus group discussions were video, audio-taped, transcribed and analyzed by major themes. Results showed that subjects have undesirable eating behaviors, such s eating irregular meals and skipping meals. These behaviors are caused by a lack of time, habit, or for the purpose of losing weight. The students tended to have unbalanced diets and frequently ate out. They had a large amount for dinner and frequently snaked when stressed or had an empty stomach. Most of them were interested in weight control and had attempted to lose weight, but they did not participate in regular exercise. The most frequently used source for nutrition information was the mass media, but much nutrition information was based on what they learned from home economics class during middle to high school. They received more support from mothers, elder sisters, and friends for eating behaviors, such s lowering caloric intake and losing weight. In nutrition education, they wanted to learns behaviorla skills to adopt healthy behaviors, including meal planning, applying scientific weight control methods, exercise that fit into their lives, and stress management. They also mentioned that nutrition screening and assessment should be a part of nutrition education programs. As a method for nutrition education, subjects preferred an individualized approach to group education. These results provide the qualitative information for developing nutrition education programs which will be implemented for Korean University students.