• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.257-272
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• 2005

The purpose of this study is to provide the basic data for morality of education in home economics education. Through research on the state of morality of education, the following criteria can be achieved ; recognition of the importance, and the level of teaching performance regarding the contents of morality education in home economics instruction. The basic data were obtained by looking at the differences between the recognized importance and the level of teaching performance. Data were collected from the survey mailed to the teachers responsible for home economics area in $\lceil$Technology${\cdot}$Home Economics$\rfloor$ in middle schools in Korea. The 335 questionnaires collected were used for final analysis. SPSS/WIN 10.0program was used for calculating and analysis the frequency, percentage, average. standard deviation. Firstly, most of the home economics teachers show that they continually try to implement morality education through each home economics lesson plan. They focus their attention on the main theme of the lesson of a particular nit, that deals with family life. For example, an excerpt from a particular unit may be the 'Understanding of myself and family members'. Most home economics teachers believe that a family setting and/or schools, whether private or public institutions, are appropriate places for productive education. As well, each of these educational settings, should take complete responsibility for teaching morality of education. As a way to activate the morality education, teachers believe that working with the students and understanding the needs of their students, along with the cooperation of parents, are key factors in the teaming process. Another way is the change of teacher's perceptions and educational conditions or environment. Secondly. home economics teachers in middle school. are showing a higher level of understanding on the importance regarding the contents of morality education, which can be noticed through the high level of their teaching performances. Regarding the importance of morality education, the first priority goes to showing respect for parents and the elderly, as well as sexual ethics and respect for life must always be taken into consideration. In regards to the level of teaching performance, the first priority goes to responsibility and co-operation. Secondly. showing respect for parents and the elderly and sexual ethics will be the third. Through data achieved through this study, the majority of home economics education teachers believe that morality education in home economics education is very important and a key factor in their teaching practices.

• The International Journal of Costume Culture
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• v.9 no.1
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• pp.27-38
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• 2006

This study has examined middle school students' perception and practical use of the clothing life sector in the subject of Technology Home economics for middle school. The subjects of the study are 337 students attending middle schools in the city of Daegu. The results of the study have shown that the girl students make more use of each unit in the clothing part than their counterpart, and that the higher is their preference for the clothing part and the greater is their necessity for it, the greater is their use of the clothing part. Therefore, to make students more interested in learning and to make the learning more practicable, a study of teaching-learning methods should be made. Along with it, the educational environment should be improved and the contents of the clothing life education should be developed. Once these needs are met, students are expected to participate actively in class and their achievements are sure to be greater.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.45-60
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• 2009

This study is intended to implement an e-Learning system assisted class for the dress unit in the subject of technology & home economics in the middle school. This class is aimed at making teaching-learning in the dress unit effective, triggering students' interest in it, enhancing their understanding and offering basic materials for the e-Learning development about clothing instruction in the subject of technology & home economics. To make the concrete situational learning effective and provide realistic learning environments, learning contents were implemented so that the learners themselves could manipulate the contents by clicking. How to wear clothing according to learners' individuality was presented in order to trigger the learners' attention and motivation using the latest clothing pictures from the Internet shopping mall, and the dress fashion pictures of their peers. The result of this study can be summed up as follows. First, the implementation of learning materials with which simulation manipulation and visualization were possible could make the students reach the learning goals easily. Second, teaching-learning activity could be made more effective using audios, images and moving pictures rather than written texts. Third, learning the dress unit, which is especially related with a new fashion, made the most of the advantage of e-Learning by providing realistic and lively learning materials in a timely manner. And it triggered learners' motivation by providing pictures or moving pictures related with their real life. Based on these research results, this study suggests further research to develop e-Learning contents using various multimedia authoring tools as well as the ones applied to this study in learning the dress unit. It also suggests that the database of teaching-learning materials be constructed to securely prepare abundant instruction materials.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.1-18
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• 2019

The purposes of this study were to develop analysis criteria and analyze the two subject competencies of units dealing with the core concept 'Relation' of the middle school Technology-Home Economics textbook in accordance with the 2015 revised curriculum: 'practical-problem-solving-ability' and 'relationship ability'. The subject of analysis of the current study was the activity assignment of Chapter 1 related to the core concept 'Relation', from the twelve middle school 'Technology-Home Economics II' textbooks. The results of this study were as follows: First, some textbooks showed differences in highlighting or downplaying the components of certain subject competencies. The analysis results for 'practical-problem-solving-ability' in textbook A, E, and G were shown in the high frequency, while in textbook D in the lowest frequency. The analysis results for 'relationship ability' in textbook K and A were shown in the high frequency, while in textbook J in the lowest frequency. Second, Value Judgement was the most frequent component of 'practical-problem-solving-ability' followed by Logical Thinking, Practical Reasoning, and Decision-Making. Family Relation and Sense of Community was the component of 'relationship ability' most frequently dealt with followed by Communication, Conflict Management, and Respecting Others, however Environmental and Ecological Awareness was not shown at all. The two subject competencies were mostly reflected in the Technology-Home Economics textbooks from all the twelve publishers.

• 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 Korean Home Economics Education Association
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• v.19 no.4
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• pp.175-185
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• 2007

The purpose of this study was to analyze the nutritional adequacy of one-dish meals in the middle and high school technology & Home Economics textbooks cooking practice units. Total of 27 technology & Home Economics textbooks(9 books published by 9 different publishers each for grade 7, 9, and 10) were examined. The total number of one-dish meals introduced in the textbooks was 27, remarkably low, and there are only 7 Korean one-dish meals. It was found that most one-dish meals failed to meet 1/3 of daily estimated energy requirement. According to the analysis of energy contribution ratio by carbohydrate, protein, and fats in one-dish meals, only 4 Korean foods, such as Yubuchobab, Bibimbab, Deokguk and Guksujangguk showed ideal energy contribution ratio. Among the foreign foods, there was no one-dish meal with ideal energy contribution ratio. According to the index of nutritional quality(INQ) analysis, there was no such one-dish meal which supply all the essential nutrients in adequate amounts. All one-dish meals introduced in the textbooks contained excessive protein, but almost no vitamin $B_1$ and $B_2$. Ca and Fe, likely insufficient in Korean people, was found to be a nutrient insufficient also in most one-dish meals.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.153-170
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• 2007

The purpose of this study was to find out the way to activate the Education of Korean Traditional foods and culture from middle school subject, Technology and Home Economics Education. We investigated the middle school students' perception and needs for the Education of Korean Traditional foods and culture in their educational curriculum. This study was carried out by using a self-administered questionnaire and 600 middle school students in Gyeonggi province were participated. Most of subjects took the Education of Korean Traditional foods and culture as a part of Technology and Home Economics Education. They recognized that this lecture is necessary and effective, since it is of great help to their life. However, lecture was descriptively given by teacher and not actively participated by students. Therefore, students requested for more practical methods of teaching and learning. They also desired that the education should comprise what will be helpful in a real life. These results suggested that current teaching and learning methods should be corrected and complemented in such a way as to reflect relevant contents and learners' demands which are useful in a real life, so that the Education of Korean Traditional foods and culture may be conducted through middle school subjects of Technology and Home Economics Education in an effective way at school.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.23-39
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• 2019

The purpose of the study was to analyze the home economics education experts' and teachers' perception of ways to align instruction with evaluation, based on the 2015 revised technology and home economics curriculum for the purpose of developing the independent living competencies, and to provide examples of alignment in practice. The analysis is based on the data from a Delphi study (10 experts) and a survey of technology and home economics teachers(n=422). The results of survey indicated that experts and teachers perceived the instruction-assessment alignment to be most appropriate for project learning-project assessment, followed by project learning-portfolio assessment, problem solving learning-portfolio assessment, and problem solving learning-project assessment, in order. Based on the survey results, a model of instruction-assessment alignment and a teaching-learing plan were presented, based on 'Development task of life cycle and Life plan' unit. This was considered to be a proper method of instructional alignment for the purpose of developing 'independent living competence' with project-learning/project-assessment. The model focuses on consistency between instruction and evaluation, unity in methods, and the availablility of feedbacks of assessment for the improvement of independent living competencies. In conclusion, this study contributes as foundational information for teaching and learning-assessment alignment. Diverse methods of instruction-evaluation alignment is expected for future research.

• Human Ecology Research
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• v.51 no.6
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• pp.591-602
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• 2013

This paper aims to explore the role of the home economics subject in helping high school students preparing for an independent aged life and to develop problem based teaching plans toward this goal. Contents related to the elderly in the high school home economics and technology 2007 and 2009 revised curricula were analyzed, and elderly-related contents in other subject areas (the 2009 revised curricula of ethics, public health, and social studies) were also comparatively analyzed to determine the identity of the home economics subject in relation to preparation for independent aging. Based on these analysis, five subjects and teaching plans were presented: the aging society and population changes, the characteristics of the elderly, individual preparation for aging, care of the elderly, and welfare services for the elderly. The ultimate objectives of the lessons were, through critical reasoning, to inquire into the causes of current problems the elderly face so that teenagers can understand aging societies and the elderly and to seek reasonable alternatives for teenagers as they prepare for successful and independent aging, increasing their problem-solving abilities in choosing the best course of action by considering the ripple effect of consequences of each of those alternatives. Suggestions on what direction elderly-related education should take in the future, and what roles teachers should take are also provided.