• 한국가정과교육학회지
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• 제32권2호
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• pp.159-178
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• 2020

본 연구는 남자 가정과교사의 내러티브 탐구를 통해 남자 가정과교사의 정체성을 탐색하는 데 목적을 두었다. 이를 위해 경력과 지역의 다양성을 고려하여 선정한 12명의 남자 가정과교사를 대상으로 2019년 6월 1일부터 2019년 7월 31일까지 심층면담을 하였다. 자료의 전사는 연구자가 직접 녹음된 면담 내용을 들으면서 한글 2010에 전사하였다. 전사 자료는 개방 코딩, 범주화, 범주 확인의 과정을 거쳐 분석하였으며, 연구 결과는 다음과 같다. 첫째, '우연: 편견의 벽을 깨고'에서는 남자 가정과교사로서 정체성 형성에 큰 영향을 미치는 가정교육과에 입학한 동기, 교육실습, 임용 TO의 벽 등을 통해 남자 가정과교사가 되기까지의 경험을 담았다. 둘째, '직면: 남자 가정과교사로 살아내기'는 남자 가정과교사로서 경험했던 현재의 이야기와 남자 가정과교사에 대한 동료교사, 가족, 친구들의 생각을 담았다. 남자 가정과교사들이 가정과 수업과 평가를 하면서, 그리고 그들의 삶 속에서 느낀 경험이 정체성에 어떤 영향을 미쳤는지를 살폈다. 셋째, '기대: 가정과교사로 성장하기'는 남자 가정과교사의 미래에 대한 이야기이다. 남자 가정과교사들은 실천하는 교사를 추구하며, 전문성을 갖춘 교사가 되기를 희망하였다. 남자 가정과교사를 꿈꾸는 후배들에게는 성별을 따지지 말고 실력 있는 가정과교사가 되라고 조언하였다. 이 연구는 연구에 참여한 남자 가정과교사의 수가 많고 지역이 다양하여 그들의 깊이 있는 내러티브를 담지 못했다는 제한점이 있다. 그러나 이 연구는 '가정과교사는 여성'이라는 고정관념을 깨고, 가정과교육의 연구 대상을 남자 가정과교사로 확장하여 가정과교육의 지평을 확대한 것에 의의가 있다.

• 대한가정학회지
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• 제36권10호
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• pp.49-64
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• 1998

The purpose of this study is to find out the degree of practice in three systems of action in home life of female and male middle school students who have learned the home economics under the 6th curriculum revision for three years since 1995 by teacher's major, student's sex, help from the family members, mothers' job, and the form of family. The results of this study are as follows: 1) The practice in systems of action in home life is relatively low in the communicative action, but is high unexpectably in emancipative action. 2) Depending on teacher's major, the practice in systems of action in home life of the students who have been taught by home economics majored teacher is high in communicative action but there is no significant difference in emancipative action between two groups. 3) The r]practice of female students is high in family, clothing, and housing areas, but therer is no significant difference between female and male students in resources and consuming, and food and nutrition areas of home life. 4) The more the family members help the students, the higher their practice in systems of action in home life. 5) The practice in all systems of action in home life has no significant difference between mothers with jobs and mothers without jobs. 6) There is no significant difference in systems of action in home life among groups by forms of family. 7) The result of multiple regression analysis shows that the helf from family members and sex of student independent variables have relative influence in the practice of home life.

• 대한가정학회지
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• 제41권2호
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• pp.199-210
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• 2003

The purpose of this study was to investigate the effects of perceived relationships of the adolescents with their parents, peer and the teachers on their school adjustment. The data were collected from 385 male and female high school students in Seoul through the questionnaire method. The major result of the study were as follows: 1. About sixty percents of the respondents came from middle-class families who were being brought up by their parents. 2. Analysis of data revealed that degrees of relationship of the respondents with their parents and peer were higher than moderate, while the degrees of relationship with teacher was found to be moderate. 3. The adolescent' overall level of school adjustment was found to be at a moderate level. 4. The adolescents' levels of school adjustment were differed by birth order, father's occupations, family structures, economic status of the family, grade point average and religion. 5. The stepwise regression analyses yielded the results that relationship with the teacher, relationship with the peer, father's caring, birth order and economic status of family were significant factors in explaining the adolescents' school adjustment. On the base of the results of the study, the following suggestions were made in order to enhance adolescents' school adjustment: 1. Teacher education focused on guidance and counseling should be included in the teacher education and training program. 2. Parents education focused on fatherhood should be more emphasized.

• 대한가정학회지
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• 제41권10호
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• pp.57-73
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• 2003

The purpose of this study is to investigate the relationship between home economics teachers' characteristics and middle school students' affective morality through Home Economics Instruction. The affective morality of middle school students after taking home economics classes were assessed and investigated as to what sorts of affective morality there were and to find out what level they were. further, what factors affected the affective morality of middle school students considering the variable factors of home economics teachers. 800 first year male and female students of 17 middle schools located in Cheonju and Cheongwon were selected through non-random or accessible sampling. The frequency, precent, mean and standard deviation, correlation, t-test, and one-way ANOVA, and multiple regression of these data were obtained by using the SPSS 10.0 for Windows Program. The result of this study were as follows: First, basic etiquette was the most important rated the highest among the affective morality, nature preservation turned out the lowest in each questionnaire. Learned in home economics, it was considered the highest goal; Second, in terms of character and affective morality of middle school students, male students ranked higher than female students and the students with a better academic performance record, and those who engaged in club activities showed better results in affective morality as did students with religious beliefs and students with better educated parents and also students from homes with better financial situations. Third, in terms of students' perception of home economics teachers with a good nature turned out the highest, teaching ability and career awareness and also reflected at the same level. Fourth, students' perception of home economics teachers' characteristics and their affective morality are honed out correlated with each other. The correlation of home economics teachers' career awareness and compassion${\cdot}$devotion${\cdot}$service morality proved to be the highest. Fifth, the affective morality of those students who do community service, club activities and those who are interested in home economics and who respect home economics teachers tended to be high.

• Human Ecology Research
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• 제61권2호
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• pp.195-218
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• 2023

The purpose of this study was to present a class case that verified the validity, reliability, and usefulness of a portfolio assessment in a cohousing class in the housing area of home economics. To achieve this objective, 241 male and female students in eight classes of the third grade of a junior high school in Gyeonggi-do, Korea, were enrolled in a project class on establishing a cohousing village in which the portfolio assessment method was applied for a total of 10 sessions for approximately four weeks from May 24 to June 16, 2021. To ensure the validity of the portfolio assessment, we designed the lesson after presenting the curriculum goals in detail using the backward design model and developed a specific rubric and conducted all evaluations and feedback based on the rubric to ensure objectivity and reliability. The online tool Padlet was used as a portfolio, which allowed students to easily upload their work, receive feedback from the teacher, and interact with their peers. After the class, the students reflected on the rubric and were generally satisfied with the class using portfolio assessment. This study is expected to facilitate the use of the portfolio assessment method in the classroom, while also supporting student growth and development.

• 대한가정학회지
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• 제27권2호
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• pp.163-185
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• 1989

Korean home economics education has around 100 years history. The main aims of home economics education up 1950 had not been changed, they were mainly for the improvement of household-skill to raise both standard of living and life quality as well as womanhood. After 1960's the standard of living drastically improved and the industrialization of Korean society was quite rapidly proceeded from simple to complex one. Because of these changes, I considered that the aims and the contents of home economics education should be reexamined and reshaped. This study motivated me that especially home economics major should be trained to be competent enough to work in industrialized society as much as the input to her college education. As industialization was made progress, family member's diverse role differentiation also occurred from past simple role such as house wife or girl's high school teacher among by home economics major. In this current societal change, most of the home economics major have wish to have opportunities obtaining new kinds of employment rather than obtaining merely teaching work. With this in mind I made a study on college level home economics education of the new adjustment to current and future industrialized Korean society. (1) The full number of officially admissible home economics major in 169 Korean colleges, 70 junior colleges, and one open university were as follows, 7139, 6080, and 230 respectively. The percentages of employed of employed numbers of them for the college and junior college graduates were 26.5 and 39.0 respectively. (2) The certificate qualifications issued to college home economics major are nutritionist (1st grade and 2nd grade), clothes and textilist, home economics teacher (2nd grade for high school) and kindergartener (2nd grade), The qualifications are certified after majoring each field from major departments of college of home economics by Ministrys of Labour and Education of the Korean government. The percentages of their employment are low as mentioned earlier. (3) To find out new employment opportunity for home economics graduates in home economist in business (henceforce/HEIB) status quo of consumer division for mational enterprise was surveyed. According to govermment decree of general law of consumer protection (1980), enterprise should organize bureau (offics, subdivision) on liability to consumer's complaint. Of 89.6% of the enterprise established th subdivision in which 96.2% of employee was male (3.8% was female). Of the employee college graduate and high school graduate were 93.2% and 6.8% respectively. On the employee's major acadmic backgroud (%), economics and business administration, engineering and low-political science were 39.5, 26.2 and 11.2 respectively. (4) To study on the relation between home economics and home economist in business, the aspect of historical development of HEIB, group of HEIB employing enterprise and their nature of business were tried to find out as well as perception and evaluation by enterprise on HEIB. (a) In the united States of America employed home economics major to enterprise was organized autonomously HEIB subdivision within American Home Economics Association since 1920's and the membership of HEIB was 3,000 of the AHEA membership 50,000. (b) In Japan the Japanese founder HEIB had three times the bilateral congress with the U.S.HEIB and had 10th anniversary celebration in 1988. Japanese HEIB member are not necessary to be home economics graduates but should have certificate as consumer adviser effected by the Minister of Trade and Industry. Japanese subdivision of consumer affaire within Japanese enterprise employ the consumer adviser with the certificate. Because of this different system from the United Sates, Japanese HEIB call their title "HEEB" instead of HEIB. The Japanese consumer adviser certificate system had initiated since 1980 and it belongs to 2nd level national qualification certificate. Currently active membership of Japanese "HEEB" association had increased from 115 (in 1979) to 319 in 1988. (5) For the opening of the future new employment of home economics graduates to enterprise and qualification required for the HEIB by national enterprise in Korea, I studied on the courses which seem to be important and required by employee in the field of HEEB in the United States of America and preliminary curriculum for home economics related major student aimning to be the future "HEEB" by Japanese HEEB study group of Japanese Association of Home Economics. It is suggested that it is very important and urgent to realize as home economics educator to have common deep concern and endeavors on opening new employment for our home economics major student1), we should try to publicize strongly and let enterprise and consumer protection board realize that employee in the subdivision of consumer protection should be the one who well experienced home economics major graduates2), we, home economics educator, should try to develop actively new curriculum in line of the suggestion made earlier for our future home economics major student of open broadly their future employment opportunities3), we, home economics educators, should try to have consensus on whether we should have support from government in terms of receiving national qualification certificate on consumer pretection or not4), and I would appreciate if the Korean Home Economics Association and Korean Home Management Society paydeep and positive concern on this matter.

• 한국생활과학회지
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• 제6권2호
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• pp.187-198
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• 1997

The purpose of this study is to find some directions for students' future and Home Economics Education. Juniors and Seniors majoring in Home Economics were selected from 4 Universities in Chungbuk Province and the questionnare survey was used. The results of this study are as follows : 1. Most of respondents were defined the H.E. as the academic subject, and 50.2% of them regarded H.E. as a necessary subject regardless of whether it is their major or not. 2. Though the most general motives of choosing H.E. as their major were recommendation of their parents/neighbors or their school record, they are satisfied with their major. 3. The strongest reason majoring in H.E. was that it is helpful to living, and some students didn't show any interest because H.E. was not considered as a realistic study. 4. Many respondents answered that male students have to learn H.E., and thought that H.E. Education is much influential to one's living. 5. 59.6% of respondents replied that cultural studies related to H.E. are opened at the universities, and 90.6% of them thought subjects related to H.E. should be opened as cultural studies. 6. After graduation, 48.3% of respondents will choose their jobs related to their major, and they prefer to be a teacher, a dietition and a fashion designer in its order. 7. 44.3% of respondents thought that H.E. is neglected and 50.7% of them answered that the research by industrial-educational cooperation is necessary. 8. Many students majoring in H.E. took an optimistic view about H.E.'s future as a study.

• 대한가정학회지
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• 제44권3호
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• pp.61-68
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• 2006

The purpose of this study was to explore the perceptions of preservice teachers toward children from single parent families. 218 preservice teachers (209 female and 9 male) who were enrolled in the department of early childhood education and child care & education were participated in this study. A questionnaire was developed based on the questionnaire developed by Song, Sung, & Han (2003). Data were analyzed by using SPSS 11.5. The results were followed. First, preservice teachers' personal experiences of single parent families did not influence their perception of children from single-parent family. Second, preservice teachers who strongly held the view of keeping traditional family structure showed negative expectations of children's school adjustment. Third, preservice teachers reported the importance to help the children adjustment at school as well as to deal with their personal and family problem. The results presented that there was an increasing need in teacher education, to develop curriculum for preservice teachers to have balanced views or reduce their biased perception against diverse family structure and children from single parent families.

• 한국가정과교육학회지
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• 제21권2호
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• pp.159-169
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• 2009

797명의 중고등학생의 자료를 분석한 결과 정서조절 전략과 학교생활적응 간에는 유의한 상관관계가 나타났다. 즉 인지적재해석 전략점수가 높고 정서표현억제전략 점수는 낮은 경우에 학교생활적응 점수가 높은 것으로 나타났다. 성별로 보면 남학생은 인지적재해석 전략점수가 높은 경우에 교사와의 관계에서, 정서표현억제 전략점수가 낮은 경우에 친구관계에서 적응점수가 높으며 여학생은 인지적재해석 전략점수가 높은 경우에 학업, 친구 그리고 교사와의 관계에서 적응점수가 높은 것으로 나타났다. 학년 별로 볼 때 인지적 재해석 전략점수가 높은 집단의 중학생들은 학교생활적응에서 학업, 친구 그리고, 교사와의 관계에서는 정서표현억제 전략점수가 낮은 집단이 친구관계에서 적응점수가 높은 것으로 나타났다.

• 한국가정과교육학회지
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• 제17권4호
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• pp.157-173
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• 2005

본 연구의 목적은 중학교 2학년 가정교과의 '자원의 활용과 환경' 단원을 중심으로 Keller의 동기유발(ARES) 전략을 적용한 수업을 개발하고 실행하여 이 수업이 가정과 학습동기 및 가정교과태도에 효과를 주는 지를 알아보고 학습자의 성적수준 및 동기수준에 따라 가정과 학습동기와 가정교과 태도에 효과를 주는 지를 밝히는 데 있다. 본 연구의 실험설계는 이질 통제 집단 전후 검사 설계(Nonrandomized Control-Group Pretest-Posttest Design)이다. 본 연구 대상은 인천광역시 소재의 중학교 2학년으로 4개 학급 남학생 155명(실험집단 2학급 76명, 비교집단 2학급 79명)이다. 실험집단과 비교집단은 1학기말 가정교과 성적의 학급 평균이 비슷하고 통계적으로 유의미한 차이가 없는 학급으로 선정하였다. 수업 방법에 따른 효과 검증에서 교사 변인을 최대한 통제하기 위해 실험집단과 비교집단 수업을 한명의 가정과it사가 모두 진행하였다. 본 연구의 학습동기 검사도구는 Keller(1987)가 개발한 'The Course Interest Survey'를 박수경(1998)이 번안한 것을 본 연구의 목적에 맞게 수정$\cdot$보완하여 사용하였다. 교과에 대한 태도 검사도구는 이희애(2001)의 도구와 황옥주(2001)의 도구를 참고하여 연구자가 수정$\cdot$보완하여 개발하였다. 동기유발(ARCS) 전략을 적용하여 개발한 교수$\cdot$학습 과정안은 중학교 2학년 자원의 활용과 환경 단원으로 5차시에 해당하는 분량이다. 연구 결과는 다음과 같다. 첫째, 동기유발 전략을 적용한 가정과 수업은 전체 가정과 학습동기, 하위요소인 주의집중, 관련성, 자신감, 만족감 모두의 향상에 효과가 있었다. 둘째, 동기유발 전략을 적용한 가정과 수업은 학습자의 가정교과에 대한 태도 및 그 하위영역인 흥미도, 자신감의 향상에 효과가 있었다. 셋째, 동기유발 전략을 적용한 가정과 수업은 학습자의 성적수준이나 동기수준에 관계없이 강의식 수업보다 학습동기나 가정교과태도의 향상에 효과가 있었다.