• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.15-25
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• 2002

The purpose of the study is to analyze the technology$.$home economics textbooks of family life in the 7th curriculum for the middle school students and the direction of future policy to improve the curriculum for further revision. For this purpose, 10 different textbooks prepared for 7th Curriculum and published in 2001 were examined and obtained the following major findings 1. It was gradually strengthened that the part of family life in home economics textbooks for middle school students. 2. The part of family life in technology$.$home economics a in middle school textbooks of the 7th curriculum tried to adapt diverse learning programs and many fixtures were included to improve its learning efficiency. 3. Since the contents of family life parts in technology$.$home economics textbooks consisted of practically and empirically appliable. it must be suite useful for the middle school students.

• 대한공업교육학회지
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• v.30 no.1
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• pp.68-83
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• 2005

The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

• Human Ecology Research
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• v.55 no.4
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• pp.337-349
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• 2017

This study analyzed contents of 12 kinds of middle school technology Home Economics(1) textbooks, 9 high school Technology Home Economics textbooks and 2 high school home science textbooks based on the 5 areas and 9 subject areas of 'Understanding of market and consumer', 'Reasonable consumption', 'Resolution and prevention of consumer problems', 'Formation of desirable consumption culture', 'Career and occupation related to consumption life' for the purpose of analyzing connectivity of contents in the area of 'consumption life' in the Technology Home Economics curriculum revised in 2009, and analyzed connectivity of contents on the basis of 'developed', 'repeated', 'different' and 'reduced' based on the results of analysis on the contents of the textbooks. Analysis results show that middle school Technology Home Economics(1) textbooks are mainly dealing with problems related to consumption life and ways to practice healthy consumption life, high school Technology Home Economics textbooks emphasized understanding of consumption culture in modern life and practice and method of sustainable consumption life, and high school home science textbooks contain overall contents of household financial management and consumption life. In general, contents were distributed as 'developed' 11 times (32.4%), 'repeated' 6 times (17.6%), 'reduced' 13 times (38.2%), 'different' 4 times (11.8%). Contents of the majority of textbooks are composed suitable for the curriculum achievement standard, but connectivity of 'developed' cannot be considered a desirable type of connectivity. various formation plans as suggested shall be devised not to let learning elements of 'consumption life' area discontinued considering school levels and achievement standard of curriculum.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.55-68
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• 2005

The purpose of this study was to compare the content of 'Management of Resource and Environment' area in middle school Home Economics textbook with other middle school subject textbooks. The middle school textbooks of Korean. Mathematics. Social Science. Science. Ethics. Technology. Arts. Music, and Physical Education were analyzed how the contents of these textbooks were similar to or different from those of 'Management of Resource and Environment' area in Home Economics textbooks. The contents of 8 subject textbooks except Music were related with those of 'Management of Resource and Environment' area in Home Economics textbooks. The content of Social Science was the most similar to 'Management of Resource and Environment' area in Home Economics textbooks although perspectives and focus were somewhat different. The unit of Home Economics textbook most related with contents of other subject textbooks was' Our Consumption Lives'. while 'Management of Time and Work for Adolescence' is the unit of Home Economics textbook least related with contents of other subject textbooks. However. similar contents were dealt with different focus and depth in textbooks according to objectives and characteristics of subject.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.57-75
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• 2022

The purpose of this study was to analyze the contents of middle school technology and home economics textbooks(family life area) that reflect the school career education goals and achievement standards in the 2015 revision of the Technology and Home Economics curriculum. Five different textbooks on middle school technology and home economics written based on the 2015 curriculum were selected and the school career education goals and achievement standards developed by the Korea Research Institute for Vocational Education and Training (2021) were used as a framework for textbook analysis. The results are as follows. First, the units that cover career education contents the most were 'life design and career choice(n=87)', 'developmental characteristics of adolescents(n=36)', and 'low birth rate, aging society, and work and family balance(n=31)'. The major contents of career education covered in technology and home economics textbooks(family life area) were 'search for various professionals(24.30%)', 'exploration of the changes in the future society(22.74%)', and 'exploration of the changes in the job world(18.66%)'. Thus it was found that the goals and achievement standards of school career education are evenly reflected in the middle school technology and home economics textbooks(family life area) based on the 2015 curriculum.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.113-128
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• 2005

The recommended dietary allowance(RDA) and food guide are the basic and the most important concepts for practical application of food and nutrition to the dietary life. For the textbook contents analysis on RDA and food guide, 10 kinds of Technology and Home Economics middle school textbooks were examined. And a total of 283 students from 2 middle schools in Kyungkido were recruited for the analysis of students' understanding on RDA and food guide. The results o( this study were as follows. First, students were aware of food, nutrition and diet section in the middle school textbook as interesting, valuable. and easy to understand. Second, the explanation on RDA, which is the intake level of nutrients adequate to meet the needs of practically all healthy people, were not clear and enough in almost all the middle school textbooks examined. The definition of food guide was not firmly established in anywhere including the middle school Technology and Home Economics textbooks examined. Third, about 2/3 of students did not know the difference between RDA and physiological requirement. And $1/3\~2/3$ students did not know which food belongs to which food group, less than 1/3 students gave correct answer on food amount contained in single serving size, except bread, noodle and fish. As result, the RDA and food guide concepts were not throughly explained in middle school textbooks. which resulted in misconception to many students. Thus, accurate and detailed explanation on RDA and food guide should be included in the middle school Technology and Home Economics textbooks, so that to help application to healthy eating in the future daily dietary life.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.55-75
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• 2010

The purpose of this study is to analyze how the emphasis of the 2007 curriculum revision is reflected on the units of 'Adolescence Self-Management' and 'Adolescence Consumption life' in the Technology·Home Economics textbooks that are used in middle school from this year. The entry style of large, middle, and small units, the objectives statements, the main contents, the activities, illustrations/tables/pictures, the supplemental materials, and the ending style of middle and large units of 12 Technology·Home Economics textbooks were analyzed. Among the several specific emphasis in the 2007 curriculum revision, 3 major emphasis were selected. The 3 major emphasis that were selected were: practical reasoning process, sustainable consumption life, and career education. How these 3 emphasis were reflected in the various parts of the 12 textbooks were analyzed using the criteria found in the literature. The purpose of this study is to analyze how the emphasis of the 2007 curriculum revision is reflected on the units of 'Adolescence Self-Management' and 'Adolescence Consumption life' in the Technology·Home Economics textbooks that are used in middle school from this year. The entry style of large, middle, and small units, the objectives statements, the main contents, the activities, illustrations/tables/pictures, the supplemental materials, and the ending style of middle and large units of 12 Technology·Home Economics textbooks were analyzed. Among the several specific emphasis in the 2007 curriculum revision, 3 major emphasis were selected. The 3 major emphasis that were selected were: practical reasoning process, sustainable consumption life, and career education. How these 3 emphasis were reflected in the various parts of the 12 textbooks were analyzed using the criteria found in the literature.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• Journal of the Korean Society of Food Culture
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• v.25 no.4
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• pp.400-409
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• 2010

This study investigated the food and dietary educational content in primary, middle and high school textbooks in order to provide fundamental data for the development of educational programs on Korean traditional food culture. The research objects consisted of 51 kinds of textbooks (15 kinds of primary school textbooks, 29 kinds of middle school home economics textbooks and 7 kinds of high school home economics textbooks), and the contents related to food and dietary education were counted and analyzed. The content analysis was performed using two categories: application method and subject matter. Application method included texts, cases, visual aids (pictures, photos, illustrations, chart, etc.) and activities, whereas subject matter consisted of seven types (well balanced nutrition and health, understanding of food and nutrition, cooking principles, cooking lessons, traditional foods and culture, others). The results of the application method in primary school textbooks show that visual aids were the most common in all six grades. For the subject matter, 'understanding of food and nutrition' was most abundant in primary school textbooks while 'well balanced nutrition and health' accounted for a large part of the contents in middle school textbooks. However, the contents regarding traditional foods and culture were insufficient in primary and middle school textbooks. These results suggest that educational contents on traditional foods and culture should be added to primary and middle school textbooks and covered in various subjects. Furthermore, high school 'home economics' contents need to emphasize comprehensive food and dietary education and adjust to 'science & technology for life'.

• Korean Journal of Human Ecology
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• v.24 no.2
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• pp.297-325
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• 2015

The purpose of this research is to analyze content elements of Housing area in 2013 middle school Technology Home Economics textbooks 1 and 2, total of 22 according to 2009 revised curriculum. The analysis method was content analysis, focusing on contents of main text, tables & figures, reading material, and activity materials by their content elements. This research will contribute in obtaining suggestion for the post curriculum/textbook development and helping teachers to perform a lesson. The results are as follows. First, Housing area included 1 to 4 content elements per each units, from 2 chapters and 6 units. The content elements stated in Home economics curriculum were total of 16 which consists of 'the meaning of housing,' 'housing types,' 'family forms,' 'family life style cycle,' 'life style,' 'neighboring environment,' 'co-living values,' 'air environment,' 'heat environment,' 'light environment,' 'acoustic environment,' 'space division,' 'circulation', 'effective use of space,' and 'sustainable dwelling practice.' All of these components are dealt with in every textbooks. Second, the numbers of content elements provided in each textbooks were the same, however they showed difference in their contextual aspect. Some contents need supplemental material for their lacking content element. Others need proper understanding of the concept because some showed different contents from the appropriate content elements. Third, repetitions in content elements were observed, the contents of 'co-living values' in textbook 1 and 'sustainable dwelling practice' in textbook 2 were similar in terms of eco-friendly housing, co-housing and universal housing. These two content elements should be merged as one next curriculum, or should be stated together in one subunit.