• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.131-148
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• 2011

The purpose of this study was to analyze the contents of housing area in Technology Home Economics textbooks of the 2007 revised curriculum which was published in 2011. The structure and the contents of housing area which are consisted of housing/living environment and use of housing space were analyzed. This study aims to examine the changes in the newly revised textbooks as well as suggesting advice for the more improved revised one in the future. For this purpose, this study employed 11 different textbooks and the results were the followings: each textbook had different quantity of pages dedicated to housing area but commonly had the wide range of terminology, plentiful amount of tables/diagrams, reading and activity materials sufficient to have students to carry out in practice. Also, the newly added contents of local area and eco-friendly life are analyzed to be well reflecting the 2007 revised curriculum. In future textbook development, it will be important that the issue of low birth rate, population ageing and green-life to be included as well as emphasizing the content of the network within the local area in order to actively prepare for the environmental issues.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.133-153
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• 2010

The purpose of this study is to find out the philosophy embedded in the newly revised 2007 Home Economics curriculum. Furthermore, it analyses the current situation and future tasks of textbooks in view of that philosophy. With this analysis it tries to give alternative teaching-learning strategies for making the best use of the existing textbooks. This study deals with the newly revised 2007 Home Economics curriculum. It also analyses the twelve sorts of textbooks for the first grade students in secondary schools, which are supposed to be based on that curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, in the character and objectives of the curriculum is embedded the critical science perspective of Home Economics curriculum. Second, the current situation and future tasks of the textbooks are analysed with the criteria by Yang, mi-kyung about textbook construction. And we have ascertained the following problems. The current textbooks are not well designed so that teachers have the appropriate orientation, encourage students to nurture the critical thinking abilities, and urge students to employ practical reasoning in the context of society, history and culture. Third, this study proposes five alternative teaching-learning strategies for making the best use of the current textbooks in order to tackle the above-mentioned problems.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.123-142
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• 2012

The purpose of this study is to find out how career education has been positioned in secondary school home economics education, and to clarify the identity of career education as one part of home economics education. Furthermore, this study tries to give alternative teaching-learning strategies for life career education across the life span. It deals with home economics curricular and journals. It also analyses the 21 sorts of home economics textbooks and one career and vocation textbook in secondary school, which are supposed to be based on the newly revised 2007 curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, career education has been positioned as one part of home economics education. Second, both career and vocation education and home economics education have dealt with the contents related to career such as self-understanding, career-exploring, deciding-making related to career, career-designing. However, career and vocation education has focused on 'vacational career', whereas home economics education has focused on 'life career' across the life span. Third, this study proposed three alternative teaching-learning strategies for life career education across the life span.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.65-78
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• 2013

The following experiment was designed to test the students' involvement in the interactive activities and objectives of the relevant chapters in the newly revised curriculum of 2007. The experiment was carried out with the purpose of understanding the level of participation of the Grade 9 students who have successfully completed the Grade 8 "Choice of Food and Diet" and "Table Manners and Dining Etiquette" courses with classified materials such as tables/diagrams/pictures, reading, and activity resources from Technology Home Economics textbooks. The chapters "Choice of Food and Diet" and "Food Preparation and Etiquette" generally emphasize the practical and experiential part of domestic life through using various activity resources; while the tables/diagrams/pictures and reading materials do not provide the students with first-hand experience, they support the students' learning by explaining the basic knowledge required for doing the activities and solving various problems. Within the main training courses, the objectives which the students achieved the highest marks were(in a descending order) "Table Manners and Dining Etiquette" (3.24), "Checking Nutrition Labels, Food Expiration Date, Country of Origin When Buying Food" (3.18), Additionally "Making Food" and "Planning a Healthy, Balanced Diet" hardly met the goals, the result of which shows clear relations to the well achieved objectives from the list of in-class activities that students directly participated in. Therefore, in order to increase the students' interest in the Food and Diet section of Technology Home Economics textbooks, it is recommended to encourage the students to actively engage in the class activities by developing various learning resources and teacher education/pedagogical materials, rather than following the conventional lecture-based teaching methods.