• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.15-33
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• 2007

The purpose of this study is to find the effect of improvement in student's learning attitude when applying portfolio, which is one of the ways for the performance's assessment suggested as an alternative of traditional assessment for the instruction of Home Economics subject. The results of this study were as follows; 1. We have developed the Portfolio materials; teaching and learning plans, the paper of activities of the class, materials of the instructions, and assessment materials from the instruction of total 13 times in the unit of 'making short pants'. 2. The instruction,'Making short pants' with applying portfolio, is very effective in terms of changing student's learning attitude positively - pride, self-confidence, interest, conscience of purpose, motivation for achievement, focus surroundings, self-study, friendship among classmate and etc. 3. The result of analyzing students 'thoughts shows that the majority over 90% of the students showed the positive attitude toward applied portfolio instruction. Here are the reasons that 'it's helpful to study', 'it can be focused better on the instruction', 'it give them satisfaction and couidence' and 'it can be increased abilities studying by oneself'. on the other hand, the negative side of the instruction applied portfolio is that it requires too much time to prepare portfolio materials. there is pressure because of a lot of assignments to do. Based on this result, we are expecting to increase student's interest in the middle school class of Technology and Home Economic and also to achieve development of the method of teaching and learning to enhance student's learning attitude.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.1-12
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• 2007

This study analyzed the recognition and utilization regarding teacher's guidebook for middle school technology-home economics class in the 7th Educational Curriculum. The data were collected via e-mail to teachers teaching home economics in middle schools. These e-mail addresses were acquired from middle school web pages registered on the Educational Board. The 355 data were analyzed using the SPSS program. The results were as follows: First, teachers recognized highly the necessity of teacher's guidebook. However, as the actual guidebook was not adequately helpful, the overall degree of satisfaction was relatively low. Teachers utilizing guidebook had more positive recognition on teacher's guidebook than teachers who did not. And teachers majored in technology education thought teacher's guidebook more helpful compared with teachers majored in home economics education. Second, teachers referenced teacher's guidebook mostly for field practice guidance. Third, teachers who did not utilize teacher's guidebook used other reference materials such as Internet Web sites and audiovisual materials. They were most commonly used for the reason that the contents were ample and easy to access. Fourth, the followings were suggested to improve teacher's guidebook. The provision of learning contents that can be practically used in class, the various samples of teaching-learning method, the specified methods of planning and criteria for performance assessment, the adequate supplementations regarding textbook contents, and the improvement of the outward layout format of the guidebook.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.51-69
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• 2009

This study is intended to provide fundamental information to improve the quality of student activities presented in the Clothing & Textiles How to Dress Appropriately' section of the current middle school 'Technology Home Economics' textbooks so that Home Economics may better reflect students' interests, making it applicable in real life. The survey was conducted to 154 male and 160 female students on their preferences regarding student activities. The results are as follows. First, students who like clothing & textiles section regard "Opportunities to take part in various kinds of practices and student activities" as the major reason for preference. And the single biggest reason why they dislike the unit was due to "Too much contents to be memorized." Among various contents regarding dress in the unit, "How to Wear Clothes That Look Good on Me, and the Right Ways to Wear Them" attracted the most attention, regardless of what contents they consider necessary, interesting, or helpful in real life. Second, as for the time of implementation of the activities, students preferred "End of each class". They also preferred small-group activities (group size), well-structured problems (type of problems) and tasks that require analysis based on theoretical principles through experiments and practices (methods of implementation). Third, the findings as to the actual experience of conducting the student activities indicated that, in most cases, student activities were conducted in accordance to what was suggested in the textbooks, but not to what the students preferred. Therefore, in order to make home economics more applicable to students, it is desirable to focus on their everyday lives as is favored by the students, and increase small-group activities. Also, suggesting various and comprehensive problematic situations such as non-structured, open-ended problems and encouraging diverse implementation would be helpful in improving students' critical and creative thinking abilities.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.75-88
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• 2003

The purpose of this study was to grasp the instruction type and the school hours allocations for the$\ulcorner$Technology and Home Economics$\lrcorner$united on the Korean education course revised seventhly and to offer the basic materials for the efficient curriculum implementation type through proving that how are the degree of studying load of students, interest, necessity, and satisfaction and whether those are affected or not. The subject of this survey were 297 students at first grade in boys high school, girls high school, and coeducational school located in the Chungnam-Province, Taejeon Megalopolis City. The period of this survey was from 30th Sep. 2002 to 5th Oct. 2002. The results were as follows; 1. In the implementation type of the curriculum. whole charge teaching was twice times as much as alloted teaching. 2. About half of the students(54.2%) recognized that the burden of study was less than before. More two third of students(72.4%) were satisfied with implementation of subject. The coeducational school and girls high school students were being more satisfied than the boys high school students, and students educated by alloted teaching were more satisfied. 3. The field of Home Economics was higher than the field of Technology in the degree of interest and necessity for$\ulcorner$Technology and Home Economics$\lrcorner$curriculum contents. 70.8% of the respondents was satisfied for the content materials. The coeducational school and the girls high school students were more satisfied with the course content than boys high school students.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.117-131
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• 2017

This study was performed to analyze education contents related to milk in current home economics textbooks of middle school, and to investigate intake status, consumption behaviors, perception and nutritional knowledge of milk and dairy products among 364 middle school students in Gongju for improvement of milk education in home economics subjects and milk intake of adolescents. As a result, education contents of milk and dairy products in home economics textbooks currently applied in middle school were major nutrients, consumption method for balanced diet, and selection and storage of milk and dairy products, thus it tended not to match current food trend. Only 30.5% of subjects met 2 cups of milk a day, the recommended level. The main reason for drinking milk was to 'be taller' and 'to quench thirst' and there was a difference by gender(p<0.01). The rate of not participating in school milk program was 23.1% of total and its satisfaction was moderate. The most popular dairy products by subjects were ice cream, followed by yogurt and cheese, and the choice of milk was focused on 'taste' or 'expiration date'. The rate of knowing certification mark of K-MILK was low at 28.8%, and most subjects knew as 'domestic milk use'. In home economics class, experience-based learning such as cow ranch experience was the most preferred instruction method for milk followed by laboratory practice and lecture, and there was a difference by gender(p<0.001). Perception degree of milk and dairy products was moderate and male subjects were more positively perceived than female subjects(p<0.01). Nutritional knowledge level of milk and dairy products was moderate and female subjects were higher than male subjects(p<0.01). Therefore, education contents of milk and dairy products of home economics textbooks of middle school should be centered on real life in accordance with food trend, and applied student participation-based instruction methods such as experience-based learning. In addition, it is necessary to enhance taste and merchandise of milk and to provide them with preferred milk and dairy products in school milk program for improvement of milk intake of adolescents.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.81-96
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• 2020

This study aims to identify implications for the role of home economics in consumer education in middle schools focusing on building consumer competency. To this end, the content in middle school textbooks of home economics and other subjects, written according to the 2015 revised curriculum, were analyzed. This study examined consumer education content based on the consumer competency measurement index developed by the Korean Consumer Agency, and reviewed different foci presented by subjects. This study also investigated how the knowledge, attitude and practice, which are components of consumer competency, are presented. The major findings of this study can be summarized as follows: First, consumer competency content, presented in textbooks of home economics and other subjects, were comprised of citizenship competency(65.3%), transactional competency(27%), and financial competency(7.7%). Second, in terms of content on the consumer's citizenship competency, little attention was paid to consumer rights, revealing an imbalance between responsibilities and rights. Third, despite its importance, the "utilization of information and communications technology" in transaction competency, and "consumer participation" in citizenship competency are insufficiently covered in the home economics. Fourth, social studies was the subject that most extensively covered the content of consumer competency. In terms of scope, home economics dealt with most of the sub-fields. Fifth, even when the same content of consumer competency was covered, it was presented differently by subject. Sixth, there was a lack of connection between components of consumer competency-knowledge, attitude, and practice, with a disproportionately high emphasis on knowledge. In conclusion, this study concluded that consumer education content of middle school subjects is insufficient to enhance consumer competency.

• Journal of the Korean Home Economics Association
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• v.33 no.1
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• pp.71-82
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• 1995

This study was carried out to investigate the introduced household machines during the industrial period and the effect of them on housework. This study utilized the methods of historical research. The major findings of this research were as follows; (1) The method and process of housework was altered dramatically by the introduction and spread of household machines during the industrial period. (2) Household machines made housework more easy and timesaving but they had little effect on the houseworker's total burdens because of the rising standares, the addition of new housework and the return of housework to the home which had bean substituted by the market services.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.75-86
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• 2002

The purpose of this study is to analyze the effect of Web-based small group discussion on the achievement and satisfaction in the practice-planning phase of Technology and Home Economy. The subject of this study consists of 68 students of a middle school. The 7r7up is divided into two subgroup. the Web-based discussion croup and the face-to-face discussion grouts. each of which has 34 students. The achievement is estimated by individual reports. practice plans and the overall evaluation sheets. To estimate the satisfaction of students. the test sheets were used. together with the interviews of sampled students from both group. The results show that there is a statistically significant difference in the performance of practice between the two groups with the significant level of 0.05(p<0.05). There is also some difference in the satisfaction between the two groups.

• Journal of the Korean Home Economics Association
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• v.39 no.3
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• pp.11-23
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• 2001

Parental attitudes and mediation of children's television viewing has focused primarily on broadcast television, although recent developments in technology have greatly expanded the availability of VCRs in home environment. To build a more comprehensive model of parental mediation of TV Viewing in the new video environment, this article analyzed parental attitudes toward children's video viewing and factors associated with parental mediation of children's video viewing using questionnaire responses from 659 mothers of four to six-year-old children. Both restrictive and evaluative parental mediation were associated with not only parental factors but also contextual factors. Descriptive data on parental attitudes and mediation of children's video viewing were also presented.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.87-103
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• 2011

The purpose of this study was to develop a teaching-learning program for the unit 'youth sex and peer relationship' of middle school seventh - grade technology & home economics by applying Keller's ARCS model in five stages: analysis, design, development, implementation and evaluation. In the analysis stage, earlier studies of motivation were analyzed, and a survey was conducted to select ARCS strategies, in the design stage, in which way motivation strategies should be designed, in the development stage, a teaching-learning program for eight sessions was developed in accordance with the two practical problems. In the implementation stage, middle school seventh graders took six sessions according to the program, in the evaluation stage, the highly applicable teaching-learning program was finalized in response to the needs of the students. This study focused on revising ARCS strategies which provide in the teaching-learning programs by implementing and evaluating. Students desired for interesting instruction. It was necessary to develop new ARCS strategies can apply to Home Economics.