Home Economics Courses Research Articles

Development and Evaluation of Home Economics Dietary Education Programs for Improving the Sustainable Dietary Competencies of High School Students

This study aimed to develop, and evaluate the effectiveness of, a home economics dietary education program that could be used to improve high school students’ sustainable dietary competencies. To achieve this goal, learning objectives and elements were selected for the education program to improve the students’ sustainable dietary competency. The content validity of this program was verified with numerous experts. After implementing the new educational program, its effect on high school students' sustainable dietary competencies was assessed through pre- and post-tests. The results of this study are summarized as follows. First, through the textbook analysis, the necessity of developing an educational program that can cultivate the three areas that constitute a sustainable diet (environment, health, and consideration) was confirmed. Second, a total of nine teaching and learning plans for sustainable dietary education programs were developed. From there, content validity verification was conducted by experts, indicating that the developed educational program was highly applicable in the field. Third, after the implementation, a survey was conducted based on a questionnaire consisting of 20 items related to three areas of sustainable diet, while the pre- and post-test assessment indicated statistically significant differences in all three areas: environment (pre: 3.40, post: 4.46, p<.001), health (pre: 3.15, post: 4.32, p<.001), and consideration (pre: 3.46, post: 4.48, p<.001). It is expected that the educational program developed in this study will be used as a basis for dietary education that fosters food citizenship in high school home economics courses.

Collaborative participation in a home economics context: using school meals as a part of sustainable education

ABSTRACT This action research study explores how co-developing school meals can be taken as a case for education for sustainable development, as integrated to home economics education. We analyse a seven-month-process of collaborative participation in a Finnish secondary school conducted with two home economics teachers, a school food manager, and students during a voluntary home economics course. Data include interviews, multi-professional meetings, and professional reflections of the named school staff members (N = 3), as well as students’ (N = 8; 7th grade; aged 13–14 years) learning diaries, interviews and feedback questionnaire. We develop the term shared food sense (joint understanding, collective application, re-definition of co-action) as a conceptual tool for analysing food-related learning outcomes of the collaborative process. Analyses focused on 1) tensions emerging during the participatory work and 2) outcomes achieved through negotiation and collaboration, including roles that became possible for students to enact. Results show that collaboration succeeded in offering young people opportunities to influence and voice their opinions of school meals, as well as novel modes of interaction across the school’s social. However, students’ experiences of the participatory work varied, and power hierarchies among the different participating groups remained rather unchanged, demonstrating tensions between ideals and realities of participation.

Factors affecting the choice of Home Economics course by male students in the Northern Province of Sierra Leone

Factors affecting the choice of Home Economics course by male students in the Northern Province of Sierra Leone

أثر استراتیجیة التناقض المعرفی فی تدریس مادة الاقتصاد المنزلی على مستوی التحصیل الدراسی ومهارات التفکیر التحلیلی لدى طالبات الصف الأول الثانوی. The Impact of Cognitive Paradoxical Strategy for Teaching Home Economics Course in Developing Cognitive Achievement Level and Analytical Thinking Skills among First Year Female Secondary School Students

هدف البحث الحالي إلى تحسين مستوى التحصيل الدراسي ومهارات التفکير التحليلي لدى طالبات المرحلة الثانوية، واتبعت الباحثة المنهج الوصفي التحليلي والمنهج شبة التجريبي، وتکونت عينة البحث من (60) طالبة من طالبات الصف الأول الثانوي ، تم تقسيمهن لمجموعتين ضابطة ( درست بالطريقة المعتادة) وتجريبية ( درست باستخدام استراتيجية التناقض المعرفي) ، وتمثلت أدوات البحث التي اعدتها الباحثة في الاختبار التحصيلي في وحدتين من مقرر الاقتصاد المنزلى للصف الأول الثانوي ، واختبار التفکير التحليلي ، وقد أسفرت نتائج البحث عن وجود فرق دال إحصائيا عند مستوى (0,01) بين متوسطي درجات طالبات المجموعتين التجريبية والضابطة في الاختبار التحصيلي ککل وفى کل مستوى من مستوياته الفرعية (التذکر – الفهم- التطبيق – التحليل – الترکيب- التقويم ) لصالح طالبات المجموعة التجريبية, کما تبين وجود فرق دال إحصائيا عند مستوى (0,01) بين متوسطى درجات طالبات المجموعتبن التجريبية والضابطة فى اختبار التفکير التحليلي ککل وفى کل مهارة من مهاراته الفرعية ( إجراء الملاحظة النشطة، علاقة الجزء بالکل، المقارنة المقابلة ، التصنيف، التوقع التنبؤ, اختيار البدائل، الإستدلال اللفظى) لصالح طالبات المجموعة التجريبية. The aim of the current research is to improve the level of academic achievement and analytical thinking among high school student. The researcher followed the descriptive analytical and the semi-experimental approaches. The research sample consisted of (60) students from the first year of secondary shcool, they were divided into two control groups (studied in the usual way) and experimental (studied Using the cognitive paradoxical strategy), and the research tools prepared by the researcher in the achievement test were represented in two units of the home economics course for the first secondary class. The analytical thinking test, and the results of the research were in a statistically significant difference at the level (0.01) between the mean scores female students of the experimental and controlling groups in the achievement test as a whole and in each of its sub-levels (remembering - understanding - application - analysis - composition - evaluation) in favor of students of the experimental group, as it was found that there is a statistical difference at the level (0.01) between the average scores of female students of the two groups Experimental and control in the analytical thinking test as a whole and in each of sub-skills (conducting active observation, part-to-whole relationship, corresponding comparison, classification, expectation prediction, choice of alternatives, verbal reasoning) in favor of students of the experimental group

Geç Dönem Osmanlı Kız Mekteplerinde Fennî Ev İdaresi Eğitimi: Müfredat ve Ders Kitapları

Bilimsel verilere ve modern standartlara dayali ev idaresi dusuncesi on dokuzuncu yuzyilda gundeme gelmis ve yuzyilin ortalarindan itibaren ev idaresi bagimsiz bir ders olarak kiz okullarinin mufredat programlarinda yer almaya baslamistir. Ev idaresi bilimsel bir alan olarak evin duzeni, fiziksel kosullari, temizlik, evde saglik, isinma, giyim, cocuklarin bakimi ve terbiyesi, yemek, sofra duzeni ve âdâb-i muâseret gibi ev ile ilgili pek cok konuda bilimsel ve pedagojik standartlar belirlemekte ve bu sekilde evde profesyonelligi ve verimliligi artirmayi hedeflemektedir. Modernlesme oncesi Osmanli dunyasinda, ahlakin konusu olan ve ahlak kitaplarinin bir bolumunu olusturan ev idaresi, on dokuzuncu yuzyilin ikinci yarisindan itibaren kitaplar ve sureli yayinlarda mustakil bir alan olarak ele alinmakta ve kiz mekteplerinde ders olarak okutulmaktadir. Standart, disiplin, duzen, rasyonellik, pragmatizm ve hijyen bu yeni ev idaresinin ana prensiplerini olusturmaktadir. Bu makale, devletin egitim politikasi olarak ev idaresinin gec donem Osmanli kiz mekteplerinde fenne dayali bir ders olarak okutulmasini ele almakta ve bu baglamda ders kitaplarini, talimatnameleri, nizamnameleri ve sureli yayinlari incelemektedir. Makale, kiz mekteplerinin mufredat programinda ev idaresi derslerinin yerini ve agirligini irdelemekte ve ilgili mufredat programlarinin ve ders kitaplarinin gundemi ile muhtevasini, Osmanli modernlesmesi ve kadinlarin egitimi meselesi cercevesinde tartismaktadir.

Analyzing the Status of Performance Assessment in Middle School Technology Education in Chungnam

2015 개정 교육과정은 학생중심활동의 수업과 동시에 과정중심 평가를 강조하고 있다. 이 연구는 충남 지역 모든 중학교에서 2018년 실시되고 있는 수행평가의 현황과 실태를 조사하였다. 이를 위해 학교알리미 웹사이트에서 충남중학교 193개교의 연간 수업계획 및 수행평가 계획서를 받아 분석하였다. 주요 분석 항목은 기본 학교 정보, 기술교육과 관련된 정보, 수행평가와 지필평가의 비율, 기술 수업에서의 수행평가 내용과 도구이다. 자료 조사와 분석의 신뢰도를 위해 조사 분석표를 개발하였고 이를 기반으로 분석하였으며 최종적으로 신뢰할 수 있는 분석 자료 확보를 위해 기술교사 3인에 의한 검토를 받았다. 이 연구는 조사 대상인 193개 학교 중 공개된 자료가 불충분한 8개교를 제외한 185개 학교의 자료를 대상으로 하였다. 분석 결과는 다음과 같다. 첫째, 지필고사의 실시는 자유학기제의 실시로 인해 1학년에서 미실시가 가장 많았다. 둘째, 수행평가의 내용에 대한 분석 결과에서 수행평가의 내용 영역은 제조기술(86건) 영역에서 많이 수행되었으며 건설기술(79건), 수송기술(59건)의 순서로 나타났다. 가장 적은 수행영역은 생명기술(2건)으로 나타났다. 셋째, 포트폴리오 평가(94건)를 이용한 수행평가가 가장 많았으며 완제품평가(72건), 평가요소 체크리스트법(44건)이 뒤이어 나타났다. 중학교에서의 수행평가는 자유학기제의 실시와 상호 관련성이 높아 기술교육의 수업과 평가에도 영향을 미치고 있다. 게다가, 현장의 기술수업은 학생중심의 활동과 과정중심 평가를 위해 보다 다양한 평가 방법과 균형 잡힌 수행평가의 내용이 필요하다.2015 national curriculum has emphasized a students’ activity-based instruction with a process-based assessment. This study investigated the status of how performance assessments were performed for all middle school technology education programs in the Chungnam province. Annual semester school plans and performance assessment plans of 193 middle schools were downloaded from the School Information Announcement website to investigate basic school information, background information related to technology education, proportion of performance assessment and written exam for technology, and contents and tools for performance assessment in technology classes. This study developed analysis table and a review group by three technology teachers for reliable research procedure. This study analyzed 185 cases excluding 8 schools which had insufficient information for performance assessment in technology and home economics subject. The results from this analysis were the following: First, there were many schools did not provide written tests for the seventh graders in technology and home economics courses because of the free semester plan. Second, manufacturing technology was the most prevalent with 86 cases as a learning area topic of performance assessment. Invention (29 cases) and Biotechnology (2 cases) were not enough regarding the content for performance assessment. Third, performance assessment using a portfolio was widely utilized (94 cases). In addition, there were final artifacts(72 cases) and checklist(44 cases). Performance assessment has been implemented with a strong connection to the middle school free semester system regarding the instruction and assessment. Moreover, this study recommend that technology education classrooms should have more diverse assessment methods and balanced assessment topics or contents for students’ participation centered activities and process centered assessment.

A Comparison of the Family Life Area in Korean Practical Arts Course and Japanese Home Economics Course : An Analysis of Curriculum and Textbooks

본 연구의 목적은 한국 초등학교 실과와 일본 소학교 가정과의 가족생활 영역에 대한 교육과정 및 교과서의 내용을 비교 분석함으로써, 향후의 실과 가족생활 영역의 내용 개선에 시사점을 얻고자 하는 데 있다. 이를 위해 한국 실과는 2011 개정 교육과정과 4종의 검정 교과서, 일본 가정과는 2008년에 개정된 소학교 학습지도요령 가정 편 및 그 해설과 2종의 검정 교과서를 선택하여 심층적으로 비교 분석하였다. 연구결과는 먼저, 양국 모두 ‘나의 성장과 가족’, ‘가정일과 가족원의 역할’에 관한 단원은 공통적으로 다루어지고 있었는데, 일본 가정과에는 ‘가족·이웃과의 관계 에 관한 단원이 추가 적으로 다루어지고 있었다. 가정이 지역사회와 분리된 영역이 아닌, 연계된 영역이라는 것을 고려했을 때 학습내용 대상의 범위 확대를 제안할 수 있겠다. 또한 양국이 공통적으로 다루고 있는 단원에 있어서도, 구체적인 학습내용에는 차이가 보였다. 한국 실과는 자신의 성장 과정의 특징, 가족의 의미, 다양한 가족의 형태 등 구체적인 설명에 중점을 둔 내용인 데 비해, 일본 가정과는 학습내용에 관한 정의 및 종류, 예시 설명은 거의 다루어지고 있지 않았다. 자신의 성장을 돌이켜 보거나, 자신과 가족의 생활시간을 살펴봄으로써 가족의 소중함을 깨닫고, 가정생활(의식주생활, 소비생활과 환경)의 협력의 필요성을 이끄는 데에 주안점을 두고 있었다. 이렇듯 본 연구에서는 가족생활 영역에 관한 교육과정 및 교과서의 한일 비교 분석을 통하여 공통점과 차이점을 도출하고자 하였다. 이러한 연구결과는 가족생활 영역의 학습을 통해서 가정생활 전반에 관한 관심을 높이는 동시에 타 영역과의 연계 학습을 고려하는 데 있어서 참고할 수 있는 계기가 될 것이다.This study aims to obtain implications for improving the contents of family life area in the Korean practical arts course and the Japanese home economics course through analyzing the contents of curriculum and textbooks in both countries. To this end, the authors of this study selected and compared the Korean 2011 revised curriculum, Korean four authorized textbooks for the practical arts course, and the Japanese elementary school teaching instruction for home economics and two Japanese authorized textbooks for Japanese course. The results of this study are as follows. First, the chapters titled “My Growth and Family” and “Family Life” were commonly included in both countries, and the chapter titled “Relations with Family and Neighbors” was included only in the Japanese home economics course. Considering that the family life is not a separate area from the community, it could be suggested that extending the scope of the learning contents. Second, there was a difference in the units of specific learning contents in the same titled chapters. In the case of the Korean practical arts course, the contents were knowledge-oriented and focused on providing a detailed explanation of meaning, including one’s own personal background, meaning of the family, and various forms of family. In the case of the Japanese home economics course, on the other hand, the definition and kinds of family and explanations of examples were barely discussed in the textbooks. As a result, in this study, commonalities and differences were drawn through the comparative analysis of the curriculum and textbooks on the area of family life in Korea and Japan respectively. These findings may serve as an opportunity to raise the overall interest in family life through the learning of family life areas and to consider the study of links with other areas.

家政系女子大生の被服製作に対する意識と基礎知識(第2報) : 製作に対する意識と基礎知識の定着との関連

家政系女子大生の被服製作に対する意識と基礎知識(第2報) : 製作に対する意識と基礎知識の定着との関連

目標行動設定に関する実験的検討 : 高校"家庭一般"について

目標行動設定に関する実験的検討 : 高校"家庭一般"について

家庭科における性に関する指導の変遷(1) : 戦後から男女共修開始まで

家庭科における性に関する指導の変遷(1) : 戦後から男女共修開始まで

家庭科における性に関する指導の変遷(2) : 男女共修開始時から現在まで

家庭科における性に関する指導の変遷(2) : 男女共修開始時から現在まで

教員養成家庭科カリキュラムにおける「教科内容構成力」の育成

教員養成家庭科カリキュラムにおける「教科内容構成力」の育成

Perspectives on learning to cook and public support for cooking education policies in the United States: A mixed methods study

Declines in cooking skills in the United States may contribute to poor diet quality and high obesity rates. Little is known about how Americans learn to cook or their support for cooking education policies. The objective of this study was to examine how Americans learn to cook, attributions of responsibility for teaching children how to cook, and public support for policies to teach cooking skills. We used a concurrent, triangulation mixed-methods design that combined qualitative focus group data (from 7 focus groups in Baltimore, MD (N = 53)) with quantitative survey data from a nationally representative, web-based survey (N = 1112). We analyzed focus group data (using grounded theory) and survey data (using multivariable logistic regression). We find that relatively few Americans learn to cook from formal instruction in school or community cooking classes; rather, they primarily learn from their parents and/or by teaching themselves using cookbooks, recipe websites or by watching cooking shows on television. While almost all Americans hold parents and other family members responsible for teaching children how to cook, a broad majority of the public supports requiring cooking skills to be taught in schools either through existing health education (64%) or through dedicated home economics courses (67%). Slightly less than half of all Americans (45%) support increasing funding for cooking instruction for participants in the Supplemental Nutrition Assistance Program (SNAP). Broad public support for teaching cooking skills in schools suggests that schools are one promising avenue for policy action. However, school-based strategies should be complemented with alternatives that facilitate self-learning. More research is needed to identify effective means of teaching and disseminating the key cooking skills and knowledge that support healthy eating.

Using Beanbags to Develop a Consumer Safety Lesson into a Home Economics Course

Using Beanbags to Develop a Consumer Safety Lesson into a Home Economics Course

A Study of Consumer Citizenship Education in Home Economics Courses for High School Students Based on Social and Civic Competencies

A Study of Consumer Citizenship Education in Home Economics Courses for High School Students Based on Social and Civic Competencies

Multi-Sensory Approach through the Use of ICT for the School Inclusion of a Child with Down Syndrome

In this research, it was examined whether the use of multi-sensory approach through the use of ICT could help a student with Down syndrome, who attended the 1st grade of the mainstream secondary school, to correspond of the school curriculum of the Biology, Geography and Home Economics courses and to socialize. A qualitative approach was chosen. The results showed that the school inclusion of the student was successful.The differentiated intervention and the use of ICT was determinant for the courses of Biology and Geography, in which were remarked students best attainments. In addition, it should be noted that the student could correspond in the majority of the objectives of the curriculum for the course of Home Economics. As a conclusion, the student through the use of ICT managed to achieve not only a better level socialization, but also he managed to reach the majority of the objectives of his individual educational plans (IEP) program for the development of his motor, speech, language, reading, writing and memory skills.

Knowledge and attitudes of adolescents regarding home economics in Tromsø, Norway

AbstractThe purpose of this study was to investigate the knowledge and attitudes of adolescents in Tromsø relating to nutrition; whether pupil behaviour and attitudes regarding nutrition had changed in the tenth grade compared with the eighth grade; and whether this was linked to pupils’ home economics lessons in grade 9. In total, 606 adolescents (321 boys and 285 girls) were studied on two different occasions – 2002 and 2005. A food frequency questionnaire focusing on 16 different food and beverage groups was used. It investigated knowledge and attitudes, the amounts of food items consumed and the socio‐economic situation of the participants and their families.The study produced interesting findings. The boys had surprisingly low knowledge of fruit and vegetables that did not change in a positive direction, between the eighth and tenth grades. The change among the girls was very small and therefore this study concludes that the teaching of home economics had no significant influence on the pupils’ knowledge of and attitudes towards eating fruit and vegetables. The study of home economics does not appear to enhance adolescents’ skills and attitudes to the extent expected from the curriculum. But there are gender differences at both grades. Changes in the home economics course are necessary to improve children's and adolescents’ knowledge and attitudes. Increased focus on the scope and variety of teaching methods will be a key to improvement. Future research is required to understand the potential of the home economics curricula to change adolescents’ knowledge about and attitudes to home economics in Norway.

FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES

The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers’ integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn’t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education. Key words: education, home economics, integration, mathematics, natural sciences, teacher.

中学校「技術・家庭」における食生活指導の検討

中学校「技術・家庭」における食生活指導の検討

Insight from the Public on Home Economics and Formal Food Literacy

In 2010, a newspaper article speculating about the inclusion of cooking in the Queensland, Australia, school curriculum was published. Readers were invited to post comments to a newspaper-managed blog. Ninetyseven posts were made. These posts (N = 97) comprise the data for this study. Data were analyzed using Leximancer to determine frequency and connection of terminology. The analysis found ''cooking'' to be the core concept, connected to either the ''school'' (formal learning) and / or to the ''home'' (informal learning). Content analysis determined the themes and their relative frequency. Three main themes were generated: informal food literacy learning, formal food literacy learning in schools, and formal food literacy learning in home economics. Subthemes in the formal food literacy theme included: status (should a home economics course be compulsory?), enjoyment of home economics in school), and gender (with many positive comments from male respondents). The findings of this study represent a first step in understanding the potential contribution of home economics to develop food literacy.