School Home Economics Research Articles

Development of a Satir Model-Based Communication Program in Home Economic Education for Middle School Students

This study sought to address the challenges adolescents face in interpersonal relationships and communication, emphasizing the importance of communication education for their development. Its principal aim was to develop a communication program for middle school home economics education (HEE) based on Satir theory through a process comprising a literature review, program development, and expert evaluation. The program was designed using Satir's iceberg model, highlighting the reciprocal relationship between communication and self-esteem. Its purpose is to enhance self-esteem and communication through self-awareness. The program consists of 8 sessions, 22 activity sheets, 6 video clips, 2 books, 1 music source, 3 online teaching tools, and teacher reading materials. It was finalized after being validated by 9 HEE education experts. The significance of the program lies in the fact it introduces a communication curriculum that can be integrated into middle school education, a critical period for stabilizing communication habits and forming identity. Furthermore, it demonstrates the potential for HEE to offer interconnected lessons that emphasize both self-esteem and communication, addressing previously overlooked aspects by incorporating key elements of Satir theory. Future research should focus on implementing this program in classrooms to evaluate its effectiveness. Additionally, to enhance its practical application, it is essential to improve HEE teachers' understanding of Satir theory through targeted training or professional development.

언어 네트워크를 활용한 가정과 교육과정 비교 분석: 2015 및 2022 개정 교육과정을 중심으로

This study aims to compare the 2015 and 2022 home economics education curricula using a language network analysis, examining changes in core keywords and major topics between these two periods. Keywords from middle and high school home economics curriculum documents of both periods were used to construct language networks, analyzed using centrality measures and topic modeling. The results follow. First, the core keywords of the middle school 2015 revised home economics curriculum were ‘family’, ‘health’, ‘problem’, and ‘solution’, and the core keywords of the 2022 revised home economics curriculum were ‘life’, ‘choice’, ‘environment’, ‘routine’, and ‘change’. In addition, a comparison of six topics extracted by both periods revealed that the 2015 revised curriculum dealt with the contents related to ‘family’ and subject competency (practical problem-solving ability) as core elements, while the 2022 revised curriculum emphasized changes in living environment, daily life, and sustainable choices. Secondly, the core keywords of the high school 2015 revised home economics curriculum were ‘family’, ‘life’, ‘safety’, and ‘problem’, and the core keywords of the 2022 revised home economics curriculum were ‘living’, ‘family’, ‘culture’, ‘life’, and ‘welfare’. An examination of the five topics extracted by both periods confirmed that the emphasis on ‘family’ and ‘safety’ decreased and the influence of content related to life culture, digital environment, and life welfare increased in the 2022 revised curriculum. This study is essential in providing foundational data for developing the next curriculum and offers insights into subject competency, teaching and learning methods, and evaluation.

제4차 산업혁명 시대의 중학교 가정 교과의 3D 프린팅 활용 의생활 메이커 교육 교수⋅학습과정안 개발

The purpose of this study was to develop a teaching and learning plan for clothing maker education in middle schools using 3D printers, one of the key tools of the Fourth Industrial Revolution. This plan aims to revitalize clothing maker education by incorporating maker education programs. The research was conducted in four stages: Analysis, Design, Development, and Evaluation. First, in the analysis stage, the content related to clothing education in the 2015 revised secondary school home economics curriculum was analyzed to derive the elements of clothing maker education and home economics. Additionally, an analysis of equipment suitable for maker education was conducted, leading to the selection of 3D printers and heat transfer printers as maker equipment. Second, in the design stage, the composition of the teaching and learning program based on the TPMS (Tinkering, Practical reasoning, Making together, & Sharing and spreading) model and the selection of media were established. Third, in the development stage, a comprehensive plan was implemented to develop a maker education teaching and learning process that emphasized practical problem-solving. Learning activity sheets, PPT materials, group and self-evaluation forms, and program evaluation tools were also developed. Finally, in the evaluation stage, safety rules were added following expert validation of the teaching and learning plans. Class goals were clarified considering the functions of home economics. The evaluation tools were also revised and supplemented to facilitate student-centered assessment.

Analysis of Factors Influencing Elective Course Selection and Exploration of Strategies to Revitalize Elective Courses in High School Home Economics: Insights from Focus Group Interviews with Home Economics Teachers

As the implementation of the high school credit system and the 2022 revised curriculum approaches, it is crucial to explore specific directions for the future of home economics elective courses. Therefore, this study aims to draw implications for the direction of home economics elective courses by identifying factors that influence high school students’ choices, with a focus on insights from home economics teachers. Furthermore, we aim to investigate strategies that can be used to encourage students to choose home economics elective courses. To accomplish the objectives of this study, we analyzed previous research on course selection factors and conducted focus group interviews (FGI) with seven home economics teachers. As a result, we identified a total of 20 factors that influence students' selection of the home economics elective courses, including "personal preference for the subject", "personal excellence in the subject", "recommendations from friends or seniors", "recommendations from parents", and "recommendations from homeroom teachers". A total of 22 strategies to promote the selection for home economics elective courses were identified through the FGI and presented across different levels: (1) support from home economics teachers and students, (2) the home economics and academic society, and (3) within the school. The findings of this study can serve as foundational research for analyzing the preference of high school students when selecting home economics elective courses. It can also provide a basis for exploring ways to revitalize the selection of newly introduced home economics elective courses in the 2022 revised curriculum, suggesting insights for the development of future home economics curriculum and elective courses.

Access to nutrition advice and knowledge, attitudes and practices of pregnant women in Ireland: A cross-sectional study.

Healthy nutritional status, appropriate gestational weight gain and a balanced diet are important predictors of perinatal health outcomes. However, gaps exist in the translation of nutrition recommendations into dietary practices of women before and during pregnancy. The present study explored the relationship between access to nutrition advice, nutrition knowledge, attitudes and practices among pregnant women. Pregnant women aged > 18 years in Ireland were eligible to complete a self-administered survey consisting of four subsections (demographics, nutrition knowledge, attitudes and practices) delivered online through Qualtrics. In this convenience sample (n = 334,median [interquartile range] gestation, 25.0 [16.0, 34.0] weeks), 85% had at least an honours bachelor degree and 88.9% planned their pregnancy. Two out of five women received nutrition advice during their pregnancy, mostly from a midwife. Based on the percentage of correct answers (of 15 questions), women with previous nutrition education (e.g., school home economics) had better median [interquartile range] nutrition knowledge than those with none (80.0% [66.7, 86.7%] vs. 73.3% [60.0, 80.0%], p < 0.001). Those who received nutrition advice during pregnancy did not score higher than those who did not (73.3% [66.7, 80.0%] vs. 73.3% [66.7, 80.0%], p = 0.6). Over three-quarters of participants considered nutritional supplement use to be very or extremely important. Although 73.6% and 92.4% took supplements prior to and during pregnancy, only 25.7% reported compliance with periconceptional folic acid supplementation guidelines. Half of respondents considered healthy eating during pregnancy as very or extremely important. Access to nutrition advice during pregnancy was inadequate with poor nutrition knowledge, attitudes and practices observed. Accessible, evidence-based nutrition education for women prior to and during pregnancy is required.

Development of a Competency-Based Assessment Framework for High School Home Economics

The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: ‘core idea’ × ‘process’ × ‘context and value’. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed ‘process’ dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.

Effect of psychological intervention in cushioning work-induced stress among secondary school home economics teachers: Implications for policy and administration.

Work demands in the contemporary Nigerian work environment are a critical concern to many including occupational stress researchers. This informed the current study to investigate the effect of psychological intervention in cushioning teachers' stress in public secondary schools in Nigeria. A randomized control design was applied. The participants were 80 secondary school home economics teachers. They were randomized into 2 groups, that is, treatment and waitlisted arms. The former was designed as a 12-session cognitive behavior intervention while the latter was waitlisted and the members received theirs at the end of the study. Both group members were evaluated at the pretest, posttest, and follow-up test to understand the baseline of the problem, treatment outcome, and sustainability respectively. Perceived Stress Scale and Teacher irrational belief scale were used as test tools. Data from the 3-time tests were analyzed using multivariate statistic. The main effect results showed a significant reduction in teachers' stress and irrational beliefs due to cognitive behavior intervention. The follow-up test results also indicate that the impactful benefit of cognitive behavioral intervention on job stress reduction was significantly sustained over time. Regarding the influence of gender, the result shows no significant influence of gender on teachers' job stress in schools. This study suggests that cognitive behavior intervention can decrease work-induced stress among secondary school home economics teachers. Therefore, the management of schools is enjoined to deploy the services of cognitive behavior therapists to monitor the mood and mental health of teachers.

중학교 가정과수업에서 한과를 활용한 식생활 영역 교육활동의 질적 연구

The purpose of this study was to examine students' experiences in the dietary life class using traditional Korean desserts in middle school home economics classes. Participatory observation, in-depth interview, and site data collected in this study were analyzed through emic coding, and the results are as follows. First, students had ‘expectations about Han-gwa lab classes.’ Students were always positive about lab classes, looking forward to eating delicious food and eagerly awaiting their first lab class since entering middle school. Additionally, there were many students who were experiencing Han-gwa for the first time, so expectations about learning about Han-gwa were high. Second, students engaged in ‘self-directed learning through the Han-gwa project.’ In other words, while creating an activity book about Han-gwa, the students realized self-directed learning about the differences between Han-gwa and Yang-gwa (Western-style sweets), and the scientific principles of cooking Han-gwa. Third, students had ‘instilled pride in Han-gwa through lab classes.’ The students learned that there was sufficient awareness and change in values to cherish Han-gwa and to inherit its traditions. Fourth, there was a ‘potential curriculum effect.’ Students who did not experience face-to-face group activities for three years in middle school due to COVID-19 came to recognize the importance of collaboration and even tried making Han-gwa at home. In order for students to have pride in Han-gwa, it was confirmed that it was necessary for home economics teachers at school to actively teach classes on traditional foods and provide students with many opportunities to encounter them.

Considering Self-Care in High School Home Economics Education with the Aid of Scoping Reviews of Mindfulness and Cooking and of Mindfulness and Knitting

Mindfulness is regarded as a systematic process of shaping the innate quality of the mind primarily practised through meditation. As a result, this paper aims to uncover the nature and spirit of mindfulness practice, which should go beyond clinical intervention or disciplined practices, to explore how self-care techniques like food preparation, knitting, and mindfulness exercises can be incorporated into home economics education. The current review found 12 research papers with statements about cooking and 6 on crafting/knitting. Beyond mindfulness eating, the retrieved papers in the current review have captured a few studies that put forward the elements of mindfulness in cooking. Nonetheless, most papers did not treat cooking as a mindfulness practice, but rather as a self-care practice that resulted in similar psychological factors such as awareness, behavioural changes, and self-efficacy. Moreover, the studies and documentation of crafts in home economics education, such as knitting, sewing, and needlepoint, have been described as mindfulness-based activities. Additionally, it acts as a type of self-care by calming down, alleviating tension, and encouraging relaxation. Therefore, home economics classes should be promoted in schools, and self-care and mindfulness exercises should be added to the curriculum.

Development of High School Home Economics Financial Consumer Education Program based on Backward Design

The purpose of this study was to develop a high school home economics financial consumer education program based on backward design and validation by experts. The program was designed and developed by first selecting learning content elements through a review of existing research and an analysis of relevant literature. The next step was to categorize these elements into seven themes and apply the backward design instructional design model 2.0. The program was prepared in the form of a 21st teaching-learning course plan and workbook and was verified by nine home economics teachers with working experience in high school. The evaluation revealed that the average value for all questions was 3.81 (out of 4 points) and the CVR was .99, indicating that the program was valid. In addition, positive evaluations were received in terms of learning goals, content level, and learner participation by class. This study has significance in that a systematic financial consumer education program was developed by Education of Home Economics to improve the financial literacy of high school students. It can therefore be used as an elective course (mini-course) in Home Economics in the high school credit system. A follow-up study will be required to assess the improvement in financial literacy after implementing this program.

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&lt;.001), health (pre: 3.15, post: 4.32, p&lt;.001), and consideration (pre: 3.46, post: 4.48, p&lt;.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.

An Educational Needs Analysis of Home Economics Teachers for Food Literacy Education in Secondary School Home Economics

An Educational Needs Analysis of Home Economics Teachers for Food Literacy Education in Secondary School Home Economics

Development of Middle School Home Economics Teaching-Learning Plans for Digital Literacy Cultivation: Focusing on the ‘Prevention of Sexual Violence’

Development of Middle School Home Economics Teaching-Learning Plans for Digital Literacy Cultivation: Focusing on the ‘Prevention of Sexual Violence’

통합 교육과정 관점에서 본 가정 교과서 통합 사례 연구

This study aims to examine the composition and integration types of middle school home economics textbooks in terms of an integrated curriculum. Using Lee and Dressel's home economics and Drake and Burns' integration types, cases from the first education curriculum to the 2015 curriculum were analyzed. The findings show that from the first to the seventh curriculum periods, interdisciplinary integration was achieved. Also, from the 2007 to 2015 revised curriculum, cross-disciplinary integration using integrated chapter titles was observed. Finally, integrated education content in textbooks included understanding home life, preparing for social change, and learner-centered living. The study recommends continuous research using an interdisciplinary integration approach for enhancing the home economics curriculum and textbooks.

Evaluation of the Psychological Wellbeing of Special Science School Home Economics Teachers

Due to the nature of the teaching profession, teachers at various institutions of learning across the world, particularly in the Nigerian setting, are obligated to take on more academic responsibilities than necessary. According to the literature, researchers attempt to assess the psychological health of instructors around the globe, but no such study has been done in Nigeria with respect to home economics teachers at special science schools. This study, which examined the psychological wellbeing of home economics teachers at Nigerian special science schools, was inspired by the knowledge gap in the field. A cross-sectional survey research design with 156 home economics teachers randomly selected from the population of all home economics teachers in all the special science schools in Enugu State, Nigeria, served as the foundation for this study. A 42-item measure measuring psychological wellbeing was used to collect the data. The scale's psychometric characteristics were accurately estimated. Percentage, bar charts, and t-test of independent samples were used to analyze the data. The findings revealed that the majority of home economics teachers at Nigerian special science schools were found to have very low psychological wellbeing. Further investigation indicated that school location has no significant influence on the psychological wellbeing of home economics teachers. The researcher recommends that the post-primary school management board should establish a supportive academic environment that will promote the psychological wellbeing of the home economics teachers in special science schools.

Comparing Korean and Japanese Middle School Home Economics Curricula Through an ESD Lens

본 연구는 한국과 일본의 현행 중학교 가정과 교육과정에서 식생활, 의생활, 주생활 영역을 지속가능발전교육(ESD) 개념을 중심으로 비교 분석하였다. 이를 위해 세 영역과 관련된 학습요소와 성취기준을 취합하여, ‘다양성’, ‘상호성’, ‘유한성’, ‘공평성’, ‘연계성’, ‘책임성’의 여섯 가지 ESD 개념을 준거로 분석하였다. 양국의 가정과 교육과정은 역사적으로 서로 영향을 미쳐왔고 교육과정의 구성과 내용이 유사함에도 불구하고, 한국과 일본에 나타나는 ESD 개념에는 차이가 보였다. 일본 교육과정에 반영된 ESD 개념 중 ‘상호성’과 ‘연계성’이 1/2를 차지하였고, 한국의 경우, ‘다양성’, ‘유한성’, ‘공평성’이 ESD 개념의 2/3를 차지하였다. 그리고 이러한 결과는 각 영역에 따라 조금씩 다르게 나타났다. 전체적으로 양국 모두 ‘상호성’, ‘다양성’, ‘연계성’에 비해 ‘공평성’, ‘책임성’, ‘유한성’이 부족하게 나타났으며, ESD 구성개념이 명확하게 드러난 것보다 추상적으로 표현되어 있는 성취기준이 좀 더 많았다. 향후 한국과 일본의 가정과 교육과정에 6개의 ESD 개념이 고르게 반영된다면 학교현장에서 가정과 교사들이 ESD를 실천하는 데 도움이 될 것이다. 한국과 일본의 가정과교육에서 ESD의보다 넓은 이해와 실천을 위해, 향후 교육과정 개정에 있어 깊이 있는 통찰이 필요하다.

Exploring the Core Keywords of the Secondary School Home Economics Teacher Selection Test: A Mixed Method of Content and Text Network Analyses

The purpose of this study was to explore the trends and core keywords of the secondary school home economics teacher selection test using content analysis and text network analysis. The sample comprised texts of the secondary school home economics teacher 1st selection test for the 2017-2022 school years. Determination of frequency of occurrence, generation of word clouds, centrality analysis, and topic modeling were performed using NetMiner 4.4. The key results were as follows. First, content analysis revealed that the number of questions and scores for each subject (field) has remained constant since 2020, unlike before 2020. In terms of subjects, most questions focused on ‘theory of home economics education’, and among the evaluation content elements, the highest percentage of questions asked was for ‘home economics teaching·learning methods and practice’. Second, the network of the secondary school home economics teacher selection test covering the 2017-2022 school years has an extremely weak density. For the 2017- 2019 school years, ‘learning’, ‘evaluation’, ‘instruction’, and ‘method’ appeared as important keywords, and 7 topics were extracted. For the 2020-2022 school years, ‘evaluation’, ‘class’, ‘learning’, ‘cycle’, and ‘model’ were influential keywords, and five topics were extracted. This study is meaningful in that it attempted a new research method combining content analysis and text network analysis and prepared basic data for the revision of the evaluation area and evaluation content elements of the secondary school home economics teacher selection test.

Implications of Freire’s Education Theory and Corresponding Action Plans for Secondary School Home Economics Education

The purpose of this study was to explore the implications of Freire’s education theory for secondary school Home Economics Education (HEedu). We conducted a review of books written by Freire and classified the characteristics of his education theory into 9 categories. Based on these categories, we concretely explored the forms in which Freire’s education theory could be applied in this area of education through interviews with Home Economics (HE) teachers. We also searched for activities that can be carried out by HEedu agents and the support that can be given by social institutions. The implications of Freire’s education theory for HEedu are that education should exhibit love and respect for human beings, be ethically and democratically responsible, enable people to dream as well as hope, support consciousness and praxis by reflection, stimulate epistemological curiosity in learners’ lives and experiences, promote subjectivity, autonomy and self-reliance, engage in dialogue to bring about a change in relationships rather than viewing dialogue as a skill, and stimulate political engagement. Freire‘s education theory therefore has multiple implications for the purpose, mission, and content of education, teaching methods and perspectives, and directions regarding the role of HE teachers. The results are expected to provide practical assistance in developing a persuasive curriculum for HEedu that can help learners restore subjectivity and love for human beings and their society by expanding the horizons of HEedu philosophy from the critical science of Habermas to Freire’s education theory.

Development and Effectiveness Analysis of Sustainable Dietary Free-year Program for the Improvement of Youth Empowerment in Middle School Home Economics

Development and Effectiveness Analysis of Sustainable Dietary Free-year Program for the Improvement of Youth Empowerment in Middle School Home Economics

Examining Effects of an Elementary School Home Economics Lesson That Facilitates Students to Consider How to Use Spare Money on Online Games:

Examining Effects of an Elementary School Home Economics Lesson That Facilitates Students to Consider How to Use Spare Money on Online Games: