Home Economics Subject Research Articles

소셜 네트워크 분석(SNA)을 활용한 가정교육학의 지식구조 탐색: 한국가정과교육학회지에 게재된 논문을 중심으로

This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited charac teristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is centered around the home economics subject and curriculum and is organized into four groups. A temporal analysis revealed that the influence of core keywords such as perception, content, unit, home economics teachers, practice, behavior, and influence has decreased, while the influence of curriculum, textbook, and development has shown a trend of increasing. Third, the sub-knowledge structures were identified as seven categories. The study found that the influence of ‘perception and demand for home economics education’ is decreasing, whereas the influence of ‘home economics curriculum and textbooks’ and ‘application of home economics teaching and learning process’ is increasing. Additionally, ‘adolescent self-esteem and family relationships’ and ‘home economics curriculum and textbooks’ were found to be the most influential in the knowledge structure of home economics education. This research is significant as it demonstrates the temporal changes in the core keywords and sub-structures of the knowledge structure within the field, thereby providing a foundation for understanding and expanding the research knowledge structure in the field of home economics education.

Multimedia-Based Instruction in Bachelor of Technology and Livelihood Education (BTLED) Home Economics

This research determined what multimedia the home economics professors prefer in teaching the competencies needed in the BTLEd home economics program. Also, it shows what competencies students need in the identified areas of home economics and the challenges students encounter in using various multimedia for instruction. Data was retrieved from (N=42) BTLEd Home Economics students' day and evening sessions and the (N=7) professors teaching home economics subjects. The study made use of mixed-method research. For the quantitative part, students and professors completed a questionnaire using Google Forms. Where Students Needed Competencies in the Identified Major Areas in Home Economics was presented, followed by the Preferred Multimedia-Based Instruction Used by the Home Economics Professor. A qualitative research design was used to determine the challenges encountered by the students in using multimedia in the identified major areas in Home Economics. Thematic analysis using Braun and Clarke's (2006) model was applied to analyze the qualitative data on the challenges encountered using multimedia in Home Economics. Findings revealed four major themes of student challenges encountered in multimedia: no internet access, lack of computers and gadgets, lack of familiarity with multimedia, and computer Illiterate. To ensure that every student has fair access to digital resources and the necessary skills to use them, the school has to develop a comprehensive Digital Inclusion Program. The school will be able to handle internet access, device shortages, and digital literacy in a thorough and organized way by putting this approach into place. Providing students with the necessary skills and resources for multimedia-based learning would also promote an inclusive and fair digital learning environment.
 
 Received: 1 October 2023 / Accepted: 29 February 2024 / Published: 5 March 2024

‘학교 텃밭 가꾸기’ 수업의 의미 탐색 : 노마드 중학교 기술 ‧ 가정 수업 사례를 중심으로

‘학교 텃밭 가꾸기’ 수업의 의미 탐색 : 노마드 중학교 기술 ‧ 가정 수업 사례를 중심으로

The Development of a 'Making Safety System' Hands-on Activity Task for Technology and Home-economics Subject in Middle School

이 연구의 목적은 2015 개정 중학교 기술·가정과 교육과정에서 ‘안전사고 유형 및 대처방안’ 학습요소를 위한 안전 시스템 만들기 체험활동 과제를 개발하여 중학생의 안전 의식 향상을 도모하는 것이다. 이 연구에서는 중학교 기술·가정 교과에서 ‘안전사고 유형 및 대처방안’ 학습요소에 대한 요구분석을 실시하였으며, 화재 경보 시스템 만들기, 안전모 미착용 경고 시스템 만들기, 건축물 균열관리 시스템 만들기를 주제로 총 4차시의 체험활동 과제를 개발하였다. 본 연구에서 개발된 ‘안전 시스템 만들기’ 체험활동 과제는 전문가 검증을 통해 타당도를 확인하고, 중학교 학생을 대상으로 예비시험 및 현장시험을 실시하여 그 결과를 토대로 최종 수정·보완하였다. 이 연구에서 개발한 체험활동 과제를 적용한 결과 학생 만족도가 높았으며 체험활동 과제의 내용과 체계 측면에서 타당한 것으로 나타났다. 본 연구에서 개발한 안전 시스템 만들기 체험활동 과제는 중학교 학생들의 안전의식 향상에 기여할 수 있을 것으로 기대된다.The purpose of this study is to improve the safety awareness of middle school students by developing a 'Making safety system' hands-on activity task for a 'safety accident types and countermeasures' learning element at middle school ‘technology and home-economics’ subject. In this study, a demand analysis was conducted for the learning elements of 'safety accidents types and countermeasures' in technology and home economics subjects in middle school. In addition, a total of 4 activity tasks were developed under the themes of making a fire alarm system, making a warning system for wearing a helmet, and making a building crack management system. The validity of the activity task of 'making a safety system' developed in this study was confirmed by experts. In addition, a preliminary test and field test were conducted for middle school students, and based on the results, the hands-on activity task was finally modified and supplemented. As a result of applying the hands-on activity task developed in this study to the class, student satisfaction was generally high, and the contents and system of the hands-on activity task were found to be appropriate. The safety system making hands-on activity task developed in this study is expected to contribute to the improvement of safety awareness among middle school students.

Teaching food literacy in Queensland secondary schools: The influence of curriculum

AbstractFood literacy education is essential for acquiring the skills and knowledge required to support healthy food interactions. However, there are multiple constraints impacting curriculum enactment in schools. This study explores these constraints in Queensland (Australia), giving voice to Home Economics teacher respondents. A mixed methods survey was conducted (n = 117) in February–March 2021. Eighty percent of respondents advocated for current curriculum change to support food literacy education, including incorporating more explicit practical food education, the transition of nutrition into home economics subjects, and the insertion of food literacy‐focused terminology within the curriculum.

가정 교과 서술형 평가에 대한 예비 가정 교사 인식 연구

Objectives The purpose of this study is to find out how Home Economics pre-service teachers perceive descriptive evaluation and to explore what and how to do in order to properly implement descriptive evaluation education for Home Economics subjects.
 Methods A survey was conducted on the perception of descriptive evaluation among 51 students who were completing the preparatory tutoring course at J Teachers College in Jeonbuk region. And some of them were sampled and post-interview was conducted.
 Results The survey results and interview results were summarized according to a total of 5 sub-factors, and the differences in perception between freshman-sophomore and senior graders, subjective descriptive evaluation and professionalism perceived by senior graders were derived.
 Conclusions The main results of this study are as follows. First, sufficient education on basic knowledge related to descriptive evaluation should be further emphasized. Second, it is necessary to provide sufficient experience in conducting practical descriptive evaluation. Third, it is necessary to find a way to increase the descriptive evaluation efficacy. Fourth, educational contents related to the ethical issues of narrative evaluation should be provided.

Teachers' Perception and Demands on the Restructuring of Middle school Technology•Home Economics Subject Textbooks Composition

Teachers' Perception and Demands on the Restructuring of Middle school Technology•Home Economics Subject Textbooks Composition

Developing a clothing and textiles studio course for future home economics teachers using principles of PBL and maker education

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentallyfriendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.

The use and potential of structures designed to assist an understanding of home economics:a study of their use in orientation classes for home economics subjects at teacher training universities

The use and potential of structures designed to assist an understanding of home economics:a study of their use in orientation classes for home economics subjects at teacher training universities

Correlation between Curriculum and Employing Testing for Secondary School Teachers in Home Economics Subjects

This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into ‘Teacher Eligibility Criteria’, ‘Assessment Area’, and ‘Evaluation Content Elements‘ for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

In-service Home Economics Teachers’ Attitudes to the Integration of Sustainable Topics in the Home Economics Subject

Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living.

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.

The Effects of Co-op Jigsaw Cooperative Learning on Metacognition and Academic Self-Efficacy in the Middle School Technology·Home Economics Subject

The Effects of Co-op Jigsaw Cooperative Learning on Metacognition and Academic Self-Efficacy in the Middle School Technology·Home Economics Subject

A survey of high school students perception of Home Economics subject

A survey of high school students perception of Home Economics subject

Development of Instruction process plan for "Exhibition Trial Activity Program“ to achieve standards related to Biotechnology Systems in the 2015 Revised 'Technology and Home-economics' curriculum in middle schools

이 연구는 2015 개정 중학교 ‘기술·가정’과 생명기술시스템 관련 성취 기준을 위한 ‘모의 전시회 체험 활동’ 수업 과정안을 개발하였다. 이 연구는 준비, 개발, 개선의 단계에 따라 개발되었다. 준비단계에서는 2015 개정 중학교 교육과정의 생명기술시스템 관련 성취기준을 분석하고, 성취기준에 따른 세부 목표를 설정하였다. 개발단계에서는 ‘모의전시회 체험 활동’의 수업 과정안 개발 모형을 개발하고 이에 따라 ‘모의 전시회 체험 활동’ 수업 과정안을 개발하였다. 개선단계에서는 전문가 집단에 의해 내용 타당도를 검토 받아 수정·보완 하였으며 예비 시험 및 현장 시험 적용 결과를 통해 적용 가능성을 확인하였다. 개발된 ‘모의 전시회 체험 활동’ 은 총 10차시로 구성되었으며 문제의 이해, 아이디어 탐색과 개발, 실현, 평가에 따라 교수·학습 활동이 이루어졌다. 교사는 ‘생명기술시스템’ 관련 성취 기준이 적용된 교과서의 단원을 분석하여 하위 주제를 선정하고 모둠별 활동을 구체화 한다. 학생들은 제시된 하위 주제를 스스로 선택하고 이를 개별 학습 및 모둠(팀) 학습을 통해 하위주제와 관련된 성취기준을 달성한다. 학습한 내용을 바탕으로 학생들은 하위 주제별로 부스를 설치하여 운영하고 다른 모둠의 부스를 관람하면서 생명기술시스템 관련 성취기준을 모두 달성하게 된다. 그동안 기업교육이나 전시관 관람 및 학생 작품 관람으로 국한되어 있던 전시회 활동을 수업 활동 전반으로 확대시킨 것으로서 나눔 활동과 배움 활동이 이루어지는 만큼 생명기술시스템 단원 뿐 아니라 기술·가정과 교육과정에서 ‘기술의 세계’, ‘가정생활’ 분야의 전 단원에 활용될 수 있을 것으로 기대된다.To achieve standards related to biotechnology systems in the 2015 revised Technology and Home-economics subject curriculum, this study has developed an instruction process plan for the Exhibition Trial Activity program. This study was developed according to the stages of preparation, development, and improvement. In the preparation stage, we analyzed the achievement standards related to biotechnology systems in the 2015 revised middle school curriculum and set detailed objectives according to achievement standards. In the development stage, we developed a model for the Exhibition Trial Activity program and then developed the Exhibition Trial Activity . In the improvement stage, the content validity was reviewed by the expert group and supplemented, and applicability was confirmed through pilot test and field test. Based on this, we completed the Exhibition Trial Activity program to achieve the standards of Biotechnology Systems for Technology and Home-economics subject in the 2015 revised middle school curriculum. The Exhibition Trial Activity program was composed of 10 sessions; teaching and learning activities were carried out according to understanding of problems, research and development, realization, and evaluation of ideas. Students choose their own sub-topics and engage them through individual and small group learning. Based on the learning contents, students will meet the achievement standards related to biotechnology systems by operating exhibition booths for sub-themes and watching another booths. This program extends the activities of the exhibition, which was limited to corporate education, museum education, and exhibitions of student work to whole class activities. It is expected that this program will be utilized in the Technology world and Family life fields in the Technology and Home-economics‘ curriculum, as well as in achievement standards related to Bio-Technology, because student-centered learning activities are actively promoted.

Developing a Teaching-Learning Plan for the Core Area of ‘Development’ in the High School Home Economics Subject Applying Discussion Activity

Developing a Teaching-Learning Plan for the Core Area of ‘Development’ in the High School Home Economics Subject Applying Discussion Activity

Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools

Kenya can reorient itself towards sustainable development, using technical education as a vehicle for socioeconomic and technological transformation. The skills development is important for economic growth, poverty alleviation, youth and women’s empowerment and social inclusion. Rwanda has the highest enrollment in technical subjects at the secondary level (35%), followed by Tanzania (13%) and South Africa (5.8%). Sub- Saharan Africa (6.1%) and South and West Asia (1.2%) have little room for Technical education at the post-primary school level. Given the above, it is a matter of concern that Africa lags behind the rest of the world in technology and still it continues to pay little attention to technical education and technological research. This therefore poses the need for this current study as to the factors militating inclusion of Home Economics studies in secondary schools. In line with the foregoing, the purpose of this study was to determine the factors militating inclusion of Home Economics studies in secondary schools in Kenya. The study objectives were: to determine student related factors influencing inclusion of home economics in secondary schools in Kenya and to establish teacher related factors influencing inclusion of home economics in secondary schools in Kenya. The researcher in this study adopted a descriptive survey design and used questionnaires to gather information. The sample size comprised 100 respondents whereby 80 were students while the Home Economics teachers were 20. The Home Economics teachers of the participating schools were purposely selected. The researcher used both qualitative and quantitative method of data analysis and the findings were presented by use of frequency tables. The study concluded that lack of adequate facilities and finances were common problems facing the schools that teach the subject. On the other hand, most of the girls’ secondary schools were well established in the teaching of the subject while the mixed and boys secondary schools started teaching the subject with the implementation of the 8-4-4 system of education. Schools with adequate facilities enrolled a larger number of students. It is also important to note that student enrolment in Home Economics subject is not stable. The study recommended that more males should be encouraged to join home economics profession especially in Diploma Teacher Training Colleges and at the University level. Once they qualify and start teaching in secondary schools, more boys will be encouraged to choose the subject as well and thus some of the negative attitude towards Home Science would change.

Development and evaluation of Pre-Parenthood Education Program for high school students based on Home Economics subject

Development and evaluation of Pre-Parenthood Education Program for high school students based on Home Economics subject

The Effects of Technology Education Using Arduino on Attitudes toward Technology of Middle School Students

본 연구는 중학교 기술 교과 제조기술과 자동화 단원의 제조 기술 체험 및 문제 해결 활동에 적용 가능한 아두이노를 활용한 교육 프로그램을 개발하고 이 프로그램이 중학생의 기술적 태도에 미치는 효과를 검증하기 위해 실시되었다. 연구의 대상은 경기도 남양주시에 소재한 중학교 1학년(2개 학급) 60명으로 30명의 학생들을 실험집단으로, 30명의 학생들을 비교집 단으로 구성하였다. 가설 검증을 위한 실험 설계는 이질 통제 집단 전후 비교 설계(the nonequivalent control group pretest-posttest design)를 적용하였으며 실험 집단에는 개발한 아두이노 활용 수업 프로그램을 적용하였고, 비교집단에는 교과서 내용을 바탕으로 한 전통적 수업 방식을 적용하였다. 본 연구의 가설을 검증하기 위하여 실험 집단과 비교 집단을 대상으로 기술적 태도의 사후 검사 결과에 대해 t-검정을 실시하였고 가설 검증 유의 수준은 p<.05로 하였다. 통계처리는 IBM SPSS Statistics 22 프로그램을 이용하였다. 본 연구를 통하여 밝혀진 결과는 다음과 같다. 첫째, 중학교 기술 교과 제조기술과 자동화 단원의 제조 기술 체험 및 문제 해결 활동에서 아두이노를 활용한 수업이 전통적 수업보다 기술적 태도를 높이는데 효과적이었다. 둘째, 중학교 기술 교과 제조기술과 자동화 단원의 제조 기술 체험 및 문제 해결 활동에서 아두이노를 활용한 수업을 적용한 집단은 교과서 내용을 바탕으로 한 전통적 수업을 적용한 집단에 비해 기술적 태도의 하위 영역 중 기술의 난이도, 기술의 결과 영역에서 기술적 태도가 향상된 것으로 나타났다.This study was performed to develop a program using Arduino and to verify the effect of the application using Arduino within the Technology subject’s ‘manufacturing technology and automation’ unit on attitudes toward technology of middle school students. The sample of this study was 60 students first grade in J middle school in Namyangjoo city, Gyeongi-province and this study was adapted to ‘manufacturing technology and automation’ unit in technology and home Economics subject during the second semester through designing pre-test and post-test of the experimental and control group. The statistical package, SPSS 22.0 for Windows, was employed utilizing paired samples t-test to determine possible relationships among variables and the value was significants at the .05 level. The results of this study are as follows. First, the application using Arduino within the Technology subject’s ‘manufacturing technology and automation’ unit was effective in enhancing attitudes toward technology in middle school students. Second, there were statistically significant differences in the attitudes toward technology especially in the factors of ‘perception of the difficulty of technology’ and ‘consequences of technology’.

家庭科指導における批判的思考の導入(第2報) : 高等学校家庭科の家族・家庭生活および保育領域における実践的検討

家庭科指導における批判的思考の導入(第2報) : 高等学校家庭科の家族・家庭生活および保育領域における実践的検討