Home Economics Education Research Articles

가정과교육의 인재상에 대한 탐색: 아리스토텔레스의 ‘실천적 지혜를 가진 사람’을 중심으로

In the era of the 4th Industrial Revolution, when education emphasizes talents that define problems rather than talents that solve them, and talents that are competency-centered, this study explores the ideal talent in Home Economics Education through literature research, focusing on Aristotle's ‘person of practical wisdom’. Under these research objectives, we first analyzed the concept of ideal talent, the educational human image presented in the curriculum, and the ideal talent image required in the era of the 4th Industrial Revolution. Based on this analysis, we examined Aristotle’s ‘practical wisdom’ and discussed ‘a person with practical wisdom’ as the ideal talent image of Home Economics Education, and derived implications. As a result, it was found that ‘a person with practical wisdom’ is very suitable as a ideal talent in Home Economics Education. This is because Home Economics Education teaches the skills to solve real-life problems, make moral judgments, and adopt sustainable lifestyles necessary to enrich the lives of individuals, families, and communities. Based on the findings of this literature review, it is expected that follow-up research that includes the process of agreement among specialists in Home Economics Education will be specifically conducted.

가정 교과의 지역사회 연계 내용분석을 위한 분석 준거 개발

This study aims to develop analysis criteria based on home economics education to promote community-linked education. To achieve this, an initial draft of analysis criteria for community-linked home economics education was prepared through literature review, consisting of ‘place identity’, ‘issues’, ‘participation’, and ‘community’. A written survey was conducted twice with a group of 7 home economics education experts. The expert evaluation items included appropriateness of terminology and content areas, suitability for curriculum and textbook analysis, alignment with objectives, and comprehensive review opinions. The content validity for all items was calculated using the validity index based on the survey results, and the final analysis criteria were developed after incorporating review opinions and making necessary modifications. The final analysis criteria developed consist of ‘regional identity’, ‘problem’, ‘participation’, and ‘community’, with 14 detailed analysis criteria developed as sub-items for each main criterion. This is expected to lay the foundation for community-linked education, help understand the relevance and connection between home economics education and community-linked education, and identify the current status of linkages. It can serve as meaningful material for effectively utilizing community connections in future home economics classrooms.

인공지능 융합교육 역량 강화를 위한 예비 가정과 교사 대상 교육 프로그램의 개발과 실행

This study aims to systematically develop and analyze the effectiveness of an educational program designed to enhance AI-integrated education competencies of pre-service home economics teachers. Based on a thorough review of relevant literature and the ADDIE model, a 12-session educational program was developed. The program included detailed lesson plans, instructional PowerPoint slides, and student activity materials, all validated by 12 experts specializing in home economics and AI-integrated education. To assess the program's effectiveness, it was implemented over four weeks with 24 pre-service home economics teachers pursuing teacher certification. Pre- and post-program evaluations of AI-integrated education competencies, along with satisfaction surveys, were conducted. The results showed significant improvements across all domains, including AI-integrated education literacy, application, and values. Additionally, the program received a high satisfaction rating, with an average score of 4.78 out of 5. This study is significant as it incorporates the unique characteristics of the home economics discipline in developing AI-integrated education for pre-service teachers. It is expected to serve as a foundational resource for fostering AI-integrated education in home economics as these pre-service teachers transition into their teaching careers.

2022 개정 가정과 교육과정의 성취기준에 반영된 인구교육의 학습목표 분석

This study aimed at figuring out whether the home economics courses designed from the achievement standards of 2022 revised curriculum were able to contribute to meeting the population educational goals, based on which suggestions to integrate population education into home economics courses at school were provided. Findings and suggestions from the content analysis of achievement standards of 2022 revised home economics curriculum using the contents system of population education were as follows. First, home economics achievement standards in middle school were likely to contribute to meeting the learning goals related to ‘respect for human’ and ‘family’ domains of population education, but were hardly related to the educational goals in ‘population’ and ‘welfare’ domains. Thus, home economics teachers needed to have sufficient understanding of the achievement standards, which was expected to allow them to design convergence-based courses within home economics courses and with other related subjects. Second, home economics achievement standards in high school covered not only contents in ‘population’ and ‘welfare’ domains, but also reflected mate selection, marriage, parenthood, and parenting in ‘family’ domain. Selection of home economics in high school selective-centered curriculum would strengthen continued population education from middle to high schools. This study is expected to provide useful directions to home economics teachers who are willing to realize population education in school courses.

성찰일지를 통해 살펴본 협동학습에 대한 인식

In the major course “Culture of Family Life” within the Department of Home Economics Education, offered from 2021 to 2024, students completed a cooperative assignment and were asked to write reflective journals to explore their perceptions of cooperative learning. The students' reflective journals were then analyzed using a qualitative approach and text mining analysis. This study examined students' perceptions of cooperative learning, focusing on what they learned through cooperative learning, the factors contributing to its success or failure, and its impact on their future teaching profession. Students recognized that Home Economics addresses critical and practical issues, making it essential to acquire new knowledge and explore solutions from diverse perspectives. They also emphasized that communication skills and trust among team members are crucial for successfully completing collaborative tasks. The identified success factors of collaborative learning included interdependence and functional factors such as teamwork, cooperation, and sharing among team members, individual accountability factors such as role division and responsibility, and interaction factors like discussion and communication. On the other hand, students identified conflicts among team members as the main cause of failure in collaborative learning, highlighting communication as the most challenging aspect. Most students agreed that collaborative learning, as a self-directed learning method, enhanced their future teaching careers by improving skills in topic selection, teaching method design, and presentation. In summary, students perceived collaborative learning as an opportunity to gain practical experiences valuable for their future roles in the teaching profession.

텍스트마이닝 분석을 활용한 청소년의 지속가능한 패션소비 동향 분석

The purpose of this study is to identify trends in youth fashion consumption that exist throughout society by analyzing big data on youth's sustainable fashion consumption in order to propose learning contents for home economics education. The research method is big data analysis. Naver, Daum, Google, YouTube, and Twitter were analyzed to identify the top 50 major keywords in big data on youth's sustainable fashion consumption using text mining techniques. Then, four clusters were created and visualized through CONCOR analysis, Cluster Diagram, and NetDraw. Looking at the results, the main keywords for youth's sustainable fashion consumption are ‘brand’, ‘consumer’, ‘environment’, ‘eco-friendly’, ‘product’, ‘trend’, ‘education’, ‘society’, ‘company’, It was confirmed that ‘daily life’ was a keyword that appeared in the top 10 and that both frequency and importance were high. In addition, as keywords such as ‘online’, ‘platform’, ‘content’, and ‘digital’ appeared, it was found that youth’s sustainable fashion consumption must be related to digital such as online platforms. And the four clusters extracted through data clustering using semantic network and CONCOR analysis are ‘production and consumption that practices eco-friendly and ethical values,’ ‘future education that considers the sustainability of people and the earth,’ and ‘expansion of the digital market and They were the ‘Forecast’ and ‘Changes due to Corona’ groups. In this regard, it can be seen that this suggests that we need to consider the direction and method of educating youth on sustainable fashion consumption.

디지털실천역량 함양을 위한 고등학교 가정교과 메타버스 플랫폼 기반 의생활 교육안 개발 및 효과

The purpose of this study is to develop a Metaverse platform-based high school home economics education plan and evaluate its effectiveness so that students living in the future society can develop digital competence. The ADDIE design model was used for this study. The study analyzed the contents related to digital competence in both the 2015 and 2022 revised curricula, as well as the digital competence reflected in high school 「Technology⋅Home Economics」 textbooks. Based on this, a ‘Metaverse fashion project education plan linking past, present, and future’ was developed and implemented for 420 first-year students at J high school A in Cheonan City. An expert validity evaluation and pre-and post-tests with 274 of these students were conducted. The results revealed that the educational plan had a significant effect on fostering digital practical competence in high school students. Based on the above research results, it is meaningful that the developed educational plan can build the digital practical competence of students who will live in the future society by reflecting the characteristics of home economics subjects that are life-oriented and practical. Furthermore, it is expected that this study will be helpful in playing a role in school education in preparation for the future.

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.

Development of Home Economics Lesson Plans Aimed at Enhancing Digital Literacy: Focusing on the 2022 Revised Home Economics Curriculum for Clothing Life Field

The purpose of this study is to develop a lesson plans for clothing life that will improve digital literacy competencies at home economics education. For this purpose, lesson plans were developed that reflects the three components of digital literacy, content and digital technologies. The lesson plans are divided into five topics: self-image expression, clothing materials and care practices, sustainable clothing planning, resource cycles and human choices, and culture and future change in the clothing life-cycle. Each of these themes uses digital resources to develop digital literacy abilities in accordance with the STPCR's instructional stages. Gané's goal statement is used to express the general goal of each topic, which is then followed by particular objectives to achieve it. The lesson plans have the following characteristics: 1) Using digital tools to improve digital literacy skills; 2) Understanding and applying the value of resource circulation and sustainability; 3) Increasing class engagement and learning motivation; and 4)Fostering collaboration and critical thinking abilities through peer assessment and feedback. One weakness of this study is that the lessons learned were not used in the field. However, a limitation of this study is that the developed lesson plans have not been applied in the field. Therefore, it is necessary to verify the effectiveness of the lesson-plan in enhancing digital literacy skills through field application. Further research is needed to identify optimized digital tools and platforms and provide practical utilization strategies for educators.

Career Paths and Curriculum Relevance of Master of Arts in Home Economics Education Graduates: A tracer Study

The study was conducted to trace the graduates of the Master of Arts in Home Economics Education from SY 2010-2023. Thirty-nine out of forty-three graduates participated in the study at workplaces in Bukidnon, Misamis Oriental, Davao de Oro, and abroad. A survey questionnaire patterned from the CHED Graduate Tracer Study with some modifications was used to collect information and sent through Google Forms, messenger, and email. The collected information was tabulated and analyzed, and the information was presented in the form of tables and graphs. Information from the socio-demographic and educational profile was presented as graphs and tables. The Likert scale was used to analyze the curriculum and work-skill-related factors. The study's results revealed that the MAHEED graduates comprised primarily of married women between 31-35 years old. Most remained as MAHEED graduates and did not pursue a PhD program. The primary reason for pursuing the MAHEED program is for promotion. Most of them are NC2, NC3, and TM TESDA holders. Most of them work regularly in the Department of Education as Teacher II. The curriculum-related factors were rated very relevant, with the major courses ranked first in relevance to the employability and promotion of MAHEED graduates. The work-related factors were also rated very relevant, with critical thinking ranked first in relevance to the employability and promotion of MAHEED graduates.

가정과교사의 발달단계에 따른 좋은 수업에 대한 인식

The purpose of this study is to examine home economics teachers' perception and practice of good instruction according to teacher developmental stages, and to explore what efforts and supports are needed for good instruction. For this purpose, total of 6 home economics teachers were interviewed in depth by selecting 2 people from each development stage: adaptation stage, growth/development stage and mastery stage. Data were interpreted through analytical memo writing, initial coding, in-depth coding, and categorization. The results of the study are as follows. First, teachers in the ‘adaptation stage’ strive to break away from the fantasy of teaching skills. Teachers in the ‘growth/development stage’ continue to think in order to create good instruction with their own teaching style. Teachers in the ‘mastery stage’ constantly struggle to move for good instruction based on a firm curriculum identity. Second, They all think that the direction of good instruction is to be faithful to the essence of home economics education. Good instruction is reorganized to focus on a compositional perspective and connect with the lives of students. Third, In order to teach good instruction, home economics teachers need to make efforts to expand ‘teacher agency’. Forth, What is absolutely necessary to continue good instruction is the solidarity of home economics teachers. They need support to build solidarity. This study is expected to be a starting point to revitalize various discourses about the direction and practice of good home economics instruction in the future.

가정학 질적연구의 방법론적 양상 및 동향 분석

This trend research study aims to analyze qualitative home economics studies based on qualitative research methodologies, paradigms of qualitative research, topics, and methods. A total of 135 qualitative studies in the field of home economics, conducted since 2000, were selected for analysis in this research. In regard of the qualitative research methodologies, ‘data-qualitative research’ with the characteristics of ‘the case of explaining the justification of qualitative data’ were the most found, followed by ‘methodqualitative research’ and ‘qualitative-qualitative research’. In research, the basic qualitative study with interpretivism approach was the most common. Teachers were often chosen as research participants because many researchers were teachers themselves. Most studies used individual interviews for data collection, and inductive coding was the main method of analysis. However, about half of the studies did not address validity or research ethics. The findings suggest that ‘qualitative-qualitative research’ needs to be developed in home economics studies through in-depth exploration and reliability of qualitative research paradigm, methodological aspect, and consideration for research ethics. Additionally, future research should investigate experiences and phenomena through the lens of critical theory, aligning with the mission of home economics education to examine critical science perspectives in practice.perspectives in practice.

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.

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.

Development of a Home Economics Education Program for the Consumer Life Area to Enhance Artificial Intelligence Literacy in Middle School Students

This study aims to develop and validate a home economics education program focused on the consumer life area to enhance artificial intelligence (AI) literacy. To achieve this objective, a 10-session AI-consumer life integration education program was developed by analyzing literature on AI Literacy, AI curriculum, consumer education, and the home economics curriculum for the middle school consumer life area. The program’s validity was assessed by nine teachers using a four-point Likert scale. The average scores for each item and the content validity index (CVI) were calculated. Based on expert feedback, the program was revised and improved accordingly. The expert validity assessment of the lesson plans, teaching materials and learning resources resulted in an average score of 3.78 for all items and an average CVI of 0.96. For the overall program, the expert validity assessment yielded an average score of 3.72 for all items and an average CVI of 0.97. Since the content validity index for all questions was above 0.78, the program demonstrated high validity across achievement standards integration, learning objectives, content and teaching methods, motivation, and volume areas. This confirms its effectiveness as an educational program for enhancing AI literacy. This study is significant in terms of defining and identifying the components of AI literacy, developing an AI-integrated program encompassing the entire consumer life area and confirming the suitability of the home economics curriculum for enhancing digital consumer competencies and promoting sustainable consumption. Additionally, it highlights the potential to integrate AI into the home economics and consumer life area.

Effect of cognitive behavior-aided counseling on entrepreneurial self-efficacy of students of home economics education in South-East Nigeria.

Raising potential entrepreneurs to advance the economy of nations through education has been projected by scholars. On the contrary, Nigerian students lack the enthusiasm and internal force to pursue the aims enshrined in their courses of study. Rather they prefer white-cola jobs to the entrepreneurial intention of the institutions. Given this reason, we tested the effect of cognitive behavior-aided counseling on entrepreneurial self-efficacy of students of Home Economics in South-East Nigeria. This is a pretest and posttest with a follow-up group randomized control design. A total of 119 Home Economics Education students from Universities and Colleges of Education were measured and screened using an entrepreneurial self-efficacy scale and inclusion criteria. Data collected from the pretest, post-test, and follow-up test were statistically analyzed using repeated measures of Analysis of Variance statistical method. The effect size of the cognitive behavior-aided counseling intervention on entrepreneurial self-efficacy was reported using partial eta square. The follow-up data was tested using a Univariate analysis. The result showed that cognitive behavior-aided counseling intervention had a significant effect on entrepreneurial self-efficacy among the Universities and Colleges of Education in South-East Nigeria. A follow-up result also showed that intervention had a significant effect on participants' entrepreneurial self-efficacy.

Evaluating the Impact of Home Economics Teachers' Entrepreneurial Activities on Family Economic Stability and Well-Being in Northeast Nigeria

This study examines the impact of entrepreneurial activities of Home Economics teachers on family economic stability and well-being in Northeast Nigeria. Home Economics, as a field, encompasses various disciplines such as nutrition, home management, and consumer education, aiming to improve the quality of life for individuals and families. In Northeast Nigeria, Home Economics teachers often engage in entrepreneurial activities, leveraging their expertise to supplement their income and enhance their families' economic stability. This study evaluates the extent to which these entrepreneurial endeavors contribute to family income, food security, and overall quality of life. Using a cross-sectional survey design, data were collected from Home Economics teachers across Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe states. A sample of 200 teachers was selected through multistage sampling. The study employed both descriptive and inferential statistics to analyze the data, including paired samples t-tests and W-statistics to test the hypotheses at a 0.05 level of significance. The findings reveal that entrepreneurial activities significantly enhance family economic stability and well-being. Teachers engaged in ventures such as catering, textile and fashion businesses, and home management consultancy experienced notable improvements in family income, food security, and overall quality of life. The study underscores the importance of supporting entrepreneurial initiatives among Home Economics teachers to foster economic resilience and social development in the region. The results provide valuable insights for policymakers, educators, and community leaders to integrate entrepreneurial education within the Home Economics curriculum, thereby promoting sustainable development in Northeast Nigeria.

Exploring Design Strategies for Project-Based Learning to Facilitate Transfer and Inquiry in Home Economics Education

Exploring Design Strategies for Project-Based Learning to Facilitate Transfer and Inquiry in Home Economics Education

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.

포토보이스를 통해 본 청소년기 형제자매관계에 관한 연구

This study employs photovoice research methodology to investigate adolescents’ experiences in sibling relationships and to analyze the impact of sibling interactions on their development and growth. The participants comprised eight high school students with one sibling (four males and four females) residing in the Incheon region. The research process encompassed several stages: participant recruitment, orientation, photovoice activity (focus group interviews), data analysis, and conclusion derivation. During the photovoice activity, participants engaged in a narrative process of photographing, interpreting, and discussing their experiences. The narratives were categorized into four primary themes: structure and environment, emotional interactions, roles, and parental subsystems. The conclusions drawn from the study are as follows: First, the similarity formed in sibling relationships during adolescence contributes to psychological stability. Second, roles and expectations based on birth order can cause stress for adolescents, indicating the need for equitable role adjustments within the family. Third, conflict in sibling relationships is crucial for enhancing problem-solving and social relationship skills. Lastly, consistent parenting attitudes significantly affect the emotional well-being of siblings. This study emphasizes the significance of fostering a deeper understanding of human development and family relationships through an exploration of adolescent sibling dynamics within home economics education.