한국가정과교육학회지 (Journal of Korean Home Economics Education Association)

한국가정과교육학회 (Korea Home Economics Education Association)
권호 표지
DOI QR코드

DOI QR Code

가정교과교육학 지식(H-PCK)의 측정도구 개발

Development of instrument for measuring Home Economics-Pedagogical Content Knowledge(H-PCK)

  • 이승진 (미국 플로리다주립대학교) ;
  • 유난숙 (전남대학교 가정교육과, 생활과학연구소)
  • Lee, Seung Jin (Dept. of Educational Psychology and Learning Systems, Florida State University) ;
  • Yu, Nan Sook (Dept. of Home Economics Education, Research Institute for Human Ecology, Chonnam National University)
  • 투고 : 2017.01.19
  • 심사 : 2017.03.13
  • 발행 : 2017.03.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 가정과교사를 대상으로 가정교과교육학 지식의 구성요인을 확인하여 척도를 개발한 후 개발된 측정도구의 신뢰도와 타당도를 검증하는 것이다. 이러한 연구 목적을 달성하기 위해 문헌 연구를 기초로 문항을 구성한 후 현직 가정과교사를 통해 내용타당도를 검증하였으며, 예비조사는 우편조사를 통하여 137개 응답을, 본 조사는 온라인 조사방법을 이용하여 220개 응답을 수집 분석하였다. 연구결과는 다음과 같다. 첫째, 가정교과교육학 지식을 반영하는 29문항을 개발하고 현직 가정과교사와 함께 각 문항이 측정하고자 하는 목적에 타당한지 내용타당도를 검토한 후 7문항이 제거되어 가정교과관 지식(6문항), 가정과교육과정 지식(9문항), 가정과수업전략 지식(7문항) 등 3개 영역의 22개 문항을 확정하였다. 둘째, 내용타당도를 거친 22문항들은 예비조사에서 신뢰도 검사를 한 결과 가정교과교육학 지식 전체와 각 요인의 Cronbach ${\alpha}$는 모두 기준치 0.7 이상, 문항간 총간 상관계수도 기준치 0.5 이상으로 높은 신뢰도를 보였다. 셋째, 본 조사에서는 신뢰도와 구인 집중 판별 준거타당도를 검사하였다. 신뢰도검사를 한 결과 Cronbach ${\alpha}$와 문항간 총간 상관계수 모두 기준치 이상으로 나와 높은 신뢰도를 보였다. 확인적 요인분석을 통해 구인타당도를 검증하기 위해 적합도 지수를 알아본 결과(CFI=.92, RMSEA=.06, SRMR=.05), 세 요인으로 구성된 측정도구가 가정교과교육학 지식을 잘 반영하고 있음을 확인하였다. 집중 판별 타당도 검증을 위해 각 구성요인의 문항들이 해당 요인에 의해 잘 설명되는지를 검사한 결과, 세 잠재요인 모두 수용가능한 신뢰도 수준과 변별력을 보였다. 준거타당도는 교사효능감과 측정도구의 상관계수가 0.7로 나타났고, 단순회귀분석을 통해 가정교과교육학 지식이 높을수록 교사효능감이 높은 것으로 나타났다. 이와 같이 신뢰도와 타당도 검사를 통해 3개 요인 22개 문항으로 이루어진 가정교과교육 지식을 측정하는 도구가 검증되었다.

The purposes of this study were to develop an instrument to examine the latent domains to measure H-PCK and verify the reliability and validity of the instrument. To accomplish these purposes, instrument item development, content validity, pilot study, and main study were conducted. The results were as follows. First, based on a review of extant literature, 29 items for H-PCK were developed. Seven items were deleted from the original instrument after determining content validity by 10 in-service Home Economics teachers, which resulted in the 22 items of 3 domains(Knowledge of perspective on Home Economics Education(KP), Knowledge of Home Economics curriculum(KC), Knowledge of Home Economics instructional strategies(KI)). Second, data were collected from 137 Home Economics teachers via mail survey for pilot study to establish reliabilities for each individual domain and across the domains based on Cronbach's ${\alpha}$ and item-total correlation. The result showed good reliabilities in the cut-off value of .7 and .5 for Cronbach's ${\alpha}$ and for item-total correlation respectively. Third, the main study was performed with 220 Home Economics teachers via e-mail survey and the reliability and validity tests were conducted. The reliability test results showed good reliabilities. The model for confirmatory factor analysis(CFA) provided a good fit to the data (e.g., CFI=.92, RMSEA=.06, SRMR=.05) to evaluate construct validity. The three domains of KP, KC, and KI demonstrated the acceptable convergent and discriminant validities in each individual domain and over domains. Thus, the instrument in this study may be utilized to measure H-PCK. Finally, criterion-related validity was performed to examine the extent to which the three domains are related to teacher efficacy with Pearson correlation (${\rho}$). It was relatively highly correlated at ${\rho}=.7$. In addition, the higher H-PCK the Home Economics teachers had, the higher teacher efficacy they had. The final instrument consisting of 22 items from 3 domains were determined through the entire procedure.

키워드

참고문헌

  1. Angeli C & Valanides N (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted learning, 21, 292-302. https://doi.org/10.1111/j.1365-2729.2005.00135.x
  2. Asselin S-B (1983). Peer tutoring inservice program: Effects on Home Economics teachers’ knowledge and attitudes. Family and Consumer Sciences Research Journal, 11(4), 352-358.
  3. Barnett J & Hodson D (2001). Pedagogical Context Knowledge: Toward a fuller understanding of what good science teachers know. Science Teacher Education, 426-453.
  4. Bentler P-M & Wu E. J. C. (2005). EQS 6.1 for windows user's guide. Encino, CA: Multivariate Software, Inc.
  5. Chae J-H, Park M-J, Kim S-K, & Han J (2011). Introduction to Home Economics education. Paju: Kyomunsa.
  6. Cho S-H & Choi D-H (2009). A study on the Pedagogical Content Knowledge in pre-service environment teachers. The Environmental Education, 22(3), 125-135.
  7. Choi J-Y (2007). A study on levels and constructing process of Pedagogical Content Knowledge of elementary pre-service teachers: Centered at 'Our Life and electric & electronics' Unit in Practical Arts. Journal of Korean Practical Arts Education, 13(4), 207-226. https://doi.org/10.17055/jpaer.2007.13.4.207
  8. Choi J-Y (2011). Elementary school teachers' level of Pedagogical Content Knowledge about technology in practical Arts. Journal of Korean Practical Arts Education, 17(2), 1-22.
  9. Choi J-Y (2012). A study on elementary in-service teachers’ constructing and developing process of technology Pedagogical Content Knowledge of Practical Arts subject. Journal of Learner-Centered Curriculum and Instruction, 12(2), 431-454.
  10. Choi Y-J, Chae J-H, & Park M-J(2009). A study on the curriculum perspectives of secondary school Home Economics teachers and the Home Economics teacher efficacy. Journal of Korean Home Economics Education, 21(1), 89-106.
  11. Ferdig R-E (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749-760. https://doi.org/10.1111/j.1467-8535.2006.00559.x
  12. Fornell C & Larcker D-F (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 39-50.
  13. Grossman (1990). The making of teacher: Teacher knowledge and teacher education. New York: Teachers college Press.
  14. Hashweh M-Z (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teacher and Teaching, 11(3), 273-292. https://doi.org/10.1080/13450600500105502
  15. Hong H-J (2012). Development and validation of assessment tools for kindergarten teachers' Pedagogical Content Knowledge of mathematics teaching. Unpublished doctoral dissertation. Kyungpook National University
  16. Hu L & Bentler P-M (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
  17. Jang S-J, Guan S-Y, & Hsieh H-F(2009). Developing an instrument for assessing college students’ perceptions of teachers’ pedagogical content knowledge. Peocedia Social and Behavioral Sciences 1, 596-606. https://doi.org/10.1016/j.sbspro.2009.01.107
  18. Jin H-S (2009). The revelation on the teacher's Pedagogical Content Knowledge of the 'Our life and wood products' Unit in Practical Arts at the elementary level. Unpublished Doctor's dissertation, Korea National University of Education.
  19. Kim H-J (2007). Development of assessment tools for kindergarten teachers' pedagogical content knowledge of science teaching. Unpublished Doctor's dissertation, Duksung Women's University.
  20. Kind V (2009). Pedagogical content knowledge in science education: perspective sand potential for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285
  21. Korea Institute for Curriculum and Evaluation (2006). Development of supporting programs for teaching consultation and pedagogical content knowledge(PCK) by subjects. Research report RRI 2006-1.
  22. Korean Home Economics Education Association.Korea Institute for Curriculum and Evaluation [KHEEA & KICE] (2008). Development of National standards for Home Economics teacher, detailed evaluation area, and teaching competency. CRE 2008-6-32.
  23. Lee H-J (2010). Effect of science experiment training in elementary school on Pedagogical Content Knowledge of elementary school teachers. Unpublished master's thesis, Korea National University of Education.
  24. Lee S-M (1995). Factor analysis 1. Seoul: Hakjisa.
  25. Lee Y-R & Kwak S-C (2011). An analytical study on research trends of Pedagogical Content Knowledge (PCK). The Journal of Educational Research, 9(3), 115-134.
  26. Lim C-H (2003). Science teaching practice and science teaching efficacy beliefs by development of elementary school teachers’ Pedagogical Content Knowledge. Journal of Korean Earth Science Society, 24(4), 258-272.
  27. Loughran J, Berry A, & Mulhall P (2006). Understanding and developing science teachers' pedagogical content knowledge. Rotterdam, The Netherlands: Sense Publishers.
  28. Marsh H-W, Hau K-T, & Wen Z (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in Determinants of Coping Responses 175 overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11, 320-341.
  29. National Association of State Administrators of Family and Consumer Sciences [NASAFACS] (2008). National standards for teachers of family and consumer sciences, Journal of Family and Consumer Sciences Education, 26(National Teacher Standard 1).
  30. Nunnally J-C (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
  31. Nunnally J-C & Bernstein I-H (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
  32. Oh E-J (2009). Relation between science teaching efficacy and Pedagogical Content Knowledge (PCK) in science teaching among teachers of young children. Unpublished master's thesis, Kyunghee University.
  33. Panayides P (2013). Coefficient alpha: Interpret with caution. Europe’s Journal of Psychology, 9(4), 687-696. https://doi.org/10.5964/ejop.v9i4.653
  34. Park M-J (2006). A study on development strategies for the future Home Economics education. Unpublished Doctor's dissertation, Korea National University of Education.
  35. Park S-H (2003). Development of PCK (Pedagogical Content Knowledge) instrument in science teaching for elementary school teachers. The Journal of Korean Teacher Education, 20(1), 105-134.
  36. Park S-H (2006). Research Article : Pedagogical Content Knowledge among science teachers based on teaching method, self-efficacy, and attitude on science teaching. The Journal of Koran Science Education, 26(1), 122-131.
  37. Park S & Oliver J-S (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284. https://doi.org/10.1007/s11165-007-9049-6
  38. Seo S-Y (2014). Analysis on science knowledge, Pedagogical Content Knowledge within science teaching, and science teaching efficacy beliefs in accordance with background variables of elementary teachers. Unpublished master's thesis, Korea National University of Education.
  39. Shulman L-S (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  40. Shulman L-S (1987). Knowledge and teaching: Foundations of the new reform, Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  41. Thompson A-D & Mishra P (2007). Breaking news: TPCK becomes TPACK. Journal of Computing in Teacher Education, 24(2), Editors' remarks.
  42. Timmerman G (2009). Teaching skills and personal characteristics of sex education teachers. Teaching and Teacher Education, 25, 500-506. https://doi.org/10.1016/j.tate.2008.08.008
  43. Tuan H-L, Chang H-P, & Wang K-H (2000). The development of an instrument for assessing students’ perceptions of teachers’ knowledge. International Journal of Science Education, 22(4), 385-398. https://doi.org/10.1080/095006900289804
  44. Williams S-K-K (1980). Integration and application of knowledge by preservice: teachers varying in conceptual level. Home Economics Research Journal, 9(1), 82-87 https://doi.org/10.1177/1077727X8000900110
  45. Yu N-S (2009). Home Economics teachers' reflection on Pedagogical Content Knowledge in Home Economics Education(H-PCK). Unpublished Doctor's dissertation, Korea National University of Education.
  46. Yu N-S & Chae J-H (2009). Home Economics teachers' reflection on Pedagogical Content Knowledge in Home Economics Education(H-PCK). Journal of Korean Home economics Education, 21(2), 83-107.