DOI QR코드

DOI QR Code

Research on the Development and Application of Home Economics Education Class Modules for Convergence Education

융복합 교육을 위한 가정과교육 수업모듈 개발 및 적용 연구

  • Park, Ji Soon (Center for Teaching and Learning, Dongguk University WISE Campus) ;
  • Ju, Sueun (Dept. of Home Economics Education, Dongguk University WISE Campus)
  • 박지순 (동국대학교 WISE캠퍼스 교수학습개발센터 ) ;
  • 주수언 (동국대학교 WISE캠퍼스 가정교육과 )
  • Received : 2023.09.21
  • Accepted : 2023.10.08
  • Published : 2023.09.30

Abstract

The purpose of this study is to develop and implement an integrated course model that centers around the subject of Home Economics Education Curriculum and Teaching Methods and its pedagogical approaches, as well as the subject of Chinese Language and Literature Curriculum and Teaching Methods and its pedagogical methods. This study aims to provide a framework to prepare pre-service teachers to effectively address a variety of educational issues in future educational settings. To achieve these objectives, the study utilizes Fogarty's connected model as a guiding framework to explore the impact of the integrated curriculum on fostering collaborative and divergent thinking among students. The findings of this research confirm that this model not only cultivates interdisciplinary competencies among course participants but also goes beyond the mere transmission of knowledge to build the capacities needed for forming an educational community, thereby increasing course satisfaction. Additionally, the study substantiates the importance of learner-centered strategies, cooperative learning, and diverse evaluation mechanisms. Such an integrated course model has the potential to revolutionize not only pre-service teacher education but also to be applicable in in-service teacher training, thus contributing to solving a broader range of educational issues.

이 연구의 목적은 가정교재연구및지도법 교과목과 그에 대한 교수법, 그리고 중국어교재연구및지도법 교과목과 그에 대한 교수법을 중심으로 융복합 교과목 모델을 개발하고 적용하는 것이다. 이 연구는 예비 교사들이 미래의 교육 현장에서 다양한 교육 문제를 효과적으로 해결할 수 있도록 준비시키기 위한 틀을 제공하고자 하였다. 이러한 목표를 달성하기 위해, Fogarty의 Connected Model을 활용하여, 융복합 교육과정이 학생들 사이에서 협력적이고 다양한 사고를 촉진하는 영향을 탐구하였다. 연구 결과에서는 이 모델이 교과목 수강생의 융복합 소양을 향상시켰으며, 교과목 및 전공에 관한 지식 전달을 넘어 교육 공동체를 형성하는 데 필요한 역량을 키우고, 수업에 대한 만족도도 높이는 것으로 나타났다. 또한, 이 연구는 학습자 중심의 전략, 협동 학습, 그리고 다양한 평가 메커니즘의 중요성을 입증하였다. 이러한 융복합 교과목 모델은 예비 교사 교육을 혁신할 뿐만 아니라 현장 교육에도 적용될 수 있어, 더 넓은 범위의 교육 문제 해결에 기여할 수 있을 것으로 예상된다.

Keywords

References

  1. Applebee, A. N., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44(4), 1002-1039. https://doi.org/10.3102/0002831207308219
  2. Baek, Y. S., Park, H. J., Kim, Y. M., No, S. G., Park, J. Y., Lee, J. Y., ... Han, H. S. (2011). STEAM education in Korea. The Journal of Learner-Centered Curriculum and Instruction, 11(4), 149-171.
  3. Cha, Y. K., Kim, S. A., Kim, S. J., Moon, J. E., & Song, R. J. (2014). Theory and practice of converged education. Seoul: Hakjisa.
  4. Choi, Y. S. (2022). Reconceptualization of Korean language convergence education: Focusing on bruno latour's hybrid thought. Korean Education, 131, 7-41. https://doi.org/10.15734/koed..131.202206.7
  5. Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65.
  6. Hong, N. I. (2020). Development and application of science and technology convergence general education program based on pbl for pre-service teacher. Master's thesis, Korea National University of Education, Chung Buk, Korea.
  7. Jang, H. B. (2017). The effect of design education program utilizing steam education on STEAM literacy. Master's thesis, Pusan National University of Education, Pusan, Korea.
  8. Jeong, M. K., Lee, J. D., Kang, G. S., & Park, S. W. (2015). Research on teacher education reform for converged education (RR2015-05). Korea Educational Development Institute.
  9. Kang, K. H. (2020). Analysis of the effectiveness of the university convergence curriculum using the CIPP model. Journal of the Korea Convergence Society, 11(9), 135-142. https://doi.org/10.15207/JKCS.2020.11.9.135
  10. Kim, H. Y. (2013). The proposition of the directions about convergence-based courses and basic-convergence subjects for systemed convergence education. Korean Journal of General Education, 7(2), 11-38.
  11. Klein, J. T. (2006). A platform for a shared discourse of interdisciplinary education. Journal of Social Science Education, 5(2), 10-18.
  12. Korea Educational Development Institute (2021). A plan to develop a system for nurturing elementary and middle school teachers to enhance field performance and future responsiveness. Public Hearing Resources.
  13. Kwon, H., Song, D. G., & Lee, J. H. (2018). An exploratory study on the development of the convergence curriculum: Konkuk university college of healing bio sciences consortium focus. Journal of Engineering Education Research, 21(6), 25-34. https://doi.org/10.18108/jeer.2018.21.6.25
  14. Lee, H. M. (2016). A Study of Development 4 ONs based interdisciplinary education model: Focused on arts classes in university general education. The Journal of Learner-Centered Curriculum and Instruction, 16(12), 411-430. https://doi.org/10.22251/jlcci.2016.16.12.411
  15. Leem, J. H. (2020). A study on the educational applicability of team teaching for facilitating convergence education in higher education. Journal of Educational Innovation Research, 30(3), 23-51. https://doi.org/10.21024/pnuedi.30.3.202009.23
  16. Lenoir, Y. (1997). Some interdisciplinary instructional models used in the primary grades in Quebec. Issue in Integrative Studies, 15, 77-112.
  17. Nam, J. S. (2021). A study on the development of convergence liberal arts subjects: Focusing on and Risky Society>. The Korean Journal of Literacy Research, 12(5), 359-386. https://doi.org/10.37736/KJLR.2021.10.12.5.11
  18. Park, G. M., Choi, Y. H., Hong, J. H., Lee, G. Y., Moon, S. H., Tae, J. M., ... No, K. S. (2014). Development of key competency factors for measuring study outcomes in science, technology, engineering, arts, mathematics (STEAM). The Korean Journal of Technology Education, 14(2), 214-234.
  19. Park, I. S. (2015). A study on the implications of Fogarty's model on the elementary school curriculum integration. The Journal of Education, 52(2), 39-52.
  20. Park, J. H., & Lee, J. H. (2013). A systematic review of the studies of integrative education. Asian Journal of Education, 14(1), 97-135. https://doi.org/10.15753/AJE.2013.14.1.005
  21. Park, J. Y. (2022). Effects of wellness convergence liberal education courses in university. Journal of Korea Entertainment Industry Association, 16(3), 167-175. https://doi.org/10.21184/jkeia.2022.4.16.3.167
  22. Son, D. H. (2009). The basis of integrative education & the role of university college. Korean Journal of General Education, 3(1), 21-32.
  23. Yoon, J. J. (2021). A study on the development of convergence class model for creativity and personality education in the post corona era. The Journal of Learner-Centered Curriculum and Instruction, 21(2), 1007-1031.