• Journal of Korean Home Economics Education Association
• /
• v.20 no.1
• /
• pp.137-152
• /
• 2008

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

• Journal of Korean Home Economics Education Association
• /
• v.25 no.2
• /
• pp.103-128
• /
• 2013

The purpose of this study was to develop a school violence prevention program featuring the Practical Action Teaching Model(hereafter, PATM) for middle school students to prevent school violence by Home Economics Education. To accomplish this purpose, the processes of analysis, design, development, and evaluation based on ADDIE were conducted. The validity of the program was evaluated twice by Home Economics education experts(36 experts for the first group and 10 experts for the second group) and the contents of the program were modified according to the comments from the evaluators. The school violence prevention program in Home Economics classes consisted of 5 topics such as changing perception on school violence, enhancing self-esteem, relating with others, practicing consideration and sharing, and strengthening the will of preventing school violence. Twenty-four units were developed with 7 practical problems(What should I do to make friends to help with each other?, What should I do to establish positive self-concept?, What should I do to communicate to build good relationship?, What should I do to solve the conflicts peacefully?, What should I do to practice consideration and sharing in food consumption?, and What should I do to practice consideration and sharing in clothing?) in 5 topic areas. Teaching-learning plans included four steps such as problem perception, practical reasoning, action, and evaluation that comprise PATM to solve the practical problems. Every step of the teaching-learning plan consisted of questions for practical reasoning and activity assignments. Materials for students and teachers were developed. Materials for students comprised 80 pieces in total including student activity, reading, movie, and clips to make students enhance understanding and interest. Materials for teachers comprised 35 pieces in total such as rationales, newspaper articles, and movies that make teachers that lesson teaching loads and were helpful for teachers. The PATM was incorporated into developing the program and a Likert-scale was used to assess usefulness, applicability, appropriateness, fidelity, substantiality, and validity of this program. This program gained more than 4.00 on a 1-5 Likert scale. This result indicated that program is expected to be effective and useful to school violence prevention.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2021.07a
• /
• pp.443-446
• /
• 2021

이 연구의 목적은 온라인 상에서 수행된 실습 수업 방식을 분석하는데 있다. 이를 위해 연구자는 예비 교사를 대상으로 '전기 자동차 만들기'수업 주제로 실습 수업을 설계하였으며, 온라인 동영상 강의 컨텐츠 3편을 제작하였다. 동영상 강의 컨텐츠 제작을 위해 교수용 홈페이지 제작, 수업에서 사용할 동영상 제작, 과거 촬영하거나 제작해 두었던 동영상 준비, 실습 재료 준비, 실습 활동 관련 교과서 준비 등 다양한 교수학습자료를 사전에 준비하였다. 동영상 강의 컨텐츠는 CODTRA 분석 방법을 이용 하였으며, 분석 코드는 '동영상에서 제시된 교수학습자료'와 '교수자가 행하고 있는 상태'이었다. 분석 결과는 CODTRA 다이어그램에 의해 분석 코드를 시간에 따라 도식화하여 도시하였다. 이 연구 결과는 중등학교의 기술 교과나 공업계 교과에서 온라인 실습 수업을 위한 동영상 강의 컨텐츠를 제작하고자 하는 교수자에게 참고할 수 있는 자료로 활용될 수 있을 것이다.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.3
• /
• pp.31-47
• /
• 2008

In this study the interpretive perspective means a point of view on educational curriculum in which in order to reach the understanding of the meaning of the behaviors and beliefs of human beings, and the historical and cultural products, the process of discussing on the basis of historical and cultural knowledge is very important. The developed curriculum means the one that consists of the goal of the curriculum, the contents of the curriculum, lesson plans, and the instruction-learning materials. This study has been carried out in four steps: conceptualization, development, application and evaluation. This study has tried to propose some changes in the contents of clothing life education on the basis of the interpretive perspective by firstly, assuming some core concepts that were related to clothing life education in Home Economics and secondly, organizing the contents of the clothing life culture area based upon historical and cultural materials. The results of the application of the developed curriculum came out positive. The strong points of the developed curriculum showed that for the students the curriculum was helpful in seeking answers to such questions as 'who I am' and 'what kind of being I am' through the perception of traditional culture and clothing life. In addition, the developed learning contents were recognized as new knowledge. It also showed that teaching contents with a focus on the interpretive perspective could play a role as reflection for the practice and for the arrival at the final perception. A weak point of the developed curriculum is that the Home Economics teachers themselves might find difficulty preparation for teaching this material because of their limited understanding and knowledge of the historical and cultural materials about clothing life.

• 대한공업교육학회지
• /
• v.40 no.2
• /
• pp.196-215
• /
• 2015

The purpose of this study was to develop the instructional process plan and performance assessment instrument to do problem-solving activity for 'Energy and Transportation Technology' unit at the subject 'Technology-Home Economics' in middle school. This study was conducted by the following these stage. First, it was documents research and analysis of the 'Energy and Transportation Technology' unit. Second, topics for transportation technology hands-on and problem-solving activity were selected, and the organized for designed instructional process plan and performance assessment instrument related transportation technology in the development step. Third, developed instructional process plan and performance assessment instrument were conducted in order to amend and improved by expert and have gone through the field test for further improvement. The theme of transportation technology for hand-on and problem-solving activity was 'Created a hovercraft', and were consist of instructional process plan for 8 class period and performance assessment instrument in 4 type of observation, assessment finished, portfolios and student self-assessment.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.2
• /
• pp.83-107
• /
• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.4
• /
• pp.87-103
• /
• 2011

The purpose of this study was to develop a teaching-learning program for the unit 'youth sex and peer relationship' of middle school seventh - grade technology & home economics by applying Keller's ARCS model in five stages: analysis, design, development, implementation and evaluation. In the analysis stage, earlier studies of motivation were analyzed, and a survey was conducted to select ARCS strategies, in the design stage, in which way motivation strategies should be designed, in the development stage, a teaching-learning program for eight sessions was developed in accordance with the two practical problems. In the implementation stage, middle school seventh graders took six sessions according to the program, in the evaluation stage, the highly applicable teaching-learning program was finalized in response to the needs of the students. This study focused on revising ARCS strategies which provide in the teaching-learning programs by implementing and evaluating. Students desired for interesting instruction. It was necessary to develop new ARCS strategies can apply to Home Economics.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.3
• /
• pp.147-162
• /
• 2010

The purpose of this study is to seek out efficient multicultural education plans by investigating Home Economics teachers' perception of multicultural families and multicultural education. Thus, a survey was carried out to collect data mainly from home economics teachers who is working for middle schools. The results of this study can be summarized as follows. Firstly, there were more teachers who had some experience of contacting with multicultural families than those who didn't have, but it was not a big difference. Also, it was found that there were not many teachers who took multicultural education-related classes for their studying at college or had multicultural education-related teachers' training for their working as a teacher. Secondly, it was found that their respect for multi-races, recognition of multi-cultures, belief in multi-cultures and acceptance attitude toward multicultural knowledge were very positive. Thirdly, it was found that most teachers had consideration -centered viewpoints most of all. On the other hand, assimilation-based viewpoints were the least among teachers. Fourthly, teachers believe that multicultural society centered contents, which is a society where people get along with each other, should be dealt in class while executing education for multicultural families. Lastly, in regard to methods of executing education for multicultural families, it was found that they showed the strongest opinion that it should be executed all over the domain of every school subject as integrated education.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.4
• /
• pp.125-137
• /
• 2008

The purpose of this study was to improve the interest of food and nutrition area in Technology Home Economics subject as well as food safety and choice. For that, we developed new teaching-learning plan by using reading education method and applied to the 9th grade students in Buchun, Kyunggi-do. Experimental and control groups were selected based on their test score in nutrition section. Control and experimental groups were educated by general lecture or reading education method for 4 weeks and the effect of different educational methods was tested. The results of study as follow: First, teaching-learning plan by using reading education method has been developed. To apply reading education method, we developed reading record cards which could help students to understand the terminology and nutritional problems. In addition, students had time to discuss about food safety and choice after reading education which could improve the interest in Technology Home Economics subject and communication skills. Second, after applying the developed lesson plan, the results showed that reading education method improved the interest and attitude about Technology Home Economics subject and teacher, and food choice attitude. However, reading education method had no effect on the interest on reading book about food and nutrition, and These results suggested that reading education method improved the interest and recognition about Technology Home Economics subject and teacher and food choice attitude. Therefore, to establish the proper dietary behavior in junior high school students, we need to develop and apply diversity of teaching-learning plan by using reading educational method.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.1
• /
• pp.35-49
• /
• 2009

The purpose of this study was to examine the effect of instruction for the development of analytical rubrics based on teacher-student compromise, which would be applied to performance assessment about the ninth-grade housing unit of the 7th national curriculum. In order to find out the influence of the rubric development instruction on learning motivation, two different third-year classes in a middle school were selected respectively as an experimental group and a control group. The way of presenting the rubrics and learning motivation were respectively selected as independent and dependent variables. Both groups took two lessons and a pretest-posttest on learning motivation. As for the analytic rubric for the individual task performance in the housing unit, three evaluation items were selected. As a result, the instruction for the learner-involved development of analytical rubrics for the housing segment had a positive effect on the confidence and satisfaction of the middle schoolers, which were two out of four sub-factors of learning motivation. Open-ended questions showed that the instruction got to build confidence in the course of being aware of the evaluation criteria and fulfilling the given tasks.