• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.