Journal of Korean Home Economics Education Association (한국가정과교육학회지)

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

DOI QR Code

Case study of flipped learning applied to hand sewing class in home economics education

가정과교육에서 손바느질 실습에 대한 플립러닝 적용 사례 연구

  • Shin, Hye Won (Dept. of Home Economics Education, Dongguk Univ-Seoul)
  • 신혜원 (동국대학교-서울 가정교육과)
  • Received : 2018.11.15
  • Accepted : 2018.12.28
  • Published : 2018.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to develop and examine the effect of flipped learning in hand sewing practice. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned kinds of hand sewing by watching video and ppt. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, instructor had a brief hand sewing demonstration. Then basic hand sewing practice was progressed. After that advanced project(making things using more than 3 kinds of hand sewing methods) was progressed. After-class: Students were evaluated each other through project exhibition. The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students were actively participated in flipped learning and satisfied with the overall quality of the flipped learning class. They said that videos, project & feedback were helpful in understanding hand sewing. Flipped learning applied to hand sewing practice showed more positive learning effect than the general practice class.

본 연구는 사범대학 가정교육과 대학생 15명을 대상으로 하여 손바느질 실습수업에 플립러닝을 적용하고 그 효과를 살펴보았다. 플립러닝 수업은 3단계로 설계하였으며 수업 준비 단계에서는 기초 손바느질에 관한 동영상과 ppt자료를 온라인으로 학습하도록 하였다. 수업 중에는 사전학습여부를 퀴즈로 확인한 후 미니시범을 보이고, 기초 손바느질을 하는 기본과제와 이를 활용한 소품 만들기 응용과제를 하도록 하였다. 수업 마무리 단계에서는 과제전시를 통해 학생들이 서로 평가하도록 하였다. 플립러닝 수업효과는 학생들의 수업에 대한 인식과 성찰일지로 살펴보았다. 학생들은 플립러닝 수업에 적극적으로 참여하고, 플립러닝 수업의 수준이 적절하다고 하였으며, 동영상과 ppt자료, 퀴즈, 기본과제와 소품 만들기 응용과제가 학습에 도움이 되었다고 하였고, 수업에서 상호작용이 원활하다고 하였으며, 플립러닝 수업에 대한 만족도가 높은 것으로 나타났다. 특히, 손바느질 실습에 대한 플립러닝 적용의 경우 동영상을 활용함으로써 사전학습으로 인한 수업내용에 대한 이해의 증가와 수업 중 반복학습에 대한 장점이 부각되는 것을 알 수 있었으며, 기본과제 외에 응용과제를 함으로써 학생 개개인의 수준에 적합한 학습자 중심의 자기주도수업과 개별화학습으로 일반적 실습수업보다 긍정적 효과를 가진 것으로 나타났다. 본 연구는 손바느질 실습에 플립러닝이라는 새로운 효과적인 교수학습방법을 시도하였다는데 의의가 있다.

Keywords

References

  1. Ahn, M. R. (2016). A study on the factors that influence the flipped class and learner' satisfaction level. Multimedia Assisted Language Learning, 19(1), 114-136.
  2. Bates, S. P., Galloway, R. K., & McBride, K. L. (2012). Student-generated content: using peer wise to enhance engagement and outcomes in introductory physics courses. AIP Conference Proceedings Series, 14, 123-126.
  3. Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every student in every class every day. Washington, DC.: Eugene, Or.
  4. Dongguk Center for Teaching and Learning[DCTL]. (2017). All about flipped learning. Seoul: Author.
  5. Huh, J. Y., & Han, S. M. (2016). Case study of flipped-learning on a basic engineering practice, Journal of Practical Engineering Education, 8(2), 83-89. https://doi.org/10.14702/JPEE.2016.083
  6. Kang, I. A., & Jung, E. S. (2009). The reexamination of educational implication of reflective journal: a university class case. The Korean Journal of Educational Methodology Studies, 21(2), 93-117. https://doi.org/10.17927/TKJEMS.2009.21.2.93
  7. Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
  8. Kim, H. Y., & Kim, Y. H. (2017). An action research on flipped learning for fundamental nursing practice courses, Journal of Korean Academy of Fundamentals of Nursing, 24(4), 265-276.
  9. Kim, S. H. (2018). Development of clothing life education to cultivate subject competencies based on 2015 revised technology & home economics curriculum: focusing on integration of the curriculum-class-evaluation. Journal of Korean Home Economics Education Association, 30(1), 115-128.
  10. Kim, S. M., & Kwon, Y. S. (2018). The development and application of sewing practice program for im0provement of middle school students' creative problem solving ability and collaborative ability. Journal of Korean Home Economics Education Association, 30(3), 195-213.
  11. Kim, S. S. (2018). A study on the research trends to flipped learning in korea, 2018 Korean Language and Culture Education Society The 13rd International Symposium, 2018(2), 139-143.
  12. Kim, Y. K. (2016). Development of a flipped-learning instructional model based on activity theory for higher education. Unpublished doctoral dissertation, Chung Ang University, Seoul, Korea.
  13. Lee, K. H., Jun, J. S., & Ryu, K. U. (2017). Effect of three types of flipped learning classes on the improvement of academic achievement and class satisfaction of college students. Global Creative Leader, 7(1), 1-22.
  14. Leem, J. H., & Kim, S. H. (2016). Effects of flipped learning on learning achievement, collaboration ability, and ICT literacy in smart learning environment. The Korean Society for Educational Technology, 32(4), 809-836.
  15. Seo, E. B., & Lee, S. S. (2013). Development of the creativity and character education program using needlework with analysis of effectiveness. Journal of Korean practical arts education, 26(2), 41-58.
  16. Shin, H. W., & Kim, H. R. (2016). Effects and class case of problem based learning in . Journal of Korean Home Economics Education Association, 28(3), 33-45.
  17. Shin, H. W., & Kim, H. R. (2018). Case studies and effects of flipped learning applied to western costume history. Journal of Korean Home Economics Education Association, 30(2), 137-147.
  18. Shin, H. W., & Rhee, J. U. (2016). Case study of PBL applied field trip in the national folk museum on teaching . Journal of Korean Home Economics Education Association, 28(4), 97-109.
  19. Son, E. J., Park, J. H., Lim, I. C., Lim, Y., & Hong, S. W. (2015), Impact of flipped learning applied at a class on learning motivation of college students. The Society of Cognitive Enhancement and Intervention, 6(2), 97-117.
  20. Wee, E. H. (2018). A study on the effects of fashion career educational program for improving the career self-efficacy of middle school students: In case of students who are interested in fashion. Journal of Korean Home Economics Education Association, 30(1), 1-13.
  21. Yoon, S. W. (2016). A study on a flipped learning-based teaching design model for chorus activities, Journal of Music Education Science, 29, 21-39.

Cited by

  1. 원격학습 환경에서 가정교과 실천적 추론 과정에 대한 중학생의 요구도 조사연구 vol.33, pp.1, 2018, https://doi.org/10.19031/jkheea.2021.3.33.1.1
  2. 의류학 관련 교양과목 <영화로 만나는 패션> 개발과 운영사례 vol.23, pp.2, 2018, https://doi.org/10.30751/kfcda.2021.23.2.43