Journal of Korean Home Economics Education Association (한국가정과교육학회지)

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

DOI QR Code

Development of Home Economics Teaching-Learning Plan in the Clothing and Textiles area For Teenager's Empowerment Improving(I)

청소년의 임파워먼트 향상을 위한 의생활 영역 가정과수업 개발(제1보)

  • Oh, Kyungseon (Gyeonggi Sanggal Middle School) ;
  • Ha, Jisoo (Dept. of Textiles, Merchandising & Fashion Design, Seoul National University) ;
  • Lee, Soo-Hee (Dept. of Textiles, Merchandising & Fashion Design, Seoul National University)
  • Received : 2019.08.04
  • Accepted : 2019.09.30
  • Published : 2019.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

The study aims to develop a teaching-learning plan that can solve the problem of the clothing and textiles area faced by the teenager as course of critical science perspective improving the empowerment. As a research method, it was conceptualized by applying the Laster(1986)'s curriculum development process. And it was applied to the conceptual framework of practical reasoning presented in: "Family, Food and Society A Teacher's guide" (Staaland & Storm, 1996). The results of this study are summarized as follows. First, based on the results of reviewing literature related to the clothing and textiles area, ongoing concerns related to the clothing and textiles is "Should we do with regard to clothing and textiles for families in the community? The valued ends is defined as a complex position with a high degree of freedom and a high responsibility, and the goal of learning is interdependence, emotional maturity, intellectual development, and communication ability. For the contents of education and activity structure, practical reasoning process was used as conceptual framework of education contents, and included sub-concerns, broad concepts, sub-concepts and intellectual and social skills. Second, based on the practical reasoning, we developed a teaching and learning plan in the clothing and textiles. As a result, a total of 12 plan of 5 modules were developed. And were developed a total of 31 tutorials, reading materials, picture materials, group activities, and video materials. The results of this study can be applied to teachers who want to try out practical inference process in class or teachers who have difficulty in practicing reasoning process in the field.

본 연구는 의생활 교육내용을 임파워먼트 향상을 목표로 하는 비판과학 관점의 가정과수업으로 구성하여 청소년들이 직면하는 의생활 문제를 해결하고 나아가 새로운 의생활 문화를 창조시킬 수 있는 교수·학습 과정안을 개발하고자 하였다. 이를 위해 Yoo와 Lee(2010)가 구체적으로 해석한 Laster(1986)의 교육과정 개발 과정을 적용하여 개념화한 후, Brown(1979)의 실질적 내용구성과 미국 위스콘신 주에서 개발한 교사용 지도서 "A Teacher's guide : Family, Food and Society"(Staaland & Storm, 1996)에서 제시된 실천적 추론의 개념적 틀을 적용하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 의생활 관련된 문헌들을 고찰한 결과를 토대로 의생활과 관련된 지속적인 관심사로는 '사회 내의 가족을 위하여 의생활과 관련하여 무엇을 해야 하는가?'로 선정하였다. 추구하는 가치목표는 자유가 많고 책임이 큰 상태인 복합적인 위치로 정의하여, 상호의존성, 감정적 성숙, 지적발달, 의사소통 능력 등을 학습의 목표로 삼았다. 교육내용과 활동 구조를 위해 교육내용의 개념적 틀로 실천적 추론 과정을 사용하였으며, 하위 관심사, 광의의 개념, 하위 개념과 지적·사회적 기술을 포함시켰다. 둘째, 실천적 추론 단계를 토대로 의생활 영역의 교수·학습 과정안을 개발하였다. 그 결과 총 5개 모듈의 12차시 과정안을 개발하였으며, 읽기 자료, 그림 자료, 모둠활동 자료, 동영상 자료 등을 포함하여 총 31개의 학습지를 개발하였다. 본 연구결과, 실천적 추론과정을 수업에 새로이 시도해 보고자 하는 교사들이나, 실천적 추론 과정을 현장에서 실행하는 데에 어려움을 겪은 교사들에게 바로 적용할 수 있는 자료로 활용될 수 있다.

Keywords

References

  1. Bae, H. Y. (2008). Home economics curriculum development and evaluation of clothing life culture area based on the interpretive perspective on educational curriculum. Unpublished master's thesis, Korea National University of Education, Chung Buk, Korea.
  2. Bae, Y. H., & Lee, H. J. (2008). Home Economics curriculum development and application of clothing life culture area based on the interpretive perspective on educational curriculum. Korean Home Economics Education Association, 20(3), 31-47.
  3. Baldwin, E. (1990). Family empowerment as a focus for home economics education. Journal of Vocational Home Economics Education, 8(2), 1-12.
  4. Ban, Y. J., Kim, N. E., & Lee, H. J. (2011). Development and application of Technology⋅Home Economics teachinglearning lesson plan on clothing lifes to raise youth's awareness of traditional clothing culture. Korean Home Economics Education Association, 23(4), 1-17.
  5. Bolton, B., & Brookings, J. (1998). Development of a measure of intrapersonal empowerment. Rehabilitation Psychology, 43(2), 131. https://doi.org/10.1037/0090-5550.43.2.131
  6. Brown, M. M. (1978). A conceptual scheme and decision-rules for the selection and organization of home economics curriculum content(Bulletin No. 0033). Madison, WI: The Wisconsin Department of Public Instruction.
  7. Brown, M. M., & Paolucci, B. (1979). Home Economics: A definition. Washington, DC: American Home Economics Association.
  8. Cha, K. W., & Choi, M. Y. (2010). Conspicuous consumption and consumer conformity in the clothing purchase behavior of teenagers. Consumer Policy and Education Review, 6(1), 27-45.
  9. Chin, M. J. (2009). 사회자본으로서의 가정 : 취약성과 가능성[Family as social capital : Vulnerability and potential]. In H. J., Song, M. J., Chin, S. Y., Bae, J. S., Yoon, Y. S., Seo, & L. J., Park (Eds.), 'Talk about family concerns and alternatives'. 2009 Family policy forum Series. Seoul: Shinjung.
  10. Cho, E. Y. (2003). Learning requirement of girl students in high school for clothing and textiles in Technology.Home Economics. Korean Home Economics Education Association, 15(4), 23-35.
  11. Cho, H. G., Kim, G. S., Cheong, M. J., Song, H. L., Lee, S. M., Sung, M. Y., & Lee, H. A. (2005). 건강가정론[Healthy family theory]. Seoul: Sinjung.
  12. Cho, H. J., & Lee, G. H. (2004). The analysis and the effect of the practical problem solving method of the clothings chapter in middle school Home Economics and Technology in the 7th curriculum. Secondary Education Research, 52(2), 385-417.
  13. Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of management review, 13(3), 471-482. https://doi.org/10.5465/AMR.1988.4306983
  14. Elizabeth, R. (1986). A Model for critiquing curricula. In Vocational Home Economics Curriculum: State of the Field AAFCS Teacher Education Section Yearbook 6. Illinois: Bennett & Mcknight Publishing Co.
  15. Empowerment (n.d.) Oxford language dictionaries online https://www.lexico.com/en
  16. Eo, J. Y., & Oh, K. W. (2009). Students' experience and preference on student activities in the clothing & textiles section of middle school ‘Technology⋅Home Economics’ textbooks. Korean Home Economics Education Association, 21(1), 51-69.
  17. Habermas, J. (1968). Knowledge and human interests. Translated by J. Shapiro(1972). Maiden, MA: Polity Press.
  18. Hauxwell, L., & Schmidt, B. (1999). Developing Curriculum Using Broad Concepts, In J. Johnson, & C. Fedje (Eds.), Family and Consumer Sciences teacher education: Yearbook, 19(pp.91-102), Peoria, IL: Glencoe. NY: McGraw Hill Glenco.
  19. Hyeon, C. S. (2011). The mediating effects of social support and empowerment on the relationship between emotional regulation and happiness. Unpublished doctor's dissertation, Hongik University, Seoul, Korea.
  20. Jang, S. C., & Song, M. H. (2004). Relationships between high school students' appearance satisfaction and self-esteem and school-related adjustment. Korean Journal of Youth Studies, 11(3), 115-133.
  21. Jo, S. Y. (2016). Changes in critical thinking tendency and clothing attitude among middle school students via practical reasoning home economics instruction. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  22. Ju, S. E., & Yoo, T. M. (2016). Development of content structure focusing on three systems of action for the 2009 revised current Home Economics curriculum. Korean Home Economics Education Association, 28(2), 1-19.
  23. Jung, J. W. (2011). In-depth study on ethical consumption behavior related to cloth consumption. Korea Consumption Culture Association, 14(1), 49-73. https://doi.org/10.17053/jcc.2011.14.1.003
  24. Kang, H. W. (2012). 의상사회심리학[Costume social psychology]. Paju: Gyomunsa.
  25. Kang, M. H., & Oh, K. H. (2006). A study on middle school students' satisfaction and need for clothing section of Home Economics in the textbook. Korean Home Economics Education Association, 18(2), 63-77.
  26. Kim, H. H., Lee, J. Y., & Park, M. J. (2009). Teenager's attitudes toward clothing & school uniform. Journal of the Korean Fashion & Costume Design Association, 11(2), 55-73.
  27. Kim, H. S. (2002). Development of a measure of youth empowerment. Journal of Korean Society of Child Welfare, 14(0), 91-113.
  28. Kim, J. G., & Cha, J. H. (2001). Implementing progress the practical reasoning Home Economics instruction on concerns based adoption model. Korean Home Economics Education Association, 13(3), 1-11.
  29. Kim, M. S., & Lee, H. J. (2010). The development and application of teaching-learning process plans for raising awareness of the secondary school student's LOHAS. Korean Home Economics Education Association, 22(1), 51-65. https://doi.org/10.6115/khea.2010.48.2.051
  30. Kim, T. H. (2014, May 11). '바느질'에도 밀리는 SW교육[SW education pushed behind sewing education]. HanKyung Newspaper. A1.
  31. Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2007). Linking practice and theory: The pedagogy of realistic teacher education. Routledge.
  32. Kum, K. S., Kim, M. J., Kim, Y. I., Kim, Y. H., Park, M. H., Park, M. Y.,...Choi, H. J. (2012). 현대패션 110년[110 years of modern fashion]. Paju: Gyomunsa.
  33. Laster, J. F., & Dohner, R. E. (1986). Vocational home economics curriculum-State of the field. Peoria, IL: American Home Economics Association.
  34. Lee, C. S., Choi, Y. H., & Yoo, T. M. (2001). 실과 (기술.가정) 교육목표 및 내용 체계 연구 (I)[Study on educational objectives and contents system of practical arts (technology, home economics)]. Korea Institute of Curriculum and Evaluation. RRC, 2.
  35. Lee, S. H., & Yoo, T. M. (2008). Focus group interview for the development of an in-service educational program on the practical problem focused Home Economics curriculum. Korean Home Economics Education Association, 20(3), 107-129.
  36. Lee, Y. J. (2012). 청소년의 신체이미지와 의생활교육[Body image and clothing education of youth]. Proceedings of the Korean Home Economics Education Association Conference (pp. 29-49). Seoul: Korean Home Economics Education Association.
  37. Maeng, Y. I., & Koo, J. H. (2003). 청소년 생활문화와 소비에 관한 연구 I: 청소년 의복문화와 소비[A Study on Youth Culture and Consumption I : Youth clothing culture and consumption]. Korea Youth Policy Institute Research Policy Seminar, 2003(0), 1-316.
  38. Montgomery, B. (1999). Continuing Concerns of Individuals and Families. In J. Johnson, & C. Fedje (Eds.), Family and consumer sciences teacher education: Yearbook, 19 (pp. 2-22). Peoria, IL: Glencoe. NY: McGraw Hill Glenco.
  39. Montgomery, B. (2010). Curriculum development: A critical science perspective. National Standards for Teachers of Family and Consumer Sciences, 159.
  40. National Association of State Administrators of Family and Consumer Sciences. (2008). Family and Consumer Sciences national standards 3.0, http://www.nasafacs.org/national-standards-overview.html
  41. Nikolay, P., Grady, S., Stefonek, T., & Strom, S. (1997). Wisconsin's model academic standards for Family and Consumer education. publication sales, Wisconsin Department of Public Instruction.
  42. Oh, K. S., Ha, J. S., & Lee, S. H. (2017). Review and alternatives to the internal consistency of Home Economics curriculum components : Focused on the clothing & textiles area. Korean Home Economics Education Association, 29(3), 49-75.
  43. Oh, K. S., Lee, K. Y., & Lee, S. H. (2011). The contents selection and organization of the practical problem focused Family and Consumer Sciences curriculum based on the characteristics and goals of the 2007 revised curriculum. Korean Home Economics Education Association, 23(3), 91-119.
  44. Olson, K. (1999). Practical Reasoning. In J. Johnson, & C. Fedje (Eds.), Family and Consumer Sciences teacher education: Yearbook, 19 (pp. 132-142). Peoria, IL: Glencoe. NY: McGraw/Hill Glenco.
  45. Pak, I. R., & Lee, E. H. (2003). A study on research of necessity and practice of contents of clothing and textiles education. Korean Home Economics Education Association, 15(3), 89-103.
  46. Park, H. S., & Kim, H. S. (1998). Transactions : A study on the dimensions of clothing attitudes. Journal of the Korean Society of Clothing and Textiles, 22(2), 279-289.
  47. Park, M. H., Song, I. S., Son, S. H., Lee, S. L., & Park, M. H. (2006). 생각하는 소비문화[Thinking consuming culture]. Seoul : Gyomunsa.
  48. Park. M. J. (2008). Development of empowerment scale instrument and needs assessment of Home Economics teachers' empowerment. Korean Home Economics Education Association, 20(3), 131-143.
  49. Park, S. J. (2003). Plan of practical application of .the units related to Home Economics of practical arts textbook. Journal of Korean Practical Arts Education, 9(1), 79-98.
  50. Park, W. W. (1997). Empowerment : Its meaning and application. Journal of the Korea Society of Management, 26(1), 115-138.
  51. Parsons, R. (1999). Assessing helping processes and client outcomes in empowerment practice: Amplifying client voice and satisfying funding sources. Empowerment practice in social work: Developing richer conceptual foundations, 390-417.
  52. Shin, H. W., Lee, J. W., Kim, H. R., & Ha, O. S. (2015). 패션[Fashion]. Seoul: Yangseowon.
  53. Song, I. S. (2005). A study on the ethical dimension and contents of consumption. Journal of Consumer Studies, 16(2), 37-55.
  54. Staaland, E., & Strom, S. (1996). Family, food, and society: A teacher's guide. Publication Sales, Wisconsin Department of Public Instruction.
  55. Sung, U. J. (2001). Developing the curriculum by adapting the practical problem solving instruction model on the clothes purchasing chapter in middle school's home economics. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  56. Sung, Y. J., Kang, B. Y., Lee, C. S., Kang, S. H., Kim, J. I., Hwang, J. G., & Hwang, S. J. (2011). 청소년 문화론[Youth culture theory], Seoul; Yangseowon.
  57. Thorsbakken. P., & Schield. B. (1999). Family Systems of Action. In J. Johnson, & C. Fedje (Eds.), Family and Consumer Sciences teacher education: Yearbook, 19 (pp. 117-131). Peoria, IL: Glencoe. NY: McGraw Hill Glenco.
  58. Tyler, R. W. (1959). Basic principles of curriculum and instruction: syllabus for education 305. University of Chicago Press.
  59. Wright, P. (1999). Work of the family. In J. Johnson, & C. Fedje (Eds.), Family and Consumer Sciences teacher education: Yearbook, 19 (pp. 103-116). Peoria, IL: Glencoe. NY: McGraw Hill Glenco.
  60. Yoo, S. O., Lee, U. Y., & Hwang, S. J. (2001). 복식문화[Costume culture]. Seoul : Gyomunsa.
  61. Yoo, T. M. (2006). The nature of practical problem focused Family and Consumer Sciences curriculum. Korean Home Economics Education Association, 18(4), 193-206.
  62. Yoo, T. M., & Lee, S. H. (2010). 실천적 문제 중심 가정과 수업[Practical problem-based Home Economics class]. Seoul: Book Korea.
  63. Yoo, T. M., & Lee, S. H. (2014). A critical review of korean Home Economics education research based on a critical science perspective. International Journal of Human Ecology, 15(1), 23-37. https://doi.org/10.6115/ijhe.2014.15.1.23
  64. Yoo, T. M., & Yoo, J. Y. (2005). Development of educational objectives and content standards for clothing life area of Home Economics education. Korean Home Economics Education Association, 17(2), 183-195.
  65. Yoo, T. S., & Cho, O. Y. (2013). 패션과 윤리[Fashion and Ethics]. Seoul: Shinjung.
  66. Yook, S. H. (2010). Nurturing critical literacy through practical problem based instruction : based instruction for the food nutrition field in high school education Home Economics. Unpublished master's thesis, Seoul National University, Seoul, Korea.

Cited by

  1. 청소년의 임파워먼트를 위한 의생활 영역 가정과수업의 적용 vol.33, pp.1, 2021, https://doi.org/10.19031/jkheea.2021.3.33.1.169