• Title/Summary/Keyword: 가정 수업

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Development and Evaluation of Home Economics Education Teaching-Learning Plans Using Happiness Education Program: Focused on the Unit of Understanding Families in a Middle School (중학교 가정과교육에서 행복교육을 적용한 교수·학습 과정안 개발 및 실행: '가족의 이해' 단원을 중심으로)

  • Im, HongSoon;Choi, Saeeun
    • Journal of Korean Home Economics Education Association
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    • v.31 no.2
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    • pp.35-50
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    • 2019
  • The purpose of this study is to develop a home economics education curriculum by using the 'happiness education program' in order for students to improve a feeling of happiness and enhance positive relationships. This study focuses on the unit of 'understanding families' with middle school students. Based on the ADDIE model, 15 lesson plans were developed and implemented on four classes of middle schools in Chungbuk area from March 13 to July 7 in 2017. Findings show that feelings of happiness and interrelationship among others significantly improved and showed strong enhancement. Also, understandings the importance of close relationships and the value of family showed significant improvement. The teaching methods using happiness practice activities and group activities for the happiness education in the home economics classes were evaluated as effective by participants. This study has the significance and implications for further studies in a sense that it combines happiness education with home economics education curriculum.

Action Research on Reading Picture Books for Lower-Grade Multicultural Students from Foreign Backgrounds: A Case of Collaborative Lessons with A Elementary School Library (저학년 외국인 가정 다문화 학생을 위한 그림책 읽어주기 수업에 관한 실행연구 - A초등학교 학교도서관 협력수업의 사례를 중심으로 -)

  • Hyounmee Wee;Miah Cho
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.34 no.3
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    • pp.59-87
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    • 2023
  • The aim of this study is to provide practical instances of implementing picture book reading sessions within school libraries to enhance language proficiency and foster emotional stability among lower-grade multicultural students hailing from foreign backgrounds. The research outlines the design and execution of a picture book reading program tailored for multicultural students, with analysis based on the outcomes of actual classroom implementations. In the course of the study, existing literature pertaining to the use of picture books for enhancing multicultural education and language skills was reviewed. This informed the development of a structured class procedure by extracting core components. Indeed, 43 multicultural students in five classes in the first and second grades of A Elementary School in Gyeonggi-do were given three pilot classes for each class for 20 weeks and a total of 100 picture book reading classes, each with 17 main lessons. This study establishes the positive impact of picture book reading classes on the Korean language comprehension of multicultural students. The results confirm positive improvements in students' ability to understand Korean, as evidenced by enhanced Korean expression and presentation skills, increased library usage, and a positive shift in classroom attitude. The procedure for reading picture books using school libraries proposed in this study was actually conceived and developed in the course of class operation in the school education field, reflecting the changes brought about by the increase of multicultural students and the need to improve the class environment. Through this practical investigation, important insights have been extracted regarding how picture book reading sessions designed for elementary school students from multicultural backgrounds can enhance the classroom environment and elevate learning outcomes.

Case studies and effects of flipped learning applied to western costume history (플립 러닝을 활용한 서양복식사 수업 사례 및 효과 - 고대 메소포타미아 복식을 중심으로 -)

  • Shin, Hye Won;Kim, Hee Ra
    • Journal of Korean Home Economics Education Association
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    • v.30 no.2
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    • pp.137-147
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    • 2018
  • The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

Home Economics related Programs from the First Pilot Schools implementing the Free Learning Semester (자유학기제 1차 연구학교의 가정교과 관련 운영 실태)

  • Lee, Eun-Young;Son, Joo-Young;Kim, Yea-Seul;Cho, Jae-Soon
    • Journal of Korean Home Economics Education Association
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    • v.26 no.3
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    • pp.69-89
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    • 2014
  • The purpose of this paper was to understand the outlines of 1) common and free curricula implemented by the first pilot schools and 2) Home Economics related programs from both curricula. This study analyzed the 42 reports from the first pilot schools which implemented the free learning semester in 2013. The results showed that more than half of schools set two or more emphasis models of the free learning semester. In 15 out of 28 schools, the lesson hours of Home Economics were reduced by one to three hours. Various common curricula were implemented in many aspects of teaching-learning methods, curriculum, evaluation, and subject related career lessons. Free curriculum was implemented in four areas such as career exploration, student optional program, club activity, and art sports activity. In common curriculum, Home Economics was carried out in 17 out of 39 schools. The Home Economics class included subject related career lessons and improvement of teaching- learning methods. Various interesting activities and programs as a free curriculum were implemented in career exploration, students' optional program, and club activities in 38 schools. The most frequently implemented was the activity program related to food and nutrition. Further research was proposed to develop students' optional programs related to Home Economics subject, responding to their needs.

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The Development and Application of Practical Problem-based Lesson Plan on Consumer Choice of Genetically Modified Food - Focused on the 'Dietary Life' in High School Home Economics - (유전자변형식품 선택의 실천적문제중심 교수.학습 과정안 개발 및 적용 - 고등학교 식생활 영역 -)

  • Kang, Kyung-Hwa;Kim, Young-Nam
    • Journal of Korean Home Economics Education Association
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    • v.22 no.2
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    • pp.101-113
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    • 2010
  • The purpose of this study is to develop and evaluate the practical problem-based lesson plan for high school home economics class focusing on consumer choice of genetically modified(GM) food. The ADDIE instructional design model was applied. The first analysis step, practical problems were chosen based on the previous studies and the educational goal suggested in the 2007 revised curriculum. The next design and development steps, 4 hours of lesson plans were developed by reconstitution a chapter of Food Safety. Additional learning materials(17 student activity papers, 17 student reading materials, 3 teacher reading materials) were also developed. The implementation step, the lesson plans developed were applied to the S high school students in Bundang, Geyonggi-do. The last evaluation step, the perception change about GM food and the adequacy of teaching method were evaluated. As results, the studens' attitudes and minds towards the GM food were changed. The level of concern on GM food increased, and the ratio of students who would check whether GM food or not was increased. Also students showed high level of satisfaction on teaching method and materials.

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