• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.77-94
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• 2010

The purpose of this study was to develop a practical problem-based lesson plan for the "Understanding Myself and My Family" unit and to examine the effects of the lesson plan. Learning objectives and contents were selected, and a practical problem-based lesson plan for five sessions was developed and implemented. With 150 students participating in the study, a pre-test and post-test comprised of a questionnaire were conducted to explore the effectiveness of the lesson plan on the students' sex role characteristics, awareness of gender-role equity in occupational, familial and societal settings and of participation in household chores. Results from the post-test revealed that the students displayed androgynous sex-role characteristics, a heightened awareness of gender-role equity and a higher degree of participation in household chores after the five sessions. Assessment of the class was found to be very positive. Consequently the study showed that the lesson proved to be helpful for the students.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.397-406
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• 2005

The goal of this research is to prove the efficiency of direct instruction by developing and applying an ICT teaching and learning course for physical education based on a direct instruction model. The curriculum for physical education requires the instructors example and feedback, and sometimes classes may be difficult to conduct due to reasons such as weather conditions. Also, in actual learning, the application of a learning model is inadequate. In these cases, using an ICT teaching and learning course, experts can show examples instead. The learners are provided with individual and suitable feedback and can make it practical for them by slowing down motions, sectional motion learning, and repetitive learning. It can also enhance the sharing of the instructors teaching and learning methods. Therefore, this research recomposed the commonly used direct teaching and learning methods in physical education in order to make it suitable for ICT utilized lessons. It was recomposed in a procedural model and each level was explicated, and in order to materialize this, an ICT teaching and learning course was developed. This was then applied to a Fifth grade class, and its learning effects were analyzed.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.1-8
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• 2009

This study proposes to develop an ICT teaching learning material for physical education based on the inquiry learning model, and to verify its efficiency by applying that material. Departing from the conventional simple applications of ICT, this paper studies ICT applications based on a 'learning model' with specific teaching-learning processes and methods in order to achieve the greatest effect for the final learning objective. This study reconstructed an inquiry-teaching-learning model for track and field and gymnastics lessons to fit ICT teaching-learning material, defined at each level with a process model; and developed a feasible curriculum. The developed material was applied to the 5th grade lessons. The result of this application indicated increased efficiency in the teaching-learning objectives, inducing interest in learning as well as in other technical or functional aspects.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.37-62
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• 2021

The purpose of this study is to develop a project-based teaching-learning instruction to solve the problems in family life. The developed process can be a practical plan to activate environmental education centered on living environment problems curriculum of Home Economic Education[HEE]. In order to achieve the purpose of this study, the curriculum of HEE and environmental education categories were compared and analyzed. The study selected 10 themes and developed a project-based HEE teaching-learning instruction with 8 sessions. The characteristics of the developed teaching-learning instruction are as follows. First, HEE curriculum included environmental knowledge, values and attitudes, competence, and practice and participation in environmental education and related categories in achievement standards and learning elements. Second, since HEE curriculum has a teaching-learning instruction plan based on project-based learning that allows learners to recognize and solve problems themselves was developed based on the real life-centered learning themes related to environmental education. It was also proposed that the subject of HEE has a high correlation with environmental competence and environmental practice, and thus environmental contents that can raise students' interests in society and environment should be added to the HEE curriculum. The teaching-learning instruction developed in this study can be used for classes such as HEE classes or free semeste. A follow up study would need to test the educational effects of this teaching and learning plan by implementing it to the actual class.

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

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.388-390
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• 2002

21세기에 접어들어 우리 교육은 세계화, 정보화, 다양화라는 큰 흐름 속에서 민족적 주체성을 함양하는 방향으로 변하고 있다. 특히 사회과목에 있어서는 학습자가 살고 있는 지역의 전통과 특수성에 대한 교육을 강화하고 있다. 이런 흐름 속에서 본 연구는 초등학교 3학년 사회과목의 지역화 단원을 지도하는데 필요한 ICT 교수-학습 과정안의 개발에 대해 다루었다. 특히 학습자가 다양한 멀티미디어 자료를 통해 보다 쉽게 학습 내용에 접근할 수 있고, 교사는 교수-학습에 다양한 자료를 손쉽게 투입하고 다양한 방법으로 재구성할 수 있도록 하는 데 주안점을 두었다.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.11a
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• pp.653-656
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• 2004

교육인적자원부의 ${\ulcorner}$초${\cdot}$중등학교 정보통신기술 교육 운영지침${\lrcorner}$에 따르면 각 교과 수업 시간에 ICT 활용 교육이 $10\%$이상 반영되도록 적극 권장하고 있다. 이에 따라 각급 학교에서는 전통적인 학습 지도안과 ICT 활용 교수-학습 과정안의 두 가지 형태를 병행하여 사용하고 있으나 작성 도구와 형식이 다양하여 교사들 상호간의 문서 공유와 재사용성이 떨어지며 웹 상에서 정확한 검색이 어렵다. 본 논문에서는 한국교육학술정보원에서 제시하고 있는 ICT 활용 교수-학습 과정안의 모형을 토대로 공통 DTD를 설계하고 데이터베이스와 연동하여 표준화된 XML 문서를 생성함으로써 교사들 상호간의 공유 및 재사용성을 높이고 정확한 검색이 이루어지도록 하였다. 또한 유선 인터넷 서비스와 동시에 무선 인터넷 환경에서도 WML을 이용하여 모바일 서비스가 가능하도록 구현되어 있어 보다 향상된 교수-학습 환경을 제공할 수 있다.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.187-207
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• 2018

The purpose of this study was to develop a teaching-learning plan applicable to high school technology·home economics and home science classes in order to prevent adolescents' dating violence which is one of the serious social problems we are facing lately. This research has following three steps: 1. Analyzing contents and selecting content elements, 2. Developing teaching-learning materials, and 3. Performing a pilot test and making corrections. In the first step, this author analyzes how the contents associated with dating violence are presented in the 2015 curriculum of technology·home economics and the textbooks and reviews related literatures to select content elements necessary to prevent dating violence for those going through adolescence. Based on that, in the second step, this researcher develops a teaching-learning plan for six lessons and then makes it verified by two experienced teachers of home economics. In the last step, the teaching-learning plan for six sessions developed is implemented to two high school classes, and then, based on the results of examining the opinions of the teachers implementing the plan and students about the class, this researcher modifies and complements the parts of the plan showing low applicability to the field and develops the final dating violence prevention teaching-learning plan. In order to prevent adolescents' dating violence, it is necessary to create a social environment safe from violence and provide violence prevention education before they begin to have relationship. This researcher expects that this teaching-learning plan is applied in home economics class and it can contribute to enhancing students' sensitivity about violence and improving their competencies to make wise judgments in problematic situations and cope with them properly.