• 한국가정과교육학회지
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• 제14권3호
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• pp.1-9
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• 2002

The objectives of this study were to measure the effect of Practical Reasoning Instruction in Home Economics : specifically. its effect on developing of critical thinking as well as to evaluate the degree of the critical thinking process. with reference to its sub-factors and the level. The research subjects were consisted of the experimental group of 119 freshman class female students from the “A” High School and the comparative group of 110 freshman class female student from the “C” High School in the city of Chung-Ju. This research was conducted under the pre-post test control group design. administering the Pre-Post testing to both the experimental and the comparative groups. The experimental group was subjected to Practical Reasoning Instruction in Home Economics : whereas the comparative group was taught under the lecture-Instruction in Home Economics The research findings are as follows: 1. Those who studied Home Economics under the Practical reasoning method scored higher on the critical thinking Process than the comparative group students who were taught Home Economics in the lecture-style approach. 2. The experimental group of students. who studied Home Economics under the Practical reasoning method. scored higher than the comparative group in their ability to perceive assumption and to render Judgment among the five sub-factors of their critical thinking processes.

• 대한가정학회지
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• 제36권4호
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• pp.109-120
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• 1998

The Purpose of this research was to introduce communication training program for positive parent-adolescent relation into home economics education curriculum. The research applied the program named "Making the desirable world 2" which was revised by K.E.T.I(Korea Effectiveness Training Institute). This program was given two hours a week during 8 weeks. The subject of this study was 24 students, divided into two groups, the experimental and the control group. This research supposed that parent-adolescent communication and self-esteem in the experimental group would significantly increase by group training program. The results of this research are as follows. First, parent-adolescent communication in the experimental group was significantly increased by the group training program. Second, self-esteem in the experimental group was significantly increased by the group training program. For home economics education as a practical subject matter, promoting qualitative maturity of students' family life, this study aimed both at enhancing communication for positive relation of parent-adolescent by group training and implementing home economics education curriculum practically.

• 한국가정과교육학회지
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• 제10권1호
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• pp.153-169
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• 1998

The purposes or this study were to develop the scientific experimental model, experimental guidelines for teachers, experiment planning & report form for students, and evaluation scales for the Home Economics Textiles class in high school. First, through review of literature concerned, scientific experimental model was defined, and the usefulness of this model on the teaching situation testified on other subjects such as Physics and Bilolgy, was reviewed. Secondly, scientific experimental model, experimental guidelines for teachers, experiment planning & report form for students, and evaluation scale were developer on the bases on APU evaluation model, experimental guidelines for teachers, experiment planning & report form for students, evaluation scale applicable to the teaching situation ere established by analysing the significant differences scientifically.

• 한국가정과교육학회지
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• 제5권1호
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• pp.61-85
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• 1993

Because of the specificity of subjects belong to middle school curriculum of Home Economics Education of function training is very important. but it pointed out that the existing standards are out-dated, and because of it , it incongruent to our realities. Therefore, whenever the curriculum o education and the national textbook are reorgrnized periodically, the reform of standards of educational materials & facilities must be followed by it. But in my opinion, in korean middle school, especially in Home Economics Education, educational facilities are not reformed at a proper time. Therefore to enhance the qualities of experimentation/practice of Home Economics Education, in the first place, the preparation for the given conditions of standards of educational materials & facilities are needed. But the educational facilities of Home Economics Education have many problem not only in the qualitative aspect but also in the quantitative aspect. And in addition to it, lost of educational facilities which cannot match contents of national textbook of Home Economics Education are exist. Therefore this thesis aims at examining comprehensively the problem of experimentation /practice of experimental materials & facilities of Home Economics Education connect with contents of Home Economics Education, holding several problems of experimentation/practice of Home Economics Education in middle school, grouping ; the principles and ways concerning the innovation experimental materials & facilities of Home Economics Education by which many teachers and students make sure of more efficient teaching/studying, and obtaining basic data which guarantee the ability of innovation concerning problems of the education of experimentation/practice of Home Economics Education. Method are : 1)grasp our educational realities with my original(question). 2)Integrate/analyse results of 1) 3)check the frequency, percentage with methods of X$^2$-test, T-test, and ‘One-way Analysis of Variances’. 4)suggest my own alternative proposal.

• 대한가정학회:학술대회논문집
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• 대한가정학회 1997년도 Program & Abstracts * The 7th Korea-Japan Home Economics Joint Syposium
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• pp.189-189
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• 1997

• 한국가정과교육학회지
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• 제22권2호
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• pp.61-79
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• 2010

본 연구는 현장에서 '생애설계와 진로탐색' 단원의 효과적인 수업을 위한 기초자료를 제공하고 도서관을 활용한 실천적 문제 중심 학습의 활용 가능성을 제시하는데 목적을 두고 설계되었다. 제7차 교육과정 고등학교 10학년 12종 교과서의 '생활설계' 단원과, 2007 개정 교육과정 해설서의 9학년 '생애설계와 진로탐색' 단원에 대한 내용을 분석한 결과를 바탕으로 실천적 문제를 정의하고 '생애설계와 진로탐색' 단원의 내용을 재구성하여 10차시의 학교도서관을 활용한 실천적 문제중심 가정과 교수-학습 과정안을 개발하였다. 경기도 S고등학교의 재학생 139명을 대상으로 실험집단에는 개발된 학교도서관을 활용한 문제중심 수업을 도서관에서, 비교집단에는 동일주제를 가지고 교실에서 수업을 진행한 후 '생애설계와 진로탐색' 단원에 대한 의식 및 태도와 가정과에 대한 인식의 향상정도를 공변량 분석(ANCOVA)으로 알아보고, 학생의 수업방법에 대한 만족도를 살펴보았다. 연구결과, 개발된 도서관을 활용한 실천적 문제중심 수업은 교실에서의 실천적 문제중심 수업보다 '생애설계와 진로탐색'과 관련된 바람직한 의식과 태도를 형성하고 발전시키는데 크게 영향을 미치는 것으로 나타났다. 또한, 가정교과를, 과학지식을 가정생활에 응용하는 능력을 기르는 교과, 가정과 연결된 사회문제 분석 능력을 기르는 교과, 주변사람들을 돌보고 존중하는 능력을 기르는 교과, 현대사회에서 중요한 교과라고 긍정적으로 인식하게 하는데 영향을 미치고 있었으며, 수업방법과 수업 전반에 대한 학생들의 만족도가 매우 높은 것으로 나타났다.

• 한국가정과교육학회지
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• 제15권1호
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• pp.81-94
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• 2003

This study tested students’ ICT application capability and Problems solving ability by ICT instructional environment when ICT teaching method is applied to $\boxDr$Understanding of Myself and Family$\boxUl$ unit of home economics. Following research Problems were formulated for this study : 1. Are there any differences of the effects on improvements of students’ ICT application capability by ICT instructional environment\ulcorner 2. Are there any differences of effects on improvements of students’ problems solving ability by ICT instructional environment\ulcorner 3. Are there any differences of effects on improvements of students’ Performance assessment results by ICT instructional environment\ulcorner The researcher developed a homepage for the ICT teaching-learning. and prepared Problems-based teaching-learning lesson plan. The students were divided into two groups (experimental group 1 and experimental group 2) by ICT instructional environment. The Pre-test and post-test were conducted before and after the experimental class. The ICT class experimental period was for 16 weeks. from March 10. 2002 to July 10. 2002. The experimental group 1 was given 16-weeks classwork under the classroom environment of 1 PC for each classroom(The classroom with advanced educational equipments) . while the experimental group 2 was given 16-weeks classwork under the classroom environment of 1 PC for each student(multimedia classroom) . The results of the study are as follows: 1 All of the ICT teaching methods under both instructional environments were found to be effective on the improvements of the ICT application capability. 2. There were statistically significant differences of problems solving ability between two groups in application and the measure of validation. 3. The experimental group 1(1 PC for each classroom) did not show any improvements of Performance assessment results. while the experimental group 2(1 PC for each student) showed some improvements.

• 한국가정과교육학회지
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• 제17권2호
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• pp.1-10
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• 2005

본 연구에서는 다중지능이론에 기초한 수업을 기술${\cdot}$가정과의 '자원의 관리와 환경' 단원에 대하여 실시한 후 이러한 수업이 중학생의 자아존중감 향상에 미치는 효과를 살펴보았다. 중학교 2학년 남학생 74명을 대상으로 실험집단에는 다중지능이론에 기초한 기술${\cdot}$가정과 수업을, 비교집단에는 전통적 방법의 수업을 6시간씩 실시하였다. 다중지능이론에 기초한 기술${\cdot}$가정과 수업을 적용한 후 분석한 결과, 다중지능이론에 기초한 기술${\cdot}$가정과 수업은 중학생의 자아존중감 향상에 효과적인 것으로 나타났다. 다중지능에 기초한 기술${\cdot}$가정과 수업은 기존의 수업 방법보다 다양한 활동으로 구성되며 교사 중심이 아닌 학생 중심으로 수업이 이루어짐으로써 학생의 자아존중감 향상에 도움이 된다. 다중지능이론에 기초한 기술${\cdot}$가정과 수업은 자아존중감의 하위요인 중에서 총체적 자아존중감과 사회적 자아존중감의 향상에는 효과적이었으나 가정적 자아존중감과 학교적 자아존중감의 향상에는 효과가 없었다.

• 한국가정과교육학회지
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• 제13권3호
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• pp.131-146
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• 2001

The purpose of this study were to develop cooperative learning lesson plan for middle school home economics class and to identify the effect of cooperative learning on students\` self-esteem. The content of lesson was chosen from the food and nutrition section of home economics textbooks for middle school. The main structure of the lesson plan stems from $\boxDr$Lesson Plan Guide of Structuring Cooperative Learning Lesson Plan for Teachers$\boxUl$ by D. Johnson. R Johnson and E. Holubec. Various kinds of references including media reading materials cooperative group activity reports and cooperative group activity checking lists were newly developed according to the content of lesson. Eight hour lesson plans were developed and applied to 2nd grade middle school students and pre-test and post-test were taken to test the effect of Johnson\`s cooperative learning method on students\` self-esteem. Students at a Middle School located in Seoul were divided into two grouts, the three classes as experimental group and the other three classes as control group. The data were analyzed by ANCOVA using SPSS/WIN program. As a result, the hypothesis that the degree of self-esteem of the experimental group is higher than that of control group was adopted (P.(001). Among the sub-factors of self -esteem. the global self-esteem and the social-peer self-esteem scores of the experimental group were higher than that of the control group(p.(001 each). but the school-academic self-esteem score was not different (p> .05) According to the post-experiment free-style report. student as a dynamic subject could get initiatives and interests in home economics class more effectively by cooperative learning. Therefore, it could be said that cooperative learning has positive effect on the promotion of students\` self-esteem and is considered to be a good teaching method of home economics subject.

• 한국가정과교육학회지
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• 제23권1호
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• pp.113-141
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• 2011

본 연구의 목적은 중학교 기술 가정 교과의 식품표시와 관련된 수업을 ARCS 동기유발전략을 적용하여 개발한 후 이 수업이 학습동기와 식품표시에 대한 인식과 활용에 효과를 주는지 검증하는데 있다. 본 연구의 목적을 달성하기 위해 ARCS 동기유발 전략을 적용한 식품표시 관련 가정과 수업의 교수 학습 과정안을 총 4차시 개발하였고, 사전-사후 실험설계를 사용하여, 실험집단 4학급은 ARCS 동기유발전략을 적용한 수업을, 비교집단 3학급은 강의식 수업을 적용하여 실험집단과 비교집단의 사전 점수와 사후 점수를 비교하였다. 불성실하게 응답한 7부를 제외한 203부를 대상으로 SPSS Win 12.0을 이용하여 공변량분석(ANCOVA)을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, ARCS 동기유발전략을 적용한 식품표시 관련 가정과 수업의 교수 학습 과정안과 학습자료, 교사용 참고자료를 4개의 학습주제(영양성분표시, 식품첨가물, 유전자조작과 방사선조사식품, 식품품질인증표시)별로 개발하였다. 둘째, 학습동기에 대한 실험에서 사전 학습동기를 통제한 공변량 분석을 실시한 결과, ARCS 동기유발수업을 받은 실험집단과 강의식 수업을 받은 비교집단의 학습동기와 동기유발요소(주의집중, 관련성, 자신감, 만족감) 모두에서 유의미한 차이를 보였다. 셋째, 사전 식품표시에 대한 인식을 통제한 공변량 분석을 실시한 결과, 사후 식품표시에 대한 인식 검사에서 식품표시에 대한 인식이 수업방법에 따라 실험집단과 비교집단 간에 유의한 차이를 보였다. 그리고 식품표시에 대한 인식 하위영역인 식품표시사항 이해도와 식품표시 실생활 도움 및 교육필요도에서도 모두 유의한 차이를 보였다. 넷째, 사전 식품표시 활용도를 통제한 공변량 분석을 실시한 결과, 식품표시 활용도에 대한 사후 식품표시 활용도는 수업방법에 따라 실험집단과 비교집단간에 유의한 차이를 보였다. 그리고 식품표시 활용도 하위영역인 식품표시사항 활용도와 식품선택시 활용도 모두에서도 유의한 차이를 보였다.