• 한국가정과교육학회지
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• 제10권1호
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• pp.171-183
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• 1998

The purpose of this study were to see the concept of creativity for the application to the home economics subject and to analyze the home economics textbooks required by the 6th curriculum in a viewpoint of the development of creativity. To achieve these purposes, the learning unit of making necessaries of 8 different home economics textbooks for middle school were compared in the point of titles of learning unit, learning objectives, contents of learning unit, study problems, and exercises. The results of this study were as follows : 1) For the learning objectives, most of home economics textbooks were focused on the basic knowledge and basic skills education rather than the creative thinking and creative problem solving. 2) For the contents of the textbooks, all of home economics textbooks were fixed by the materials and making steps for education of basic skills. So, it was found that the creativity of students could not developed. 3) For the study problems, most of home economics textbooks had some posibility of developing the creativity of students, relatively. 4) For the exercises, most of home economics textbooks had limited posibility of developing the creativity of students.

• 한국가정과교육학회지
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• 제18권2호
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• pp.125-134
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• 2006

본 연구에서는 제7차 교육과정에서 심화선택과목으로 새롭게 편성된 가정과학의 교육내용 필요성에 대한 가정과교육 전문가들의 합의를 도출하여 앞으로의 가정과학 교육내용을 설정하는데 필요한 기초 자료를 제공하고자 델파이 조사를 실시하였다. 가정과교육 전문가를 대상으로 3차에 걸쳐 실시한 델파이 조사 결과에 의하면, 가정과교육 전문가들은 가정과학의 영역별 교육내용에 대하여 가족생활, 식생활, 소비생활, 주생활, 의생활 영역의 순서로 필요성이 높다고 합의하였다. 또한 가정과교육 전문가들은 가정과학의 각 영역에서 지식, 기술, 직업과 관련된 교육내용보다 실제 생활에서 유용한 교육내용에 대한 필요성이 더 높다고 합의하였다.

• 한국가정과교육학회지
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• 제10권2호
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• pp.131-144
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• 1998

The lack of characteristical understanding of the Home Economics Education will have difficulty in achieving the goal of the Home Economics Education. To allow the Home Economics Education class in school contribute toward the enhancement of the quality of life, it is inevitable to reinforce the recognition of the importance and necessity of the Home Economics Education and to newly propose a directional guidance forward the coming 21st century. The purpose of this study was to provide basic data for planners of the future Home Economics Education by surveying research administrators in charge of programming the overall school curriculum. This study was conducted under the following procedure to have the outcome as follows ; 1. Answers from respondents of age over 50 or careers over 16 years tended to grasp the goal of Home Economics Education in relation to the enhancement of quality of life rather than to the accumulation of knowledge, skill or capacity. 2. Of all the surveyed, 9.64% regarded Home Economics Education as an essential part of school education and the positive ratio was higher with younger respondents. 3. To the question asking if the high school Home Economics Education could have influence on one's capacity, 97.2% of the answerers said yes. The respondents with career under 15 year showed 100% of positive agreement in this matter and of age under 40 marked much higher ratio of 98.84% than the elders. 4. The overall recognition of the necessity for separate sections in Home Economics Education programmed in accordance with the 6th Revision of High School Curriculum displayed a considerably high ratio, with a little differences among age and job groups. The purpose of this study is to analyze and understand adolescents'culture, thereby to provide fundamental information for Preventive Education for Adolescents'Problems in Home Economic Education. 745 articles collected in computer communication service were used for the analysis. The data were analyzed by frequency and percentage using the SPSS/PC+computer program. The most important results of this study were as follows ; 1) Concerning 'Adolescent's Problems's, problems such as violence, homicide and robbery were treated with the greatest frequency. It was also analyzed that the older generations are highly inclined to understand adolescents'culture as a negative one, for example, 'delinquency'or 'immaturity'. 2) Although the area of 'Adolescents'Education'was treated most frequently reflecting the high educational concern in our society, the significant part of those articles were on wrongful educational administration. As much as 70.6% of the articles analyzed were on 'Education'and 'Problems'. Thereby it may be concluded that the other areas such as health, activities, worries, values and harmful environments ere treated respectively as only a 'subculture'or'fragmentary culture'. The articles containing correlations and interactions among them and certain alternative proposals were very rare. 3) The areas such as 'Worries and Counselling'and 'Health'were occupying only a small portion of the articles. The articles which were treating the practical worries and their resolutions were even rarer. 4) 'Values'of the adolescents tended to be viewed by the older generations very negatively. It was also found that the older generations gave the tendency to see the 'consumption culture'of the adolescents as a kind of 'counter culture'or'subculture'.

• 대한가정학회지
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• 제41권10호
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• pp.149-171
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• 2003

This study was carried out as a basic fundamental research to propose a theoretical framework for Home Economics curriculum. This research employed the Delphi Method to reach a consensus with the experts in each related educational field of study for putting forth a newly proposed theoretical framework of a Home Economics curriculum. The finally proposed theoretical framework will definitely play a crucial role in establishing a standard framework for educational goals and curriculum content for Home Economics curriculum since it is put forth with a strong agreement from a high proportion of the expert groups. Results on the nature and characteristics of, structural framework of curriculum contents, and literacy through Home Economics were drawn from the 3-round Delphi survey: 1. Home economics has a liberal and practical-critical nature and it promotes enhancement of quality of life through a practical problem-solving process in maintaining family life. 2. The structural framework of the home economics curriculum contents is organized with three-dimensional components of content area (dimension 1), process area (dimension 2), focus of organizing content (dimension 3). 3. One's empowering capability through home economics education is proposed: inquiring knowledge and understanding phenomena for future society, solving practical problems in family life, developing higher order thinking skill, cultivating a positive attitude and a values system toward life.

• 한국가정과교육학회지
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• 제35권2호
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• pp.41-59
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• 2023

본 연구는 가정과 교사의 푸드리터러시 함양을 위한 식생활교육 요구도 분석하여 푸드리터러시 함양을 위한 중등 가정과 식생활교육의 발전 방향을 제시하는 것을 목적으로 하였다. 연구 목적을 달성하기 위해 192명의 가정과 교사를 대상으로 푸드리터러시 교육의 내용 영역과 내용 요소에 대한 중요도와 현재 실행도에 대한 인식을 조사하고, 교육 요구도 조사 결과를 기반으로 푸드리터러시 교육을 위한 내용 영역과 내용 요소의 우선순위를 파악하였다. 가정과 교사는 제시된 38개 내용 요소 중 34개 내용 요소에 대하여 중요도에 비하여 현재 실행도를 유의적으로 낮게 인식하고 있었다. Borich의 교육 요구도 공식과 The Locus for Focus Model을 활용하여 교육 요구도가 '매우 높은' 5가지 내용 요소('식량 주권/식량 안보', '식품 관련 쓰레기 저감화', '음식물쓰레기 처리와 재활용', '식품 관련 쓰레기와 분리수거', '원산지 정보')를 도출하였으며, 다음으로 요구도가 '높은' 4가지 내용 요소('유전자 변형 식품', '윤리적 소비', '식품 첨가물', '친환경 농산물')를 확인하였다. 요구도가 매우 높은 것으로 나타난 내용 요소는 '생산' 영역과 '폐기' 영역에 해당하는 것으로 나타나 '생산'과 '폐기' 영역에 대한 교육 요구도 역시 높음을 알 수 있었다. 따라서 향후 가정과 푸드리터러시 함양을 위한 식생활교육을 위해 식품의 생산과 폐기를 강조하여 다루는 것이 필요하며, 이 외에도 푸드리터러시 함양을 위한 가정과 식생활교육의 세부 내용 및 콘텐츠 개발을 위한 연구가 필요하다. 본 연구의 결과는 영양 및 식품에 대한 지식 습득과 개인 차원의 식품 소비 단계를 중심으로 구성된 기존의 식생활교육의 패러다임에서 벗어나 학생들이 식품의 생산에서부터 폐기까지의 전 과정을 학습할 수 있는 새로운 가정과 식생활교육의 필요성에 대한 시사점을 제안할 수 있다. 또한 중등 가정과 푸드리터러시 함양을 위한 식생활교육의 기초 연구로 활용되기를 기대한다.

• Human Ecology Research
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• 제61권1호
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.

• 한국가정과교육학회지
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• 제20권1호
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• pp.21-44
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• 2008

본 연구의 목적은 가정교과 수업에서 통합논술을 적용할 수 있는 가능성과 정당성을 밝히고 그 구체적인 수업의 방향을 제안하는 것이었다. 따라서 가정교과에서 통합논술의 필요성과 그 이론적 근거를 탐색하고 구체적인 수업설계 방향을 모색해보았다. 논술에서의 통합이란 통합의 주체, 대상, 전략의 세 가지 요소의 측면을 생각해야하고 학습자, 텍스트, 사고능력이 이에 해당되며 이 세 가지 요소가 가정과교육에서 어떻게 구체화되는지 살펴보았다. 그 결과 가정과교육에서의 통합논술은 사회구성주적 입장에서의 Vygotsky의 관점, Derrida의 견해를 중심으로 한 해체주의적 문학비평의 입장, 사고력에 관한 인지심리학의 연구 결과 등에 근거하여 그 이론적 정당성과 가능성을 찾아낼 수 있었다. 또한, 국내 대학의 논술사례, 가정과교육에서의 사고력교육에 관한 선행연구, 가정 교과서를 통해 본 통합논술관련 사례 등을 통해 구체적인 활용 가능성을 모색하였다. 그 결과 논술의 유형, 가정과 수업에서 통합논술과 관련된 학습자, 텍스트, 사고능력의 구체적인 요소들을 추출하여 가정과교육에서 통합논술의 방향을 제안하였고, 가정과 수업에서 통합논술 능력 함양을 위한 이론적 모형, 수업절차, 수업설계방안 등을 제안하였다. 가정과교육에서 통합논술의 적용 가능성은 매우 높으며 이는 논술의 본질과 가정과교육의 본질을 잘 융합할 수 있을 때 성공할 수 있을 것이다.

• 한국가정과교육학회지
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• 제21권3호
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• pp.83-98
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• 2009

이 연구는 이전 연구들을 중심으로 하여 가정교육에 있어서 지역사회 연계 체험학습과 관련된 기초적인 정보를 제공하고, 또한 인지적 관심을 향상시키는 것에 목적을 둔다. 가정교육 전문가들은 개인과 가족들과 관련된 지역사회의 요구를 인지하고 있음에도 불구하고, 가정과 교육과 관련된 지역사회 연계 체험학습에 관한 연구나 교수학습 방법에 대해서는 거의 언급하지 않았다. 이 연구는 다음과 같은 세 가지의 연구문제를 가지고 이전연구들을 분석하여 그 답을 얻고자 노력하였다. 첫째, 지역사회 연계 체험학습의 교육적 의미는 무엇인가? 둘째, 가정과 교육에서 지역사회 연계된 체험학습을 어떻게 개념화할 것인가? 세 번째, 지역사회 연계 체험학습을 가정과 교육에 어떻게 적용시킬 수 있을 것인가? 더불어 이 연구는 지역사회 연계 체험학습을 가정과 교육에 적용하기 위한 구체적인 전략들과 향후 가정교육 연구와 실천을 위한 제언들을 함께 제시하고 있다.

• 한국가정과교육학회지
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• 제10권2호
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• pp.1-11
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• 1998

The purpose of this study is to analyze highschool girls' concerns about environmental problems after investigating the actual state of environmental education and to suggest some fundamental changes in the Home Economics classes to improve environmental education. The sample was selected form high school girl students in Kyounggi Province between September 16 and September 26, 1996. Eight hundred twenty (820) first and second grade respondents were used. The data were analyzed by frequency, mean, percentile, factor analysis. Duncan's Multiple Range Test, and Stepwise Multiple Regression. Based on the major findings, the most influential variable was parental attitudes towards environmental conservation and problem. Next in influence was the environmental education provided in Home Economics classes. Also important were the individual student's interest in Home Economics classes, and her belief in the utility of environmental conservation in everyday life. The research conclusions are as follows: 1. We'll find how to relate efficiently the environmental education with everyday life by analyzing thoroughly the text of home economics. 2. We'll develop how to educate students parents properly because parental attitudes to wards the environmental problem have a great effect on students' behaviors. 3. We'll ceinforce environmental education by developing problems, and to motivate them to take real action in the area of environmental conservation.

• Human Ecology Research
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• 제56권3호
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• pp.247-262
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• 2018

This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.