• Journal of Korean Home Economics Education Association
• /
• v.22 no.2
• /
• pp.61-79
• /
• 2010

The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.

• Journal of Korean Home Economics Education Association
• /
• v.25 no.4
• /
• pp.79-98
• /
• 2013

The purpose of this study was to develop practical problem based teaching-learning plans and to verify its effect on middle school students' self efficacy, ego resilience, and happiness by focusing on the unit of 'Youth's Self Management' in Technology Home Economics. For this study, the contents of twelve different Technology Home Economics middle school textbooks currently in use and a 2007 curriculum guide were analyzed. Based on the problem based question "What do I need to do to control myself better, be mentally healthier, and live a more independent lifestyle?", seven practical problem based teaching-learning plans on 'Youth's Self Management' unit were developed. 7th grade students of "K" middle school living in Gyeonggi province participated in this study. Three control groups were taught through the traditional lecture-based teaching-learning plans while four experimental groups were taught through the practical problem based teaching-learning lesson plans. The effects of lessons on self efficacy, ego resilience and happiness were analyzed using Analysis of Covariance. Significant positive effects on self efficacy, ego resilience and happiness were found in the experimental group of students.

• Journal of Korean Home Economics Education Association
• /
• v.12 no.2
• /
• pp.29-45
• /
• 2000

The purpose of this study is (1) to develop the teaching plan based on Practical Problems solving on the area of food habits in home economics class and (2) to investigate the participation of teaching, the attitude of teaching method and food life. The subject of this study was two classes consisted off 66 students(male 26. female 40, 33 for each class) who are the first grade of middle school. The comparison group was taught by lecturing. while the experiment group by cooperative learning. The period of this experiment was three weeks: from June 7th to Jun 23th. 1999. The experiment was conducted through 5 classes. First of all students identify the problem of food habits and seek and evaluate information. Students evaluate actions and reflect on decision and evaluate action. The statistical method for the study was a paired T-test. The results of this study are as follows: 1. After experiment, the participation of teaching(p<.05) and the attitude of teaching method(p<.01) in the experiment group showed a statistically significant difference. Therefore the students in the class based on the practical problems solving took an active part in teaching 2. The practical problems solving is more effective than the lecturing in doing guide the positive attitude of teaching. 3. Through the experiment the attitude of food life in the experiment group showed a statistically significant difference(p<.05) Therefore the practical problems solving is more effective than the lecturing in changing positive attitude of food life.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.1
• /
• pp.89-114
• /
• 2019

Death preparation education is not only preparing for future death but also for happier and meaningful life. Death is a persistent problem faced by all human beings and can be found in connection with the Home Economics(HE) curriculum in that it is a contextual practical problem of individuals and their society. The purpose of the study is to develop the practical problem-based death preparation education teaching-learning plans that can be applied to middle and high school HE subject. As a result of the study, the HE death preparation education program was developed. The program name is 'Death Preparation Education for the Happy Life of Me and Family'. Also, 12 practical problems and the 4 teaching-learning plans were developed. This study is expected to be used as educational materials to allow middle and high school students to take death naturally in their lives and to practice meaningful everyday life for worthy death during the HE classes. As a follow-up study, we propose a study to examine the needs of death preparation education in HE curriculum and to verify the effectiveness of the teaching and learning process of death preparation education in HE class.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.1
• /
• pp.43-63
• /
• 2018

The purpose of this study is to examine the various contexts affecting life culture through practical reasoning process and to select the goal and contents system of unification education in middle school home economics to form healthy unification community and to develop teaching and learning process. Based on the Unification Education Guidelines, Unification Education Pre-Study, Pre-Study on North Korean Defectors, and Analysis of the 2015 Revision Home Economics Curriculum in Korea, Goal and content system. Based on this, we developed a teaching and learning process and a student activity place applying practical reasoning process after extracting practical problems, and prepared a final development plan based on the results of two expert group evaluations. The results of this study are summarized as follows. First, the goal of unification education in the middle school home economics class is to 'Based on the social-cultural context, we develop the ability to cultivate healthy reunification by respecting the differences between the cultures of the two Koreas and discovering common values in a unified society and resolving practical issues in a unified society.'. Second, the content system of middle school home economics unification education was selected as the core theme of 'Unification Education Focused on the Living Culture'. The content elements were comprehending the socio - cultural context that affects the life culture of the two Koreas, Related language, maintenance of diversity of dietary culture in each region including North Korean food, social norms and attire, correct housing value and common living etiquette. Based on the goals of unification education in the middle school home school curriculum, we selected practical issues as 'What should we do to create a healthy unified community?'. Third, the teaching and learning process of unification education in junior high school home economics education is to recognize the problem of unification, to analyze the factors affecting the life culture of the two Koreas, to grasp the effect of the action and the ripple effects, to select alternative methods, And 4 subjects for 8 teaching learning course plan, and 35 teaching materials.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.19 no.2
• /
• pp.49-61
• /
• 2017

The purpose of this study was to develop an educational program designed to allow students to experience 'up-cycling' first-hand during class and understand its significance by helping them improving their practical problem-solving abilities. Teachers of home economics, Korean, and social studies to third grade middle schooler were asked to analyze the curriculums of their subjects. The analysis results were then used to identify common elements among the units, reconstruct the curriculums, and develop an integrated lesson program to offer integrated activities. Based on these, a lesson program was developed to make an eco-bag and running shoes under the theme of 'up-cycling' in the unit of 'environmentally-friendly clothing and mending of clothes' in the home economics subject. The results were as follows: First, a topical fusion lesson program was developed to integrate three subjects together. The development process involved the integration of the topic of up-cycling, a program model for integrated lessons, and a teaching and learning process plan for topical integrated education. Secondly, a lesson program for home economics was developed that was applicable to actual home economics lessons based on the topical integrated lesson program. The lesson domains were divided into large, medium, and small to create a ten-lesson teaching and learning process plan needed for the lessons, teaching materials that could be put to actual uses in lessons, and activity and evaluation logs for learners.

• Journal of The Korean Association For Science Education
• /
• v.21 no.2
• /
• pp.357-384
• /
• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.119-140
• /
• 2009

This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

• Journal of the Korean School Mathematics Society
• /
• v.8 no.4
• /
• pp.481-494
• /
• 2005

In this study, the goal is to spread profound knowledge and theory through providing with accumulated methods in mathematics education to the students who are relatively neglected in educational benefits. The process is divided into 3 categories: mathematics for obtaining common sense and intelligence, practical math for application, and math as a liberal art to elevate their characters. Furthermore, it includes the reasons for studying math, improving problem-solving skills, machinery application learning, introduction to code(cipher) theory and game theory, utilizing GSP to geometry learning, and mathematical relations to sports and art. Based on these materials, the next step(goal) is to train graduate students to conduct researches in teaching according to the teaching plan, as well as developing interesting and effective teaching plan for the remote high school learners.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.2
• /
• pp.59-76
• /
• 2020

The purpose of this study was to develop and evaluate the teaching/learning process plan of 'housing culture and practical space use' for home economics in middle school according to the problem based learning(PBL) model. The plan consisting of 4-lessons has been developed and implemented following the steps of ADDIE model. Various activity materials (4 scenarios, 6 individual activity sheets, 10 reading texts, and 5 working resources) and visual materials (4 sets of ppt and 4 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented to a single class of 21 junior students at H middle school in rural area, Kyeongnam, from 1^st to 12^th of April, 2019. Students highly enjoyed and were satisfied with the whole 4-lessons in aspects such as understanding of the contents, adequacy of materials and activities, and usefulness in one's own daily life. Additionally, they have more actively participated in the lessons than usual and even interested in learning more of such lessons. Students also reported that they highly accomplished the goal of each lesson as well as overall objectives. They showed interest in the major part of PBL lesson such as scenario and group activities. And they engaged themselves in drawing the share housing space plan with '5D planner' web program which they described as the best part of the lessons. The teaching/learning process plan developed in this study may be used as a theme of maker education, which is emerging these days. It can be concluded that the PBL teaching/learning process plans for 'housing values and practical space use' would contribute to improving students' attitude on living with others and ability to manage one's individual life.