• 대한가정학회지
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• 제38권8호
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• pp.125-140
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• 2000

The purpose of this study is to find out the high school student's need for the program. The data was collected from 1125 high school students and their parents. The results of this study are like the following. 1 High school students and their parents all showed more than 3 points on the need for the program. 2. They revealed the highest need for programs on school as well as peer-related tasks and self-related tasks, respectively. On the other hand, parents were found to have the need for programs than student do. 3. Significant differences were found among students in their major, class type, and also among parents in gender of their children, class type, residential area, education status, and monthly average income. 4. Highschool-students and their parents all showed the highest points and displayed interest in selecting academic course suitable for their aptitude.

• 한국가정과교육학회지
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• 제17권3호
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• pp.109-121
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• 2005

본 연구의 목적은 중학교 기술$\cdot$가정의 1학년 $\ulcorner$$청소년 영양과 식사$\lrcorner$ 단원에서 ARCS 모형을 적용한 학습과 교사 위주의 설명식 수업을 적용한 전통적 집단간에 교수방법과 성별에 따른 학습동기 및 학업 성취도의 차이를 알아보는데 있다. 본 연구의 대상은 대구광역시 소재 5중학교의 1학년 6개 학급 217명을 대상으로 실험집단 110명, 비교집단 107명을 표집하였다. 독립 변인을 각각 교수방법과 성별에 따른 집단으로 하고 종속 변인은 학습 동기와 학업 성취도이다. 연구 집단을 ARCS 모형 적용 학습과 전통적 학습 두 집단으로 분류하여 1학년 6개 반 교실에서 5차시수업을 실시하였다. 연구 가설을 검증하기 위하여 공분산 분석(ANCOVA)과 일원 변량 분석(ANOVA)으로 통계 처리하였다. 본 연구의 결과로부터 다음과 같은 결론을 얻을 수 있었다. 첫째, ARCS 모형을 적용한 수업이 전통적인 수업보다 ARCS 동기 요소인 주의집중, 관련성, 만족감의 측면은 통계적으로 유의미한 차이가 있어 효과가 있는 것으로 나타났으나 자신감 전략에는 차이가 없는 것으로 밝혀졌다. 둘째, 성별에 따른 학습 동기에서는 유의미한 차이가 없는 것으로 나타났다. 셋째, ARCS 모형을 적용한 수업과 전통적인 수업간에 학업 성취도에 있어 통계적으로 유의미한 차이가 없는 것으로 나타났다.

• 복식문화연구
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• 제18권5호
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• pp.1017-1030
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• 2010

The purpose of this study is to investigate learning desire based on the interests, application of clothing and textiles in Technology Home Economics curriculum of middle school. For this research, a questionnaire survey was conducted to 404 middle school students living in Seoul and Kyunggi areas. The data was analyzed by frequency, descriptive statistics, Cronbach's ${\alpha}$ coefficient, one-way ANOVA, and Duncan-test using SPSS 14.0. The conclusions of this study are as follows: First, the perception of middle school student for Technology Home Economics was low. Students were interested not in the clothing and textile education but in getting dressed specially, and purchasing of clothes. Second, the more interested in the area of clothing and textiles, the higher is the application of apparels coordination, apparel purchase, and apparel management. And the more interested in the area of clothing and textiles, the higher is the desire in class contents. Therefore, teaching-learning methods should be developed to improve middle school students' interests, and applications in the clothing and textiles.

• 한국가정과교육학회지
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• 제17권4호
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• pp.87-100
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• 2005

본 연구는 중학교 가정 교과 수업의 실제 상황을 관찰하고 객관적으로 기술함으로써 가정 교과 수업이 어떠한 조직과 요소로 구성되어 있으며 어떠한 내용으로 전개되는지에 대한 보편적인 경향을 파악하고자 하였다 이와 같은 목적을 달성하기 위해서는 실제 수업 현장에서 이루어지는 '사실적이고도 자연스러운' 장면을 수집해야 하므로 관찰자의 존재 자체가 관찰 대상으로 하여금 부자연스러운 행위를 유발할 수 있는 관찰자 효과(observer effect)를 최대한 배제하고자 실제 수업 장면을 담은 비디오 자료를 분석하였다. 본 연구와 같이 실제 가정 교과 수업을 참관하는 것과 동일한 효과를 줄 수 있는 사실적인 자료를 제공한다면 교사들은 자기 수업을 성찰하여 교수 능력 향상에 기여할 수 있을 것이다. 또한 가정 교과 수업이 이루어지는 현장과 가정 교과교육 연구자들 사이의 간극을 좁혀주는 매개 역할을 하여 실제와 이론의 접목을 촉진시키는 등 효과적일 가정 교과 수업전략 마련을 위한 의미 있는 자료를 제공할 수 있을 것이다.

• 한국가정과교육학회지
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• 제12권1호
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• pp.47-58
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• 2000

The purpose of this study is to investigate the effects of cooperative learning method on student achievement and attitude in Home Economics. and that what sort of effectiveness be existed between the two groups. Homogeneous & Heterogeneous one in achievement. A junior middle school in Kwangju was served for the study. Setting two groups: One is for cooperative learning and other for traditional learning. Two classes were provided with cooperative learning method. while one class with traditional learning method. Two hours of a week were devoted for the experiment. and it was also planned to be lasted six weeks from the third of June. 1998. until the 13th of July. 1998. The results are as follows: 1) Student achievement from cooperative learning method showed a little higher than those from traditional learning method. 2) Cooperative learning method was more effective than traditional learning method. mental attitude toward school. lessons and teachers were more higher than those the traditional learning method. 3) The group of Heterogeneous members was higher than the group of Homogeneous members in their student achievement. 4) It is noticeable that two groups under cooperative learning method. however showed some difference when each of them is placed in different organization. The group of Heterogeneous members was more affirmative attitude toward school. lessons and teachers than the one Homogeneous members.

• 한국가정과교육학회지
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• 제2권1호
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• pp.123-142
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• 1990

The aim of this study is to apply lesson design of high school home economics to model which consists of six steps of instructional procedure among various models for instructional design, Through thesis, central content of each step was written as follows; 1) At the step of establishment of terminal instructional objectives, educational objectives, terminal instructional objectives was analyzed and specific instructional objectives was extracted. 3) At the step of diagnosis of entering behavior, ability of prior learning and ability of preliminary learning were evaluated, which was used as establishing instructional strategy and doing individual guidance. 4)At the step of determining instructional strategy, instructional strategy should be extracted by considering instructional event which is adequate to content of instruction. Instructional strategy consists of five main factor, factors, those are, activity of introduction of instruction, presentation of content of instruction and information, participation of learner and learning activity, identification of learning result, and subsequent treatment after evaluation. 5)Specific activity at the step of selection and development of instructional media consists of reidentification of instructional objectives determination of learning type, drawing up instructional media analysis sheet, synthesis of selected media, and explanatory note of selected media. In order to increase efficiency of instruction at the step of determining instructional strategy, this step should be considered simultaneously. 6)The step of try-out and evaluation of instructional design should be efficient when designed instruction was inputted at class after evaluation of each step of instructional design.

• 대한가정학회지
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• 제25권3호
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• pp.63-82
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• 1987

This is the forth consecutive study on the 'Standardization of Measurement for Korean Kitchen Work Centers and Cabinets for Future Design Criteria'. The purpose of the present research was (1) to classify homemakers' representative like styles related to the kitchen, (2) to examine homemakers' present concerns on the kitchen space, and (3) to investigate homemakers' desire and preference on the kitchen space. Twenty two hundred homemakers of upper and middle class residing in Seoul, Busan, Daegu, Incheon, Gwangju and Daejeon were selected for the survey and 1,843 among them were used for data analysis. Data were selected for the survey and 1,843 among them were used for data analysis. Data were analyzed using the SAS program package. The statistics used were frequency, percentage, mean, factor analysis, F-test, Duncan's multiple range test, X2-test, cluster analysis. Findings from the research as follows: (1) Four factors were found as indicaters of the life style; values on the household work, desire on social function of the kitchen, degree on cooperation of family members on the household work, and convenient management. It was noticeable that homemakers had positive responses in terms of desire on social function of the kitchen and degree on cooperation of family members on the household work. Homemakers' life styles related to the kitchen space were classified into 6 categories. (2) Relatively a few respondents answered that the kitchens were very well furnished. If, however, the economic conditions become better, substantial number of them wanted to invest for better kitchen following the one for living room. (3) It was found that most respondents preferred the arrangement of space, where dining and kitchen in one space, and a hard wall or soft treatment was between living and dining/kitchen area. (4) Many respondents desired pantry, utility and laundry area be near the kitchen or in the same space with it, thereby forming a utility core in a housing space.

• Human Ecology Research
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• 제58권3호
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• pp.279-298
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• 2020

The purpose of this study is to develop home economics educational programs on the theme of 'improving consumer life' for sustainable development. It is a program to enhance the changemaker mindset for responsible production and consumption among the 17 goals of the Sustainable Development Goals(SDGs). The program was developed 8 that to make solar cookers, make household goods from recycled materials, change maker-practice green life, eco-friendly journal 1, plastic warnings, design alternatives for disposable products, change maker-efforts and eco-friendly journal 2. The developed program was validated 3 times by a group of experts and students. This program has the following features. First, the Home Economics Education(HEE) program under the theme of 'Improving consumer life' for sustainable development are carried out at the stage of change-maker education with project-based process. It can improve students' collaboration skills, self-directed skills, communication skills and problem solving skills. Second, eight programs can increase understanding and interest in sustainable development, and learners are interested in social issues. This program can raise learners who play an active role in solving social problems by increasing their interest and interest in the class, free from the form of passive classes. Third, the HEE programs under the theme of 'Improving consumer life' for sustainable development are meaningful in that they are closely related to students' lives and encourage them to practice in their own lives. Fourth, since the program is well-suited to the present time and includes content elements for sustainable development, it can induce changes in learners' perceptions, attitudes and behaviors.

• 한국가정과교육학회지
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• 제33권2호
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• pp.135-152
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• 2021

본 연구는 고등학생 대상 「식품안전과 건강」의 교육과정 운영 효과를 알아보는데 목적이 있다. 이에 충북, 경기, 대전, 세종지역의 6개 고등학교에서 「식품안전과 건강」교육과정의 일부가 시범 운영되었고, 수업에 참여한 학생으로부터 수집된 1,199부를 분석하였으며 그 결과는 다음과 같다. 「식품안전과 건강」수업은 고등학생의 '식품안전과 건강' 지식 총점 및 각 영역별 점수 향상에 유의한 효과가 있었다. 사전검사에 비해 사후검사 정답률은 전체적으로 7.99%p 높였으며, 해당 영역을 상대적으로 많이 교육한 학교의 향상 점수가 높게 나타났다. 또한 「식품안전과 건강」수업은 고등학생의 식생활 행동을 긍정적으로 변화시켰고, 여러 가지 음식을 골고루 먹는 식습관을 가지게 하는 데 유의한 효과가 있었다. 「식품안전과 건강」수업에 참여했던 고등학생들은 수업에 대하여 매우 긍정적으로(4.27/5) 평가하였으며, 수업 내용이 흥미롭고, 이해하기 쉬웠으며, 실제 식생활에 도움이 된다고 답하였다. 개방형 질문에 대한 답을 분석한 결과, 수업에서 좋았던 점은 식품관련 지식 습득, 실생활에 도움이 되었다는 의견이 많았으며, 아쉬운 점으로 코로나로 인하여 수업이 온라인으로 진행되어 실습이나 모둠 활동을 못한 점 등을 꼽았다. 본 연구는 고교학점제에 대비하여 가정계열 선택과목 편성 확대 및 고등학생의 과목 선택권 확대에 의의가 있다.

• 한국가정과교육학회지
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• 제31권1호
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• pp.151-168
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• 2019

본 연구는 2009 개정 교육과정에서 지향하고 있는 창의-인성교육을 교과 교육 차원에서 반영하여 바느질실습 수업과정안의 효과를 살펴보았다. 단일집단 사전·사후 실험설계하여 개발된 과정안을 적용하였으며 그 결과는 다음과 같다. 첫째, 수업 적용 결과 창의성 전체와 창의성의 하위요인인 확산적 사고력, 문제해결력, 개방성, 인내에 유의미한 차이가 있는 것으로 나타났다. 모둠토의를 통한 아이디어의 구상, 모둠활동을 통한 만들기 활동, 창의적 문제해결의 경험 등이 학생들에게 수업의 주체자임을 인식하도록 하여 창의적인 아이디어를 산출하고 문제를 능동적으로 해결하는 데 영향을 미친 것으로 판단된다. 둘째, 바느질실습 수업은 인성 전체와 인성의 하위요인인 책임, 성실, 배려, 의사소통능력, 협업능력에 유의미한 영향을 미친 것으로 나타났다. 이 수업과정안은 개인활동을 기반으로 하여 모둠활동이 이루어지도록 설계하여 개인의 책무성과 역할뿐만 아니라 모둠작품의 완성을 강조하면서 학생 간 의사소통이나 협업이 활발하게 이루어지도록 하였다. 그 결과 학생들의 인성 함양에 도움을 준 것으로 판단된다.