고등학생의 스마트 기기 이용 현황을 기반으로 한 조리교육 애플리케이션 개발 방안 연구

강경심(Keoung Shim Kang) 한국생활과학회 2012 한국생활과학회 학술대회 Vol.2012 No.11

조리실습에 대한 인식 조사를 기반으로 한 조리교육 활성화 방안 연구

강경심(Keoung Shim Kang) 한국조리학회 2011 한국조리학회지 Vol.17 No.2

This study was conducted on the 4 year university students majoring in the culinary practice to survey the recognition levels of the culinary practice education with the purpose of searching for a development plan of the culinary education. The recognition levels of the culinary practice education according to the types of sex, grade and alma mater are as follows. The interest and necessity of the culinary practice education was very high while the performance degree of the culinary practice education was felt insufficient. For the efficient culinary practice education, they recognized that theoretical education and practice demonstrations are required and hoped to focus on hotel cooking and certified technician cooking. In addition, they hoped to be provided with a place for teacher`s detailed practice demonstrations and supplementary practice. According to the variables, positive responses were given from male students, high grade students and vocational school students. In conclusion, if chances are given to display achievement desire self-directly through increasing practical training, development and application of various programs, operation of open practice classes and curriculum organization reflecting social changes in the education courses, the culinary practice education is considered to be more vitalized.

스마트 기기 활용 실태와 조리실습교육 애플리케이션 개발에 대한 인식 비교 연구

강경심(Keoung Shim Kang) 한국조리학회 2013 한국조리학회지 Vol.19 No.2

This study has been conducted on 213 students in 4-year universities located in the regions of Daejeon and Chungnam in order to investigate a method to develop a smart device based culinary education application and the results and development method were as follows. First, the most often used smart device was a smart phone, which is used for over 5 hours a day and mainly used for SNS. Second, they utilized a smart device for language and major study during their spare time, wanted educational contents most and thought them useful for learning. Third, most of the students were positively aware of the necessity and learning effects of culinary education applications, and the response rate to utilize the application once a week was highest. Also, they hoped various recipes and simple cuisine and craftsman cooking. Therefore, the functions of SNS mostly often used by students should be added to promote interaction between teachers and students. And more contents should be made for students to use easily in moving or in their spare time. Furthermore, various videos of teaching and theoretical information should be included. And the applications focused on recipes and simple and craftsman cooking should be developed and uploaded on a school homepage and on popular portal sites so that students can easily utilize them.

조리 실습 교육에 대한 고등학생·대학생·교사의 인식 수준 비교 연구

강경심(Kang, Keoung Shim) 한국생활과학회 2011 한국생활과학회지 Vol.20 No.2

웹 기반 조리실습 교육자료 개발 연구

강경심 ( Keoung Shim Kang ) 대한가정학회 2010 Human Ecology Research(HER) Vol.48 No.9

This study describes the beginning and further development of a collection web-based materials for an efficient approach to culinary practice education. A database was created using a five-step process of analysis, design, development, operation and evaluation. The menu for the web-based culinary practice educational materials included cooking basics, the real status of cooking, cooking related knowledge, performance evaluation, a data room and a bulletin board. As at 30 July, 2010, the datadase of educational materials, contained a total of 571 items. These comprised 139 cooking pictures, 33 recipes, 22 cooking videos, 74 cooking animations, 57 collections of basic knowledge, 14 evaluation reports, 21 supplementary textbooks, and 211 sets of other related information. The webbased materials are adequate for culinary education purposes, and their use is expected to be very highly valued.

효과적인 조리 실습을 위한 교수매체 개발 및 적용에 관한 연구

김갑영 ( Kab Young Kim ),강경심 ( Keoung Shim Kang ) 대한가정학회 2006 Human Ecology Research(HER) Vol.44 No.7

가사,실업계 고등학교 조리 과 학생들이 교육과정 운영에 대한 인식 조사

김갑영 ( Kap Young Kim ),강경심 ( Keoung Shim Kang ) 한국가정과학회 2008 한국가정과학회지 Vol.11 No.1

충남 일부 농촌 중학교 남녀혼성반과 분리반의 가정교과의 교육 효과 비교 연구 : 식생활 단원을 중심으로

강경심,김갑영 한국 가정과 교육 학회 1995 한국가정과교육학회지 Vol.7 No.2

The purpose of this thesis is to expound reference data on class management such as class formation and so on by comparing Home Economics Education effect of coeducational class and one-sex class in the coeducational middle school. The major findings were follow: 1. More than half of those teachers who answered choose a coeducational class style as an effective class style(51.7%), because of active class atmosphere, preparetin for futere home life and getting over fixed sexual ideas by equal curricula content. 2. The results of research for basic knowledge about the Part of Food and Nutrictional Science, Which was conduted befor the class, showed that the score of the one-sex class was higher then that of the coeducational class(p<0.05). 3. The results of evaluation after class were as follows: The score of one-sex class was higher in the proein food group(p<0.01) and carbohydrate food group(p<0.05). The difference of eac class inthe calcium food group, the mineral and vitamin food group and the oil and fats group was very small. The total score of two classes was of little difference.

2009 개정 교육과정에 의한 고등학교 가정교과서 식생활단원 내용분석

강경심 이화여자대학교 교과교육연구소 2011 교과교육학연구 Vol.15 No.1

본 연구는 2009 개정 가정교과 교육과정을 반영하여 개발된 고등학교 가정교과서를 분석하고, 좋은 가정교과서 개발 방안을 모색해보고자 하는 목적으로 진행되었다. 본 연구를 위해 2009 개정 교육과정에 의해 집필된 6권의 10학년 가정교과서의 내용과 구성 체계를 비교·분석하였고, 2009 개정 교육과정과의 관련성을 살펴보기 위해 목표, 교수·학습 방법, 평가 등에 대해 비교·분석하였다. 개발된 고등학교 가정교과서의 단원 구성은 가정 영역이 비슷한 비율로 개발되어 있었고, 가정교과서의 총 페이지는 출판사별로 110페이지부터 122페이지까지 다양하게 개발되어 있었다. ‘식생활 문화’ 단원은 출판사별로 교과서 B는 가장 적은 6페이지가 집필되었고, 교과서 F에서 가장 많은 12페이지가 집필된 것을 알 수 있었다. 2009 개정 교육과정에서 명시된 식생활단원의 학습목표는 ①우리나라와 세계 여러 나라의 가족·소비 생활과 식의주 생활의 특징과 변화 등 동향을 ②비교·체험함으로써 ③바람직한 가정생활 문 화를 창조한다.로 제시되어 있으며, 개발된 고등학교 가정교과서는 교육과정의 학습목표를 잘 반영하고 있었다. 교수·학습 방법은 ①체험활동, ②생활 속 자료, ③진로교육 등, ④용어 해설, ⑤다양한 활동, ⑥다양한 자료, ⑦사고능력향상으로 구분하여 분석하였다. 대부분의 교과서는 교육과정에서 권장하고 있는 교수·학습 방법을 포함하고 있었으나, 포함하고 있는 내용에는 다양한 차이가 있었다. 개발된 가정교과서 식생활단원의 평가 내용은 출판사별로 다양한 평가 유형을 보이고 있었으며, 대단원에서 고등 지식을 묻는 문항이 많이 제시되고 있었다. 향후 좋은 가정교과서의 개발 방안은 다음과 같다. 첫째, 교과서 편찬상의 유의점 및 검정기준을 반영한 교과서가 집필되어야 한다. 둘째, 교육과정에서 요구하는 요소를 반영한 교과서 개발이 되어야 한다. 셋째, 교과서의 내용은 학습 내용의 전달이 용이하도록 체계적으로 구성되어야 한다. 넷째, 충분한 사후 관리가 되어야 한다. 다섯째, 교육 수요자들의 입김이 담긴 교과서가 개발되어야 한다. 여섯째, 교육을 담당한 교사들의 끊임없는 연구가 지속되어야 한다. This study analysed the Home Economics textbook that was developed for the newly revised 2009 Home Economics curriculum and attempted to find a plan for the development of a better Home Economics textbook This study compared and analyzed the composition of the units of the Home Economics textbook as classified by the publishing company; and then compared and analyzed the goals, contents, teaching and learning methods, evaluation, and more to examine the relationships with the newly revised 2009 curriculum. The goals of the developed Home Economics textbook were examined to determine if the met the goals that were stated cleary in the newly revised 2009 curriculum. The content and teaching and learning methods of the developed Home Economics textbook included the content and teaching and learning methods that were recommended by the curriculum. The content of evaluation in the developed Home Economics textbook showed various evaluation types classified by the publishing company, and many questions that asked advanced knowledge were presented in the big unit. The plan for development of a good Home Economics textbook from now on is as follows. First, a good textbook should be reflect the cautions and criteria. Second, the contents that the curriculum pursues should be reflected. Third, the textbook should be organized systematically. Fourth, enough ex post facto management should be conducted. Fifth, a textbook that reflects the influence of education demanders should be developed. Sixth, continuous research by the teachers in charge of education should be conducted.