조리실습 경험에 따른 전공학습몰입 및 전공만족에 미치는 영향 : 4년제 대학교 조리전공 대학생을 중심으로 = Influence satisfactorily and professional learning based on the immersed experience of cooking practice

국문 초록 (Abstract)

본 연구는 현재 조리 전공 4년제 대학교에 재학 중인 학생들을 대상으로 입학 전
조리실습 경험이 현재 학교에서 배우고 습득하는 조리전공 학습 수행에 어떠한 영향
을 끼치는지, 그 경험의 유․무에 따라 학업을 수행함에 있어서 전공학습 몰입과 만족
도가 어떻게 달라지는지를 분석해 봄으로써 앞으로의 전문 조리인력 양성 교육의 발
전 방향을 제시하기 위한 목적으로 연구되었다.
이와 같은 연구의 목적을 달성하기 위하여 조리실습 경험, 전공학습 몰입, 전공만족
도에 대한 이론을 정립하고 이에 대한 가설을 설정하였으며, 학습 몰입과 전공만족도
에 대한 연구결과는 다음과 같이 나타났다.
첫째, 조리실습 경험이 전공학습 몰입에 영향을 미칠 것이라는 연구 결과는 학습 집
중력, 학습 통제 및 행동력, 지적 호기심, 학습 흥미 4가지 요인에서 모두 조리실습 경
험과 정의 영향을 미치고 있음을 확인하였다.
둘째, 조리실습 경험과 전공만족과의 관계를 검증하기 위하여 회귀분석 방법을 채택
하여 분석한 결과 조리실습 경험은 전공만족에 정의 영향을 미치는 것으로 해석할 수
있다.
셋째, 전공학습 몰입과 전공만족과의 관계를 검증하기 위하여 다중 회귀분석 방법을
채택하여 분석한 결과 학습 몰입 요인 중 학습 집중력 요인, 학습 통제 및 행동력 요
인, 학습 지적 호기심 요인은 전공만족에 정의 영향을 미치는 것을 파악할 수 있다.
하지만 학습 흥미 요인은 전공만족과의 상관관계가 있다고 볼 수 없으므로 가설 3-4
는 기각되었다. 이것은 대학교 조리실습 교육과정에서 그 원인을 찾아 볼 수 있는데,
현재 대학교 조리실습 교육과정은 점진적이고 심화적인 학습 커리큘럼이 아닌 반복적
이고, 단편적 맥락의 반복실습 과정으로 구성되어 있다. 때문에 학습자들의 학습 흥미
가 전공만족으로 이어질 수 있는 교육과정 개발이 필요하다는 변경숙 외(2012)의 연구
결과를 뒷받침 하고 있다.
넷째, 조리실습 경험 기간이 2년 이상으로 갈수록 전공학습 몰입 요인들의 평균값이
전반적으로 높게 나타나고 있으며, 특히 학습통제 및 행동력에 있어서 이러한 현상이
두드러지게 나타나 조리실습 경험 기간이 길수록 조리전공 학생들의 학습 몰입이 높다는 것을 알 수 있었다.
다섯째, 조사대상의 학년과 학습 흥미는 영향관계가 있으나 전공학습 몰입 요인들의
평균값을 보면 전반적으로 1~2학년에서는 증가하고 3~4학년으로 갈수록 낮아지는 것
으로 나타났으며, 특히 학습 흥미에서 이러한 현상이 두드러지게 나타남을 알 수 있었
다.
또한 본 연구는 학습 몰입 요인이 전공만족에 어떠한 영향을 미치는 지를 파악하여
대학교 조리전공 교육과정에 적용하기 위한 기초 연구로서 다른 선행연구와는 달리
몰입 요인 중에서도 학습 흥미요인은 학년에 따라 그 양상이 다르다는 결과가 도출되
었음에 의의가 있다.
한편 이러한 결론을 선수학습 이론을 바탕으로 생각해 볼 때에, 조리과 전공 교육과
정에서는 선수학습을 통한 새로운 이론의 학습이 심화적으로 이루어지지 않고, 선수학
습을 반복해서 학습하는 것에 그친다는 한계점을 본 연구를 통하여 알 수 있었다.
선수학습과 관련한 선행 연구들에 의하면 선수학습과 교과서 재구성을 통한 수업은
학생들의 학업 성취도에 유의한 영향을 미치는 것으로 밝히고 있다. 때문에 현재 고학
년 학생들에게 적용하고 있는 조리실습 내용과 방법 및 교과서 재구성에 대한 재고가
필요할 것이다.
이러한 본 연구의 결과 조리실습 경험은 전공학습 몰입 및 전공 만족도에 영향을 미
친다는 것을 알 수 있으며, 이러한 연구 결과로 보아 조리 전문 인력 양성 교육과정에
조리실습 경험과 연계한 교육 프로그램을 개발과 함께 학습자들의 학습 몰입을 지속
적으로 유지시키고, 이것이 전공 만족으로 이어질 수 있도록 하는 조리전공 교육과정
개발이 필요할 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this research is to examine the effects of cooking training
experience they had before entering college on the current performance of
cooking major learning of four-year college students who are currently
majoring in cooking, to analyze the effects of such experience on the
immersion and satisfaction of studying major, and to present the
development direction of education for cultivating future professional cooks.
To achieve the purpose of this research, the theory regarding cooking
training experience, immersion of studying major, and satisfaction with
major was established and hypotheses regarding this were established, and
the results of the research on the immersion of studying, and satisfaction
with major are as follows.
First, the results of the analysis of the effects of cooking training
experience on the immersion of studying major showed that cooking
training experience had positive effects on all the four factors: learning
concentration, learning control and acting power, intellectual curiosity, and
learning interest.
Second, the results of the regression analysis to verify the relationship
between cooking training experience and satisfaction with major showed that
cooking training experience could be interpreted as having positive effects
on satisfaction with major.
Third, the results of the multiple regression analysis to verify the
relationship between the immersion of studying major and satisfaction with
major showed that, among learning immersion factors, the learning
concentration factor, learning control and acting power factor, learning
intellectual curiosity factor had positive effects on satisfaction with major.
The learning interest factor, however, was not considered to have
correlation with satisfaction with major, so Hypotheses 3-4 were rejected.
The cause of this can be found in the university cooking training
curriculum, which is composed of repetitive training curriculum in the
repetitive and fragmentary context, rather than gradual and intensified
curriculum. This supports the results of researches by Byeon Gyeong-sook,
et al. (2012) that the development of curriculum in which learners’ learning
interest can lead to satisfaction with major is needed.
Fourth, as cooking training experience period lengthens over two years,
the mean values of immersion factors for learning major generally became
higher, and particularly, this phenomenon became prominent in learning
control and acting power, so it was found that the longer the cooking
training experience period, the higher was the cooking major students’
learning immersion.
Fifth, it was found that the subjects’ school year and learning interest had
influencing relationship, and the mean values of immersion factors for
learning major generally increased in the 1st-2ndyear class but decrease das
school year became higher to the 3rd-4thyear class, and this phenomenon
was prominent particularly in learning interest.
This research is to grasp whether learning immersion factors have effects
on satisfaction with major, and is basic research to be applied to the
university cooking major educational curriculum, and this research has
significance in that, unlike other past researches, it has derived the results
that learning interest factors, among other immersion factors, vary depending
on school year.
Meanwhile, when these results are considered in the context of advance
learning theory, in-depth learning of new theories through advance learning
was not performed in the cooking major curriculum and limitations of
repetitive learning of advance learning was found through this research.
Past researches related to advance learning revealed that classes through
advance learning and textbook reorganization have significant effects on the
students’ academic achievement. So the enhancement of cooking training
contents and methods that are currently being applied to the students of the
senior classes and the textbook reorganization is needed.
The results of this research show that cooking training experience has
effects on the immersion of learning major and satisfaction with major, and
based on the results of this research, together with the development of
educational programs where the educational curriculum for cultivating
professional cooks is connected with cook training experience, the
development of cooking major curriculum which maintains continuously the
students’ learning immersion and leads to satisfaction with major is
considered necessary.

목차 (Table of Contents)

• 제Ⅰ장 서 론 1
• 제1절 문제제기 및 연구목적 ·····························································1
• 1. 문제제기 ························································································1
• 2. 연구목적 ························································································3
• 제2절 연구방법 및 연구범위 ·····························································4
• 1. 연구방법··························································································4
• 2. 연구범위··························································································5
• 제Ⅱ장 이론적 배경 ···············································································7
• 제1절 조리실습 경험의 이론적 고찰 7
• 1. 조리실습 개념 및 정의 7
• 2. 경험교육의 원리 및 의미 10
• 3. 조리실습 경험 선행연구····························································13
• 제2절 전공학습 몰입의 이론적 고찰 ············································· 15
• 1. 전공학습 몰입의 개념 ······························································15
• 2. 전공수업 몰입 경험의 구성요소 18
• 3. 전공학습 몰입의 연구영역 20
• 제3절 전공만족의 이론적 고찰 21
• 1. 전공만족의 개념 및 정의 21
• 2. 전공만족의 구성요소 ································································24
• 3. 전공만족의 선행연구 26
• 제Ⅲ장 연구의 설계 28
• 제1절 연구모형 및 가설설정 28
• 1. 연구모형 ······················································································28
• 2. 가설설정 ······················································································29
• 3. 변수의 조작적 정의 29
• 제2절 조사설계 및 측정도구 31
• 1. 조사대상 선정 및 자료수집 31
• 2. 설문지 구성 및 측정도구 32
• 제Ⅳ장 실증분석 및 분석결과 요약 ···················································34
• 제1절 실증분석 ···················································································34
• 1. 신뢰도 분석 34
• 2. 측정도구의 타당성 분석 35
• 3. 인구통계학적 특성 ····································································38
• 제2절 연구변수들에 대한 기술통계 분석 ······································· 40
• 1. 전공 학습몰입에 대한 인식도 분석 ······································ 40
• 2. 전공 만족에 대한 인식도 분석 ················································ 41
• 제3절 인구통계학 특성에 따른 분석 ···············································42
• 1. 학년에 따른 학습 몰입 분석 ····················································42
• 2. 조리실습 경험 기간에 따른 학습 몰입 분석 ························ 42
• 3. 전공 선택 동기에 따른 학습 몰입 분석 43
• 4. 조리실습 경험 장소에 따른 학습 몰입 분석 44
• 5. 성별에 따른 학습 몰입 분석 45
• 6. 입학년도에 따른 학습 몰입 분석 45
• 7. 조리전공 선택 시기에 따른 학습 몰입 분석 46
• 8. 학교 소재지에 따른 학습 몰입 분석 47
• 9. 소지 자격증 개수에 따른 학습 몰입 분석 47
• 제4절 가설검증 ···················································································48
• 제5절 분석결과의 요약 ·····································································53
• 제Ⅴ장 결론 ·····························································································59
• 제1절 연구결론 및 시사점 59
• 제2절 연구의 한계와 향후 연구방향 ············································· 62
• 참고문헌 ··············································································································63
• 설 문 지 ··············································································································68
• ABSTRACT ···························