중학교 기술·가정 교과서의 '주생활' 단원 내용과 관련된 지속가능발전목표(SDGs) 분석

최성연,이영선,김은정,김승희,이지선,조재순,Choi, Seong-Youn,Lee, Young-Sun,Kim, Eun-Jong,Kim, Seung-Hee,Lee, Ji-Sun,Cho, Jae-Soon 한국가정과교육학회 2019 한국가정과교육학회지 Vol.31 No.1

이 연구목적은 2015 개정 교육과정에 따른 중학교 기술·가정 교과서 주생활 단원에 SDGs의 내용이 어떻게 반영되어 있는지 알아 보기 위해 지속가능발전목표(SDGs)의 세부목표를 기준으로 주생활내용을 분석하는 것이다. 이 목적을 이루기 위해 5종 기술·가정 교과서 10권에서 '주생활 문화와 주거 공간 활용', '주거환경과 안전'을 내용요소로 하는 본문, 사진·그림·표·그래프·삽화, 활동과제, 보충자료를 SDGs 세부목표를 기준으로 내용분석 기법을 사용하여 분석하였다. 분석방법은 교과서의 모든 내용을 전사한 다음, 문장을 맥락을 가진 의미 단위로 묶어서 내용분석의 기본단위(내용단위)로 만들었다. 내용단위가 SDGs의 세부목표와 관련되는 있는지 확인한 후에 세부목표별로 빈도분석을 하고, 내용을 제시하였다. 내용단위가 여러 가지의 SDGs 세부목표를 포함하고 있는 경우에는 관련된 세부목표 모두를 중복하여 빈도에 포함시켜 분석하였다. 5종의 교과서를 분석한 결과 내용단위수는 412이며, 내용단위가 SDGs의 세부목표와 관련된 빈도수는 568로 나타났다. 이는 '주생활' 단원은 SDGs와 관련이 많은 것으로 해석된다. SDGs의 17개 목표, 169개 세부목표 중에서 '주생활' 단원과 관련된 SDGs는 11개 목표, 25개 세부목표로 분석되었다. 이중 목표 4의 세부목표 4.7은 지속가능발전교육을 포괄적으로 담고 있어 어느 내용과도 관련되므로 제외하고, 10개 목표, 24개 세부목표를 15개 세부목표기준으로 일부 통합하였다. 5종 교과서에서 '주생활' 단원의 4개 각 소단원은 6~10가지의 SDGs 세부목표기준과 관련이 있었다. 5종 교과서 1권의 내용은 9개의 SDGs 세부목표기준을 담고 있었고, 교과서 2권보다 3개가 더 적었다. 소단원별 SDGs와의 연관성을 분석한 결과 모든 교과서의 모든 소단원의 내용이 SDGs의 세부목표 11.1(적절하고 안전한 주택 및 기본 서비스)을 공통적으로 포함하고 있으며, 이는 전체 주생활 내용단위의 43.8% 차지하는 대표적인 세부목표이다. 이 연구결과는 주생활교육을 거시적인 지속가능목표와 연관하여 이해하고 세계시민교육의 방향에 맞춰 교육을 확장하며 나아가 가정교과가 학교현장에서 지속가능발전교육을 실현하는데 기초자료로 활용될 수 있을 것으로 기대된다. The purpose of this study is to analyze the contents of 'housing' unit in middle school Technology-Home Economics textbooks according to the 2015 revision curriculum based on the targets of SDGs. All contents of the ten textbooks of five publishers, such as texts, photographs/figures/tables, activity tasks, and supplementary materials were analyzed in terms of SDGs targets. The number of 'housing' contents among 4 small housing units of Technology-Home Economics book 1 & 2 varied from 64 to 97 by publishers. Beside SDGs4.7, which contains inclusive and general ESDGs, 24 targets of 10 SDGs were found to be related to the contents of 'housing' and were grouped into 15 target categories. The number of SDGs target categories related to housing contents of each small unit and total of all units differed by publishers. Each of 4 small 'housing' units from all the five publishers was related to 6~10 target categories. The contents of five book 1's were related to smaller number of target categories than those of five book 2's. They corresponded to 9 and 12 target categories, consecutively. Only SDGs' target11.1 (appropriate and safe housing and basic services) was related to all the four small units of 'housing' contents among all the five publishers. covering 43.8% of the housing contents. In conclusion, the contents of the 'housing' unit were related to broad range of SDGs targets. Further study could relate goals of teaching-learning plan to various global targets of SDGs according to the contents of 'housing' in order to accomplish ESDGs.

중학교 기술·가정 교과서 다중지능 활용 활동과제 분석 - 2015 개정 실과(기술·가정) 교육과정에 따른 '식생활' 단원을 중심으로 -

최성연,이영선,최예지,주현정,김승희,박미정,Choi, Seong-Youn,Lee, Young-Sun,Choi, Ye-Ji,Joo, Hyun-Jung,Kim, Seung-Hee,Park, Mi-Jeong 한국가정과교육학회 2018 한국가정과교육학회지 Vol.30 No.3

본 연구의 목적은 2015 실과(기술·가정) 교육과정에 따라 개발된 중학교 교과서에서 '식생활' 단원의 활동과제를 다중지능 활용 교수·학습방법을 기준으로 분석하는 데 있다. 이러한 목적을 이루기 위해서 12종의 중학교 기술·가정 교과서에서 '청소년기의 영양과 식행동', '식사의 계획과 선택', '식품의 선택과 안전한 조리'를 내용 요소로 하는 본문 내용과 읽을거리, 평가 문항을 제외하고 학생들이 활동할 수 있는 과제를 다중지능 활용 교수·학습방법을 기준으로 분석하였다. 분석방법은 내용분석 기법을 사용하여 학습 활동에 중심을 두고 분석하였고, 활동과제의 하위 질문들도 모두 각 한 가지의 활동으로 분리시키되, 연속선상에 있는 활동을 준비하는 과정은 한가지로 묶어서 분석하였다. 3인이 활동과제를 분석하고 협의를 통해 분석기준을 수정·보완하는 과정을 2회 진행한 후 다른 연구자 3인이 확인하였다. 12종의 교과서를 분석한 결과 활동과제의 수는 교과서 종류별로 25~74개로 나타났으며, 활동과제의 수는 총 527개였다. 다중지능 영역별 비율을 살펴보면, 논리수학지능을 활용한 활동과제가 35%로 가장 많은 것으로 나타났으며, 언어지능 26.8%, 개인내적지능 23%, 대인관계지능 7.2%, 시각운동지능 3.8%, 신체운동지능 2.7%, 음악지능 1.5% 순으로 나타났다. 반면, 자연탐구지능을 활용한 활동과제는 없는 것으로 분석되었다. 자연탐구지능을 제외하고 전반적으로 다중지능을 활용하고 있었는데 이는 가정 교과가 실천을 본질로 하면서 식생활과 관련된 다른 교과의 내용이나 방법을 추출하여 새롭게 재조직한다는 점에서 가정 교과의 융합적 성격을 나타내는 것으로 해석된다. 본 연구는 다양한 교수·학습방법의 틀을 마련하여 학생 참여형 수업을 활성화하고, 가정 교과에서 융합 교육을 실현하는 데 대안을 제공할 것으로 기대된다. The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

원격학습 환경에서 가정교과 실천적 추론 과정에 대한중학생의 요구도 조사연구

최성연(Choi, Seong-Youn) 한국가정과교육학회 2021 한국가정과교육학회지 Vol.33 No.1

본 연구의 목적은 원격학습 환경에서 실천적 추론 과정에 대한 중학생의 요구도를 조사하고, 학습자의 개인적 특성과 교사상호작용, 학생 간 상호작용에 따라 요구도의 차이를 검증하며, 교사와의 상호작용, 학습자의 자발적 참여도, 실천적 추론 과정에대한 반영도와의 관계를 알아보는 것이다. 이를 위해 경기, 대전, 충북, 세종 등 7개 학교의 중학생 1,842명을 대상으로 하여실천적 추론 과정의 질문 내용에 대한 중요도와 현재 원격수업의 반영도를 온라인으로 설문 조사하였다. 이 중 1,095명이 답한결과로 요구도를 산출하고, 기술통계, 독립표본 t-검정, 일원배치 분산분석, 경로분석을 하였다. 연구 결과 첫째, 원격학습 환경에서 가정교과의 실천적 추론 과정에 대해 중학생들은 중요도 평균이 3.76으로 실천적 추론과정이 중요하다고 인식하였다. 가정교과 원격수업에서 요구도의 우선순위를 The locus for focus 모델로 확인한 결과, 문제의가치와 중요성, 문제의 상황과 관련된 고정관념, 해결방안의 파급효과, 정보의 신뢰성, 실천을 어렵게 하는 요소의 극복 방안,실천내용을 반성하게 하는 질문이 우선적으로 고려되어야 하는 것으로 나타났다. 둘째, 중학생의 개인적 특성, 교사와의 상호작용,학생 간 상호작용에 따라 요구도에 차이가 있는지 검증한 결과, 성별, 원격수업의 자발적 참여도에 따라서 유의한 차이가 없었다. 반면에 교사와의 상호작용, 학생 간의 상호작용은 실천적 추론 과정의 요구도에 유의한 차이를 보이는 것으로 나타났다. 셋째,원격학습 환경에서 학생의 자발적 참여도와 교사와의 상호작용은 반영도에 정(+)적으로 유의한 영향을 미치는 것으로 분석되었고, 반영도는 요구도에 부(-)적으로 유의한 영향을 미치는 것으로 분석되었다. 원격학습 환경에서 실천적 추론 수업을 실행할 때 비판적 질문을 통해서 학습자로 하여금 행동을 반성하고 깨달음을 얻을수 있는 질문을 우선적으로 고려할 필요가 있다. 또한, 교사, 학생 간의 상호작용과 학생의 자발적 참여도를 높이기 위한 방안을탐색하여 실행할 필요가 있다. The purpose of this study was to investigate the needs of middle school students for the practical reasoning in a distancelearning environment, to verify the needs differences based on the learner s personal characteristics, student-teacher interaction,and student-student interaction, and to investigate the relationships among student-teacher interaction, voluntary participation ofstudents, and the students’ perception of the extent to which practical reasoning is implemented in distance learning. For thispurpose, 1,842 middle school students from seven schools in Gyeonggi, Daejeon, Chungbuk, and Sejong areas were surveyedonline to investigate the importance of the practical reasoning questions and the how much practical reasoning is implementedin current distance learning. Among them, 1,095 responses were used for final analysis and descriptive statistics, independentsample t-test, one-way ANOVA, and path analysis were conducted. As a result of the study, first, middle school students acknowledged that the practical reasoning was important with the importanceaverage 3.76. Based on the locus for focus model, the priorities of the needs in home economics class were examined, andthe values and importance of the problem, and the ramification of the solution were considered to be of high priority. Second,characteristics of middle school students, student-teacher interaction and student-student interaction were found to have positiveinfluence on needs for practical reasoning, while no difference were found by gender or voluntary participation in distance learning. Third, the voluntary participation of students and the student-teacher interaction in distance learning had a positive (+) significanteffect on perceived implementation of practical reasoning, yet negative (-) significant effect on needs for practical reasoning.

Habermas의 세 행동체계를 융합한 중학교 가정교과 식생활 수업 평가

최성연 ( Choi Seong-youn ) 대한가정학회 2020 Human Ecology Research(HER) Vol.58 No.4

This study developed and implemented a teaching · learning process plan for Home Economics in middle school by converging Habermas’s three systems of action. It also examined the effect of the class through the evaluation of students and teachers who participated in the class. This study developed 10 sessions for a teaching and learning process plan by converging three systems of action and reconstructing learning elements related to ‘balanced meal plan’ and ‘food choice’ according to the practical action teaching model. After class, we surveyed the degree of help for students, analyzed the learning activity sheets, and analyzed the reflection journals of teachers to evaluate the effects of the class. This class was found to be the most helpful in practicing the healthy dietary life of students, expanding their thoughts, understanding learning contents, and helping them change their lives. As a result of analyzing the learning activity sheet, students gained enlightenment by reflecting and evaluating their action through the class; in addition, changes in interest, awareness, and action appeared. Through the convergence of three systems of action, teachers who practiced the class criticized and realized the act that students were unconsciously accepted. In addition, it confirmed the possibility that students could change their lives, family and society by promoting optimal nutrition and health for a good life that pursues the best good.

고교학점제 운영을 위한 가정과교육의 혁신 방향 탐색

최성연(Seong-Youn Choi) 전남대학교 생활과학연구소 2021 生活科學硏究 Vol.31 No.-

The purpose of this study is to explore the innovative direction of Home Economics education for the operation of high school credit system. To achieve the purpose of this study, the study investigated and analyzed the documents related to high school credit system, previous studies, and the results of the survey on public participation, and the philosophy and curriculum of Home Economics education. Home Economics education needs to establish a new Home Economics philosophy by exploring the human condition with a focus on humans and human behavior in order to strengthen the personality education and humanities literacy education required by the people. In relation to the innovation of the Home Economics curriculum of high school credit system, Home Economics education needs to develop the curriculum for all areas of Home Economics, develop and operate the joint curriculum of Home Economics, modularize the Home Economics curriculum, develop the vocational information data for each field of Home Economics curriculum, develop the guidance data for Home Economics curriculum, develop the guidance data for the curriculum for the department of Human Ecology and the curriculum for the completion of the curriculum, develop the teaching and learning materials for each level of Home Economics curriculum, and develop the education program linked to local community and school field education. In relation to ‘establishment of student growth-oriented instruction and evaluation system’, it is necessary to develop and apply alternative evaluation methods such as selection of class contents according to practical problems, design of class according to the process of practical problem-based learning, development of on-line and off-line teaching and learning contents, development and application of various teaching and learning methods, and process polio. In relation to ‘building infrastructure such as teachers and facilities’, it is necessary to improve the empowerment of Home Economics teachers, to reorganize the curriculum for Home Economics teachers, to build a Home Economics maker space, and to build facilities that incorporate advanced technologies. In relation to ‘formation of a learning community culture’, it is necessary to develop customized training programs for Home Economics teachers, to revitalize teacher learning communities and Home Economics research groups, and to establish a network of Home Economics education learning community.

다중지능을 활용한 실천적 문제 중심 가정과 수업이 고등학생들의 학교폭력 예방에 미치는 효과

최성연 ( Choi Seong-youn ),채정현 ( Chae Jung-hyun ) 대한가정학회 2018 Human Ecology Research(HER) Vol.56 No.3

This study examined the effects of a practical problem based home economics instruction using multiple intelligences teaching and learning methods for the prevention school violence by high school students’. The contents of this study are as follow. 1) Develop the practical problem-based instruction using multiple intelligence and teaching and learning strategies for each protective factor both in teaching method aspects and learning content aspects during the 29-period of lesson plans. 2) Examine the effects of the instruction in the changes of pre- and post- impulsivity and aggression, self-esteem, empathy and attitudes to school violence after implementing home economics lesson plans. 3) Evaluate the instruction. The subjects of this study were 288 first grade students (124 male and 164 female students). The study utilizes a quasi-experimental pre-post design. The effect of the instruction by the paired t-test results showed that the aggression and impulsivity by the learners had been lowered; however, empathy and self-esteem increased; in addition, learners’ attitudes toward school violence had changed positively. In conclusion, self-esteem in school as sub-variables of self-esteem increased; however, there was no statistically significant difference.

중학교 가정교과 의생활 교육에 대한 실천적 문제 중심 원격수업 실행연구

최성연(Choi, Seong-Youn) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.7

본 연구의 목적은 가정교과 원격수업에서 긍정적인 교육의 변화를 도모하기 위해 실천적 문제 중심 수업을 원격수업으로 실행하여 학생들이 학습하는 과정은 어떠하며, 이 과정에서 나타나는 학생과 교사의 변화는 무엇인지를 탐구하는 것이다. 연구 참여자는 중학교 3학년 5개반 학생 166명이며, 수업을 원격으로 관찰하고 원격 화상회의로 심층 인터뷰를 진행하였다. 실천적 문제는 ‘의생활과 관련된 문제를 해결하기 위해 우리는 무엇을 해야 하는가?’로 의생활 영역과 관련된 주제로 실행과 반성을 3차에 걸쳐 진행하였다. 연구 결과, 중학생들이 실천적 문제 중심 원격수업을 학습하는 과정은 오픈 채팅방을 통해 모둠원과 상호작용하고, 구글 문서를 통해 교사의 피드백을 받아 실천적 문제를 해결하고, 실습 과정과 결과물을 공유하면서 마스크 만들기 활동을 수행했으며, 실습수업을 통해 해결방안을 실천하고자 하는 의지를 보였다. 수업을 통해 학생들은 이전보다 수업에 더 집중하게 되었고, 상호작용을 더 원활하게 하였으며, 관심과 행동의 변화가 일어났다. 교사는 원격수업을 통해서 실습수업이 가능하다는 것, 원격수업을 통해 실천 의지를 이끌어 낼 수 있다는 것을 깨닫게 되었고, 원격수업에 대한 자신감을 갖게 되었다. The purpose of this study was to investigate the process of learning students and the changes of students and teachers in this process by implementing practical problem based classes as distance learning in order to promote positive changes in education in home economics classes. The participants were 166 students in 5 classes in the third grade of middle school, and the class was remotely observed and in-depth interviews were conducted through video conferences. The practical problem is ‘What should we do to solve the problem related to clothing life?’. The subject related to clothing life was executed and reflected three times. As a result of the study, the process for middle school students to learn practical problem based distance learning interacts with group members through open chat rooms, solving practical problems by receiving teacher feedback through Google documents, and making masks while sharing the practice process and results. And showed a willingness to practice the solution through practice classes. Through the class, the students became more focused on the class, the interaction was smoother, and the interest and action changed. Teachers realized that they could practice through distance learning and that they could draw their will to practice through distance learning, and they became confident in the classes.

예비 가정과교사의 메타버스를 활용한 교수설계 역량 증진을 위한 수업 사례연구

최성연 ( Seong Youn Choi ) 대한가정학회 2024 Human Ecology Research(HER) Vol.62 No.1

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers’ level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

고등학교 가정과 식생활 문화 단원에 적용한 게임 기반의 교수,학습 과정안 개발 및 평가

최성연 ( Seong-youn Choi ),채정현 ( Jung-hyun Chae ) 대한가정학회 2016 Human Ecology Research(HER) Vol.54 No.3

This study develops and evaluates a game-based lesson plan applied to the ‘Food Culture’ unit of a high school Home Economics class. We developed, implemented, and evaluated lesson plans for seven periods that contained ‘the Korean food table setting card,’ ‘the world’s food culture card,’ and the procedure for cards games according to the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. ‘The Korean food table setting card’ consisted of ‘the Korean food table setting order card’ to easily understand 10 types of Korean traditional daily meals based on pictures and ‘the Korean food table setting food card’ to easily understand Korean traditional food based on 104 kinds of food picture and quick response (QR) code. ‘The world’s food culture card’ consisted of ‘the world’s food culture quiz card’ to help learners easily understand influential food culture formation factors, features of food culture, typical foods from 16 countries, and ‘the world’s traditional food card’ to help learners easily understand typical foods from 16 countries through 63 kinds of pictures. Respective ‘game guides’ were also developed. High school students who studied the game-based Home Economics classes and who participated in the ‘Food Culture’ unit, could easily and enjoyably learn the food culture of Korea (and other countries), actively participate in learning activities, and understood the content of food culture. In addition, they evaluated that the game-based instruction was easy to remember with minimal memorizing.

온라인 문제중심학습을 활용한 ‘가정교육론’ 수업 사례 연구

최성연 ( Seong-youn Choi ) 대한가정학회 2022 Human Ecology Research(HER) Vol.60 No.2

The objective of this study was to conduct a ‘Theory of Home Economics Education’ class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the ‘Theory of Home Economics Education’ at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: ‘Making Home Economics Promotion Materials’ and ‘Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes’. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.