초등 실과, 기술가정, 가정과학 교과 내 ‘의생활' 영역의 연계성 분석 = The Connection Analysis on the Areas of Clothing and Textiles in Practical Arts, Technology and Home Economics, and the Science of Home Economics Courses

다국어 초록 (Multilingual Abstract)

The Connection Analysis on the Areas of Clothing and Textiles in Practical Arts, Technology and Home Economics, and the Science of Home Economics Courses

Lee, Eun Joo*․Shin, Hye Won** The Graduate School of Education, Dongguk University* Dept. of Home Economics Education, Dongguk University**

Abstract

This study aimed to analyze the contents of clothing and textile areas in practical arts, technology and home economics, and science of home economics courses, and the degrees of vertical connections among them.
Totally 21 textbooks were chosen for this study, which consist of fifth and sixth grade practical arts textbooks(one from each grade), sixteen technology and home economics textbooks(eight from each eighth and tenth grade), and three high school science of home economics textbooks.
In order to analyze systematically the degrees of vertical connections, clothing and textile areas were divided into 6 large sections, which were subdivided into 48 specific categories(contents) by content analysis. The method of connection analysis was based on development(constant continuity and sequence), repetition (continuity without considering sequence), gap(sequence without considering the continuity of curriculum), and reduction(the lack of both continuity and sequence). The connection analysis were done in 48 categories separatively.
In the sections of clothing attire and clothing management, the most categories(46.1% and 44.5%) were evaluated as having connections of reductions. No category was analyzed as development in the section of clothing planning and the most categories(83.3%) had connections of repetitions. In the clothing material section, categories evaluated as gaps and developments were 55.6% and 44.4%. The clothing construction section showed to be the section with the most in-depth and expanded content compared to the previous educational levels, with developed categories of 50%.
The most degree of connection in the clothing and textile areas of practical arts, technology and home economics, and science of home economics subjects was the development at 29.2%, followed by repetition at 25%, reduction at 25%, and finally gap at 20.8%. Developed categories were relatively more than repetitive, reduced, or gap contents. However, as the connection between grades was not highly outstanding, it was difficult to say that the connection of the curriculum was adequately distributed according to the school grades.

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