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미국 오하이오주의 실천적 문제 중심 모형을 적용한“일과 가족생활 교육과정”에 대한 가정과 교사의 관심도
Concerns of Home Economics Teachers on Ohio's Work and Family Life Curriculum

채정현    (한국교원대학교, 중앙대학교, 이화여자대학교 교육대학원, 동국대학교 교육대학원 가정교육과  );
  • 초록

    The objective of this study were 1) to determine the stages of concern of HE teachers about the practical problem-based curriculum approach, as illustrated by the Ohio's Work and Family Life Curriculum (W&FLC); 2) to determine the relationships between home economics (HE) teacher's stages of concern about W&FLC and personal and professional characteristics of HE teachers; and 3) to determine aspects of interest about the practical problem-based curriculum approach, such as the Ohio W&FLC. Respondents in this study were 225 HE teachers. The data were collected during the in-service teacher training sessions after presentation about W&FLC. Concerns Based Adoption Model (CBAM) was modified to provide a conceptual framework for this study. Frequencies, SD, mean, mode, range were used to determine the stages of concern of HE teachers. To determine the relationships between stages of concerns and personal and professional characteristics of HE teachers, coefficient of Chi-Square contingency tables was used. Content analysis was used to determine aspects of interest about the practical problem-bsed curriculum approach, such as W&FLC. The median of the stages of HE teachers' concerns about W&FLC was Stage 1, Information Stage. About 60% of HE teachers were interested in learning more details about W&FLC. Chi-square revealed no statistically significant relationships between stages of concerns about W&FLC and characteristics of HE teachers. Content analysis was used to determine aspects of interest about W&FLC of HE teachers. Nine categories were found: content, teaching strategies, implementation of the curriculum, philosophical framework, how to adopt W&FLC, resource materials, students' outcomes, in-service teacher training, and HE teacher organization. The majority of HE teachers were interested in relationships with family and others, resource management, family relationships, personal development, communication skill, family life, creating a self-identity, life planning, roles of family members, homemaking management, child care, and parenting.


  • 이 논문을 인용한 문헌 (7)

    1. 1997. "A Home Economics Curriculum Development for High School Students Based on Practical Problems Focusing on Food and Nutrition" 韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, 9(1): 53~69     
    2. Kim, Jin ; Chae, Jung-Hyun 1997. "Perceptions of Home Economics Teachers and Teacher Educators Regarding Home Economics Student Teaching Practice" 韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, 9(2): 87~100     
    3. 1998. "The Effect of Cooperative Learning method in Home Economics on students′Interest and Attitude about Subject matter" 韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, 10(1): 137~151     
    4. 2000. "A Study of Teaching based on Practical Problems Solving of the area of Food Habits in Middle School Home Economics" 韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, 12(2): 29~45     
    5. 2001. "Development of Cooperative Learning Lesson Plan and the Effect of Cooperative Learning on Students` Self-esteem - Focused on the Food and Nutrition Section of Middle School Home Economics -" 韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, 13(3): 131~146     
    6. 2002. "Evaluation of ICT-Utilized Lessons on the based of CBAM model by Home Economics Teachers - on Concerns and Implementation -" 韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, 14(2): 37~52     
    7. 2002. "The Effect of Practical Reasoning Instruction in Home Economics on the Critical Thinking - Focusing on Family Relations and Resource Management -" 韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, 14(3): 1~9     

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