가정과 교육과정 모형에 대한 선호도

• 영문명: Preferences for Home Economics Curriculum Models
• 발행기관: 한국가정과교육학회
• 저자명: 채정현(Chae, JJng- Hyun)
• 간행물 정보: 『한국가정과교육학회지』제8권 제1호, 33~49쪽, 전체 17쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1996.06.30

영문 초록

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, co-efficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Models and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.