Development and evaluation of Home Economics teaching·learning process plans applied Problem Based Learning focusing on ‘food and nutrition’ unit for students with intellectual disability

Kim, yun-ju; Junghyun, Chae

doi:10.19031/jkheea.2018.06.30.2.39

Cited by 2 publications

(3 citation statements)

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“…국가 교육과정으로 역량 교육이 도입되고 이와 관련된 수업 과 평가 방식에 대한 혁신적 변화를 요구하지만, 가정과에서 평가 와 관련된 연구를 살펴보면 교사들의 수행평가에 대한 관심도와 실행실태를 분석한 연구 (Jung & Chae, 2004), 수행평가의 준거 에 대한 분석적 루브릭(rubric) 개발에 관한 연구 (Bum & Chae, 2008;Kim & Chae, 2009), 교육과정•수업•평가의 일체화를 위한 가정과 과정 중심 수행과제 개발 연구 (Kang & Park, 2020;Lee et al, 2018)와 서술형 평가 (Yang & Lee, 2020) (Shepard, 2000). 최근의 교실 평가는 기존의 총합평가 및 학습 결과에 대한 평가(Assessment of Learning)에서 형성평가 및 학습을 위한, 학습으로서의 평가 (Assessment for and as Learning)로 그 기조가 변화하고 있다 (McMillan, 2015).…”

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“…우리나라에서도 2015 개정 교육과정부터 역량의 중요성을 강 조하면서 학교에서 무엇을 가르쳐야 할지를 논의하고, 교과별로 교과 역량을 제시하는 등 이전에 비해 역량 기반 교육과정으로서 의 성격을 뚜렷하게 드러내고 있다 (Kim et al, 2015) (Min et al, 2022) (Jung & Chae, 2004;Yu & Yoon, 2001), 학습자 참여 분석적 루브릭 (rubric)에 관한 연구 (Bum & Chae, 2007;Kim & Chae, 2009) (Kang & Park, 2020, Kim, 2018Ko et al, 2021;Lee et al, 2018;Lim & Kim, 2019)와 수행평가 계획서 분석 (Kim, 2019) •개인적…”

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Development of a Competency-Based Assessment Framework for High School Home Economics

Choi,

Park

2024

Hum. Ecol. Res

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The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: ‘core idea’ × ‘process’ × ‘context and value’. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed ‘process’ dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.

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Development of a Competency-Based Assessment Framework for High School Home Economics

Choi,

Park

2024

Hum. Ecol. Res

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“…와 중등학교 가정과 수업에서 문제중심학습의 효과를 분석한 연구 (Cho & Cho, 2020;Cho, et al, 2022;Jeon & Oh, 2014;Kim & Chae, 2018;Yuk, 2020) (Lee & Chung, 1999;Na & Jang, 2013;Park & Yu, 2016), 학교폭력 예방을 위한 가정과교육의 접근 방안을 탐색한 연구 (Wang, 2013) •문제상황을 정확하게 이해하고 적절한 해결방안을 제안할 수 있다.…”

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A Case Study of the Use of Artificial Intelligence in a Problem-Based Learning Program for the Prevention of School Violence

Shim¹,

최새은²

2023

Hum. Ecol. Res

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The aim of this study was to develop, implement, and evaluate the use of Artificial Intelligence in the prevention of violence among middle-school students. The sample for this study consisted of 20 first-year middle-school students who participated in theme selection activities in a free semester program as part of their home economics studies. The data for the study consisted of nine class observation logs, four group activity outputs, 30 class results, an online survey, and in-depth interviews with three students. A program called “R.U.OK” was developed by setting problematic situation for school violence prevention linked to the contents of the Home Economics Education(HEE) curriculum. After the program was implemented, the survey on the students’ class satisfaction content elements, with AI-based learning activities and PBL and interest, displayed high points, with an average of 4.0 or higher. Our qualitative analysis produced four significant results. First, students’ concerns about school violence had increased and they showed a change in attitude, having more empathy with friends and more interest in their surroundings. Second, digital and AI literacy had improved, and students’ interest in digital media learning had increased. Third, there had been an improvement in problem-solving ability in terms of being able to think more critically and independently. Fourth, the results also demonstrated that there had been a positive effect on self-direction and an improved capacity for teamwork. This study was significant in demonstrating the effectiveness of a program for the prevention of school violence based on the use of digital technology in the educational environment.

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Development and evaluation of Home Economics teaching·learning process plans applied Problem Based Learning focusing on ‘food and nutrition’ unit for students with intellectual disability

Cited by 2 publications

References 0 publications

Development of a Competency-Based Assessment Framework for High School Home Economics

Development of a Competency-Based Assessment Framework for High School Home Economics

A Case Study of the Use of Artificial Intelligence in a Problem-Based Learning Program for the Prevention of School Violence

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