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권리라 ( Li Ra Kweon ),윤이경 ( In Kyung Yoon ) 한국인구교육학회 2009 인구교육 Vol.2 No.1
본 연구는 초등학생과 중학생 386명을 대상으로 노인에 대한 이미지, 가족관계, 능력, 신체적 특성 등에 대한 인식을 파악하고, 노인데 관한 내용과 관련한 자료를 이용하여 수업을 한 후 인식의 차이를 알아보고자 하였다. 노인에 대한 인식에서 노인에 대한 가족 관계가 가장 긍정적으로 나타났고, 노인의 신체적 특성이 가장 부정적으로 나타났다. 학교급별에 따라 노인에 대한 인식을 조사한 결과 이미지, 가족관계, 신체적 특성 안에서는 통계적으로 유의미한 차이가 나타나지 않았으나, 노인의 능력 영역에서는 초등학생들이 중학생에 비해 긍정적으로 인식하고 있는 것으로 나타났다. 그리고 4시간 분량의 노인 관련 학습 자료를 이용하여 수업을 한 후 인식 차이를 알아본 결과, 초등학생은 능력 영역에서, 중학생은 이미지와 능력 영역에서 의미있는 차이가 있는 것으로 나타났다. 본 연구의 결과는 초중학생들이 올바른 노인 인식 교육에 필요한 기초 자료를 제공할 수 있으며 이를 바탕으로 교육 내용을 구체적으로 선정함으로써 초중학생들이 보다 적극적으로 노인 문제 해결 의식을 갖도록 할 수 있을 것이다.
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중등 가정과 1급 정교사 자격 연수 프로그램운영 실태 분석 및 연수 참여자의 인식
임일영(Lim Il-Young), 권리라(Kweon Li-Ra), 이혜숙(Lee Hye-Suk), 박미진(Park Mi-Jin), 류상희(Ryu Sang-Hee) 한국가정과교육학회 2007 한국가정과교육학회지 Vol.19 No.4
The purpose of this study is to provide basic resources to the first-grade Home Economics Regular Teacher Qualification Program (FGHERTQP) in order to improve its operation plans. For the study, the three methods were carried out: an analysis on the curricula of FGHERTQP over six years since 2000, a questionnaire asking their satisfaction degrees and needs on the programs which was answered by the home economics teachers who were the participants of FGHERTQP, and several statistical analyses such as a descriptive-test, a X²?test, a t-test, and one way ANOVA by using SPSS Win ver 10.0. The results of the study were as follows; Firstly, FGHERTQP has been operated ten times by five training centers during resent six years. Subject matters (1~7), whole numbers of lectures (11~29), and their allotted working hours (111~136) vary with individual training centers and operation years. Secondly, when using 5 point likert scales, Contents and Methods of evaluation marked 3.08 which were the lowest scores, and Qualification Training in General marked 3.72 which was the highest score among five fields of Qualification Training in General, Contents, Organizations, Methods and Evaluation. The overall scores were low. Thirdly, in needs analysis on offering subject matters, the participants wanted to study the field of home economics education more than that of subject contents. Looking about the highest needs classified by domains, Food Principles & Meal Management showed the highest in Foods. And Consumer Issues in Clothing & Textiles in Textiles, Upcoming Housing Cultures in Housing, Family Relationship in Child Development & Family Relationship, Juveniles and their daily life as a consumer in Family & Consumer Resources Management. Fourthly, training centers lectures available had a significant influence on the satisfaction degrees according to general characteristic variations of the participants. That is, as a training center offers more lectures in the field of subject education than those of subject contents, the participants showed higher satisfaction degrees (p<.05).
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권리라,윤인경 한국 가정과 교육 학회 1998 한국가정과교육학회지 Vol.10 No.1
The purpose of this study was to make a selection criteria for Home Economics textbooks in the middle school. For this purpose, first, the criteria were out by collecting, analyzing and synthesizing the literature. Second, questionnaire survey of the 6 selection criteria was preformed. Questionnaire sent to Home Economics teachers of 401 middle school selected by systematic reandom sampling, 233 questionnaire were received and 220 questionnaire were analyzed for this study. As a statistical tool, SPSSWIN was used to analyze frequency, mean, standard deviation, and factor analysis. The research findings were as follows ; 1. Now for kinds of Home Economics textbooks are mainly used. At that time when textbooks were selected, these selections were made upon deliberation with the teachers in charge and in future this method will be desirable. Most home economics teachers realize that the selection criterial is needed to improve the pbjectivity of textbook selection. 2. As a result of making factor analysis, the selection criteria were revised that 52 items in 7 categories were chosen as textbook criteria plan. They consist of 5 items related to the outward form oftextbook, 5 items related to the learning materials in textbook, 10 items related to the composition of textbook units, 11 items related to the guiding contents oftextbook, 7 items related to the subject of experiment . practice, 9 items related to the composition of picture, photograph and diagram. and 7 items related to the use of instructional learning method.
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