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김용익(Kim Yong Ik),박행모(Park Haeng Mo),방기혁(Bang Gi Hyeuk),이성숙(Lee Seung Sug),표준영(Pyo Jun Yeong) 한국실과교육학회 2004 한국실과교육학회지 Vol.17 No.3
Traditionally, practical arts subject have been organized into three parts such as home economics area, agriculture area, and technology area. But rigid classification among these areas have prevented the improvement of practical arts education on the contrary. Therefore, intrinsic integration of disciplinary parts within the practical arts subject were needed to solve this problem. According to the result of this study, it was identified that a lot of sub units of practical arts textbook could be integrated one another. For example, a sub unit of ‘vegetable growing(agriculture area)’ could be integrated into ‘cooking with vegetable(home economics area)’, ‘using cooking tools(technology area)’. And a sub unit of ‘dealing with electrical equipment’ could be integrated into ‘making wooden house for a pet dog(technology area)’, ‘installing lightening for a pet dog(technology area)’, and ‘making clothes for a pet dog(home economics area)’. In conclusion, intrinsic integration of disciplinary parts within the practical arts subject was found to have high validity and possibility.
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