Graduate Thesis Or Dissertation

 

The development of transparencies in home economics education Public Deposited

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  • The major purpose of this study is to develop guidelines for making and using transparencies for the improvement of teaching home economics on the secondary level. Another is to show how to use transparencies creatively in teaching. This study will try to help fill a gap in the knowledge of the development of transparencies in home economics. Preliminary information for this study was obtained through letters sent to companies which commercially prepare transparencies, a review of information in the field, and a questionnaire. It was found that there were very few companies interested in the development of transparencies in home economics. The questionnaire was sent to 100 selected Oregon home economics teachers. This questionnaire was returned by 82 of the teachers, but only 76 responses were returned in time to be included in this study. Opinions concerning areas of home economics in which transparencies are needed, choices of lesson planning material to accompany transparencies and preferences concerning transparencies (subject area depth, form of transparencies and sources of transparencies) were asked in the questionnaire. The concepts of values, goals and standards; careers in home economics; building relationships; decision-making; discipline of children; emotional development; safety in child play areas; physical development; babysitting; consumer education and work simplification were selected most frequently as topics from which transparencies should be made. The teachers selected (in order of preference) suggested learning experiences, suggestions for use, suggestions for use in class discussion, teacher read scripts and student read scripts as the type of lesson planning material that they would like to see accompany the transparencies. In the section of the questionnaire concerning the preferences of the transparencies, the results were as follows. Forty-eight of the teachers said that they would prefer a more concentrated study of fewer subjects while 23 stated that they would prefer single concept transparencies, covering many subjects. Fifty-two teachers responded in favor of transparencies which could be made in the audio-visual department of their school, while 21 stated that they would prefer those that were commercially made. The teachers overwhelmingly replied that they wished transparencies to be made from a combination of many resources. There were only two teachers who suggested that the transparencies be keyed to one published book. The results of the preliminary information were used in the development of two sets of transparencies--one in the area of child development and the other in the area of family life. Each of the sets was developed using a different basic form for the teaching materials. This was done to show the versatility of this audio-visual material as well as to make the transparencies more meaningful and useful in the classroom. The set on the topic of children's play was accompanied by learning experiences while the set on building relationships was written in script form. The transparencies were designed so that they could be easily teacher made. In the second part of this study guidelines have been developed for the use, selection and development of transparencies in home economics education. These guidelines have been established in order to give teachers a basis for using, selecting and developing transparencies.
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