Annotated Bibliography

Annotated Bibliography for Inquiry II Paper

  1. Pickard, M. J. (2007). The New Bloom’s Taxonomy: An overview for family and consumer sciences. Journal of Family and Consumer Sciences Education, 25(1), 45-55.

Mary J Pickard, of East Carolina University writes about Bloom’s Taxonomy and the objectives of the new Bloom’s Taxonomy that relates to Family and Consumer Science teachers. This revised Bloom’s Taxonomy attempts to enhance student learning by revising the curriculum so teachers are spending their time more efficiently and all students are making significant progress throughout the year. Bloom’s Taxonomy facilitates authentic learning where the students want to beyond imitation and reproduction of information to a point where they can use critical thinking and problem solving to create an answer to a problem. This article specifically focuses on student development and learning in the Home Economics field. I have chosen to cite this article as it provides many insights and points of view on student learning specifically in Home Economics.

  1. Werhan, C., & Vollmer, J. (2004). Finding a place for tradition in the curriculum: A case study for sewing in the Ohio family and consumer sciences classroom. Journal of Family and Consumer Sciences Education, 22(1), 43-57.

Werhan and Vollmer research the stigma around Family and Consumer Sciences and the Home Economics field. They study the role of women in culture and also how this effects factors like class enrolment in a elective class like Home Economics. In this study Werhan and Vollmer also dive into the importance of Home Economics as a life skill that can continue to develop one’s quality of life. Also referenced in this article is many case studies that have been used to show the importance of Home Economics to student development and human intelligence in society. Werhan and Vollmer study Home Economics and its’ role in the education system. “With historical values institutionalized in standardized assessment practices, it’s hard to persuade educators and their constituencies that alternative ways of learning are equally valuable” (Werhan, p.46) This article is particularly important in my research as it dives into both the student development and intelligence side of Home Economics and the stigma that is surrounding in Home Economics. Because the purpose of my inquiry question is to dissolve some of the stigma surrounding Home Economics, having a researched point of view with multiple perspectives is very valuable.

  1. Smith, G., & Zwart, M. (2010). Home Economics: A contextual study of the subject and Home Economics teacher education. Teachers of Home Economics Specialist Association, 1-32. Retrieved from http://bctf.ca/thesa/pdf/inquiry_contextual.pdf

Smith and Zwart begin this article studying the field of Home Economics in an international context (including the United States, Australia, and New Zealand), in a national context of our provinces, and then in the context of UBC. They continue on the article about the history of Home Economics and how it came to be in our curriculum. However, the more important part of the study in the context of my own research is the section of the study where Smith and Zwart dive into why Home Economics is a vital subject for today’s education. This includes why students need Home Economics to stay healthy and how students can become good parents. This study also goes over the decline in Home Economics in post-secondary, which is relevant to my inquiry project. At the heart of my project I am asking questions like, “Does Home Economics matter to the students in their daily lives after high school and will this give them essential life skills?” This article also gives several recommendations to improve Home Economics throughout the province of British Columbia and how teachers themselves can do that. I believe these recommendations, as they were thoroughly researched, will be helpful in my inquiry project when validating and talking of improving Home Economics as a profession.

  1. Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York, NY: Basic Books.

Howard Gardner, a professor at Harvard University in the area of cognition and education at the Graduate School of Education, has coined eight different areas of intelligences. These eight different areas of skills and intelligences are: Linguistic, Logical-Mathematical, Spatial, Musical, Naturalist, Bodily-Kinesthetic, Interpersonal, and Intrapersonal. Gardner covers the definition and development of each one of these intelligences. For the purpose of my own research, I will be referring to these eight different intelligences and how they are developed in Home Economics from the learning of a student. During my inquiry research, I will be looking at skill and intelligence development from the viewpoint of a developmental psychologist, and will be using Howard Gardner’s work for this purpose. Skill development is vital for this inquiry project as it is the core to my justification process on the validity of Home Economics as a teachable.

  1. Owen-Wilson, L. (2015). Sternberg’s Views on Intelligence: The Second Principle. Retrieved from http://thesecondprinciple.com/optimal-learning/sternbergs-views-intelligence/

Leslie Owen-Wilson, a long time professor at the University of Wisconsin-Stevens Point has outlined much of Robert J Sternberg’s work on her website, The Second Principle. Owen-Wilson focuses on Sternberg’s Triarchic Theory of Intelligence. Robert J. Sternberg, now a professor at Cornell University in the College of Human Ecology; brought forward the idea of the Triarchic Theory of Intelligences, basing his idea upon Aristotle’s’ theories. Sternberg’s Triarchic Theory of Intelligences describes the three areas of intelligence, but it also considers the various aspects and balances in which these intelligences can be used. Sternberg defines the three categories of intelligence as Analytical Intelligence, Practical Intelligence, and Creative intelligence. For the purpose of this inquiry research, Robert J Sternberg had a large influence on how I looked at the development of intelligence. During this project, I would specifically like to look at intelligence development in the area of Home Economics. Specifically, I will be looking at what intelligences these students develop because of a Home Economics class and why they are developing these skills. Skill and intelligence development is at the very core of my inquiry question and I believe Sternberg’s perspective on skill development is very credible in the field of developmental and human psychology.

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