The key objective of the 2015 revised national curriculum in South Korea is nurturing transformative and creative convergence talent of students. Home economics teachers in South Korea have tried to shift the empirical-rational science-based home economics instruction into critical science perspective-based home economics instruction so that learners can develop these competencies. To help with this change, this study aimed to reveal the process of a teacher’s reflection to implement critical science perspective-based instruction and resolve the difficulties on the reasoning stage, which is a key course of the instruction. Action research as a qualitative research approach was conducted. For the analysis it employed materials such as instruction observation journals, teacher’s reflection journals, student interview records etc. The study revealed that it needed the teacher’s constant challenges and reflections on the thinking process for implementing critical science perspective-based instruction. Through the reflection, the teacher realized that she should break away from her teaching tendencies and her fixed ideas of pedagogy, which reflected the empirical-rational science-based perspective. Also, it found that the teacher should experience and get familiar with how to think at each stage of practical reasoning earlier than the students: Identifying concerns, understanding context of concerns, making and evaluating alternatives, setting valued ends, and making a judgment about action. Based on these findings, the proposals of developing teacher’s communities, teacher training, and a national home economics curriculum are suggested.

2015年修订的韩国国家课程的主要目标是培养学生的变革性和创造性融合人才。韩国的家庭经济学教师已尝试将基于经验理性的基于科学的家庭经济学教学转变为基于批判性科学视角的家庭经济学教学，以使学习者能够发展这些能力。为了应对这种变化，本研究旨在揭示教师反思的过程，以实施基于批判性科学视角的教学并解决推理阶段的困难，这是该教学的关键课程。进行了作为定性研究方法的行动研究。为了进行分析，它使用了诸如教学观察期刊，教师反思期刊，学生访谈记录等材料。该研究表明，在实施基于批判性科学视角的教学时，教师需要不断思考和思考。通过反思，老师意识到她应该摆脱自己的教学倾向和固定的教学法思想，这反映了基于经验-理性的科学视角。此外，研究还发现，教师应该比学生更早地在实践推理的每个阶段体验和熟悉如何思考：识别问题，理解问题的背景，做出和评估替代方案，设定有价值的目标以及对行动做出判断。基于这些发现，提出了发展教师社区，教师培训和全国家政课程的建议。