• Journal of Digital Convergence
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• v.19 no.8
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• pp.397-404
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• 2021

The aim of this study is to explore the educational experience of nursing students after designing an action learning class suitable for basic nursing science class and applying it. A total 100 freshmen nursing students taking a basic nursing science class of K university in S city participated in this study. Data was collected from May 2019 to June 2020. The action learning class consisted of 5-6 people per team, a total of 9 teams, reflection diaries were collected and analyzed using the qualitative content analysis method of Krippendorff (2004). The analysis produced 45 significant statements in total, 8 themes and 4 categries for the experience of basic nursing science class based on action learning. The 4 categories were 'confidence in anatomy', 'growing teamwork', 'learned how to study', 'difficulties in the process'. The action learning applied class was found to be effective in problem-solving ability, teamwork, and self-directed learning. Therefore, it is proposed to evaluate the effect of action learning in other nursing subjects as well.

• Journal of The Korean Association For Science Education
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• v.4 no.2
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• pp.74-81
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• 1984

중등 과학교사 양상에 있어서 기초 교양 과목과 교육 일반론 및 과학 과목은 중요한 부분이지만 가장 핵심적이고 특유해야할 과목은 과학교육 관계 과목이다. 많은 경우 $2{\sim}3$학점의 한 과목을 필수로 제시되는 "물리교육", "화학교재", "생물교수법" 등의 분야별 과목이 안이하고 무의미하게 제시되는 것이 아닌가 하는 직관적 판단으로부터 우선 한국의 실태를 조사하고 장기적이고 포괄적인 연구 개발의 기본적 모형을 구안하려는 것이 본 연구의 목적이다. 연구의 한 단계로 전국 사범대학 과학교육 관계과나 전공을 대상으로 설문지 방법과 면담을 통해 학사 학위 및 중등 과학교사 자격을 위한 취소 이수학점 그리고 일반 및 과학 교육 관계 과목에 대해 조사하였다. 특별히 과학교육관계 과목에 대해서는 상세하게 필수 및 선택 과목 수와 학점, 대상 학생과 교수, 과목의 목표, 내용, 교육 자료와 평가 방법 등을 조사 분석하였다. 또한 설문의 두 번째 범주인 과학교육 과목 담당 교수의 중등 과학 교사 양성 교육과정에 대한 일반적인 의견과 과학 교육 과목에 대한 구체적 의견을 종합 분석하였다. 이러한 실태 조사와 의견 분석을 바탕으로 과학 교육 과목의 총 이수 학점에 대한 비율, 과목수와 명칭 그리고 교육 내용의 기본적 사항을 제시함으로써 자료개발과 실제 지도를 위한 모형적 연구를 수행하였다.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.87-103
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• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.

• Journal of the Korean Chemical Society
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• v.43 no.6
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• pp.691-698
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• 1999

We examined how the professors in the department of science education perceived the 6th high school science curriculum. A nationwide survey was administered to obtain the responses from 70 professors of 8 educational colleges. Most professors thought that the 'objectives' and the 'contents' were proper, but the 'methods' and 'evaluations' were not proper, if considered educational facilities as well as 'teachers' ability to guide inquiry. Some professors also pointed out that the 'methods' described in the curriculum did not seem to be practical, that the contents were too much for high school science courses, that the integration of the contents in the general science was not enough, and that some concrete guides were needed because the items in the curriculum were too broad.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.203-219
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• 2016

The purpose of this paper was analyzing the contents of life science area in elementary science textbooks according to Korean science curricula change to get suggestions for the advancement of science curriculum. The framework of content analysis was developed by revising TIMSS 2015 life science evaluation framework. The results of this research were as follows: 'The differences of living things and non-living things appearing in the first grade mostly were not included in the 1st, the 6th and the 2009 revised curricula. Contents emphasizing rural life were appeared from 'Teaching themes period' to the 2nd curriculum period, disappeared from the 3rd curriculum period until the 2009 revised curriculum. Contagious disease was emphasized in all elementary grades in the 1st curriculum period, which reflected a social phenomena emphasizing health and hygiene after the Korean War. Mostly fungus was included until the 7th curriculum period and bacteria and virus were added from the 2007 revised curriculum period. The way of improving health was emphasized continuously.' The differences of living things and non-living things should be included in elementary science curriculum for the correct 'life' concept formation of elementary students. 'Strategies for helping the living of descendants' and 'the heredity of animal and plant' which were appeared in the lower grades, should be included at the higher grades with greater depth. The incoming elementary science textbooks also need to include science contents about evolution in greater depth, along with human health.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.31-50
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• 2015

The purpose of this study was to analyze duplicated contents of 'Food and Nutrition unit' of Home Economics and other subject textbooks for the middle school students. In order to achieve the purpose, the textbooks of "Home Economics I II", "Science I II III", "Ethics I II", "Physical education", and "Health education" were analyzed. The results of the analyses were as follows. According to the analyses of the common contents with other subjects related to the 'Food and Nutrition unit' in the "Home Economics I II" textbooks for the middle school students under the 2009 revised curriculum, the high percentages of the common contents were found in "Science" curriculum and "Health education" curriculum, followed by "Physical education" and "Ethics". It was observed that the Home Economics curriculum provided not only the theoretical basis about the dietary issues that the youth faces but also a plan to address those issues, as "Home Economics" textbooks were focused on 'dietary problems of the youth', 'balanced diet', 'green diet', and 'Korean-style diet'. The "Science" curriculum focused on scientific theories and principles, as the "Physical Education"and the "Health education" focused on health. In contrast, it was revealed that the "Ethics" curriculum considered 'Koreans' identity' and 'environment'. Overall as for the strength of 'Food and Nutrition unit' of "Home Economics"compared to those of other subjects, comprehensive contents for dietary life had been dealt with according to the development of the adolescent in "Home Economics", while other subjects focused on specific contents or examples concerned with 'Food and Nutrition unit'. In this regard, the dietary education for the middle school students will be more effectively conducted by "Home Economics", as compared with other subjects.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.447-448
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• 2023

본 연구에서는 비전공자들을 위한 디지털 교육을 위하여 노 코드 프로그램을 활용한 정보, 수학, 과학 융합교육 교양 강좌를 개발하였다. 노 코드 프로그램으로는 오렌지3 데이터 마이닝을 선정하였는데, 이는 데이터 분석, 시각화, 머신러닝 모델의 활용이 용이하다는 강점을 가지고 있다. 또한, 산업환경 변화에 대비하는 핵심 교과인 과학, 수학, 정보의 중요성과 데이터 분석과의 밀접성을 고려하여 교육 내용을 융합할 수 있도록 선정하였다. 개발된 교육 프로그램은 8인이 전문가 검토 결과 내용 타당도가 확보되었음을 확인할 수 있었다. 추후 연구에서는 이 강좌를 대학의 학부생에게 적용하여 그 효과성을 확인해 보고자 한다.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.81-87
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• 1987

본 연구는 교사연수용 통합적 환경교육자료 개발을 위해 수행되었다. 기존의 환경교육 관계 자료의 검토 분석, 전문가 협의회를 통한 개발 방향의 검토, 현행 초 중등 교과서 환경교육 관련 내용의 분석을 통해서 통합적인 환경교육자료 개발의 필요성과 방향을 정립하였다. 개발되는 자료는 환경 교육의 기초 부분과 교수 학습 활동 부분으로 크게 나누어서 앞 부분에는 기본 개념과 원리 등의 내용으로 구성하였으며 뒷 부분은 환경교육 각 영역에 관련되는 실제 활동 위주로 구성하는 것이 바람직하다는 결론을 얻었다. 그 주요 내용은 환경의 구성, 환경문제, 환경 교육의 방향, 인구문제와 환경오염, 산업화와 환경오염, 공기오염, 물의 오염, 토양 오염, 그 밖의 오염으로 구성하기로 하였다.

• Defense and Technology
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• no.11 s.177
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• pp.24-31
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• 1993

최근 미국에서는 국방비의 삭감에 따라 장비생산은 감소시키고, 반면에 연구개발을 더욱 활성화시키기 시작하면서 기존의 무기체계 획득심의회(DAB)에 국방과학기술 위원회(DTB)를 추가하였습니다 산.학.연에서 연구되는 기초연구의 결과와, 이와 연관된 첨단기술을 군의 무기체계 소요와 연계시켜 이를 시범개발하고 있습니다 또한 모의시험 및 전장응용을 시험한 후에 사업시작을 승인하는 첨단과학기술의 개발내용을 응용하는 과정을 추가하도록 수정하고 있습니다

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.103-117
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• 1991