• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.1
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• pp.67-87
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• 2020

The purpose of this study is to analyze current status and teacher librarians' perceptions of school library space composition and indoor environment, and propose some methods for the school library to be a basic educational facility. The space most secured by the 126 teacher librarians who participated in the survey was the free reading area, and the space with the lowest level was the media production and group project area. The most important types of spaces for teacher librarians are the teaching area and the free reading area, while the recognition of the importance of media production and group project areas is relatively low. Among the elements of indoor environmental assessment, they showed that safety and comfort were the most important but diversity and flexibility were relatively less important. The result of this analysis is different from the school and library policy direction that emphasizes the learning commons and maker spaces. Teacher librarians still seem to appreciate the importance of traditional library space. Therefore, it is necessary to include the establishment and operation of maker spaces and learning commons in the teacher librarians training and retraining process. In addition, it is necessary to increase the participation of users such as teachers, students, and parents in space composition and interior design initiatives to increase the user's interior environment satisfaction.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.501-520
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• 2022

Considering the importance of spatial thinking in the process of learning astronomy, it is necessary to educate pre-service teachers on teaching methods that consider spatial thinking from the teacher training program stage. Accordingly, after providing education on spatial thinking to pre-service science teachers, problems and improvement plans perceived by them were explored for the images and inquiry activities of astronomy textbook units. In this study, spatial thinking in the astronomical domain was defined as the amalgam of the concepts of space, representation tools, and reasoning processes. The juniors attending the University of Education in the metropolitan area were educated on spatial thinking for two weeks in October 2021. They were then asked to voluntarily select one of the astronomy units to analyze problems in the textbooks and present modification plans to address those problems. Finally, 33 cases presented by 22 pre-service science teachers were analyzed, and the results of the study were as follows. Pre-service teachers recognized the problems in textbooks in terms of the concepts of space and reasoning processes, and proposed improvement plans to supplement them. However, in some cases, even if pre-service teachers properly recognized a problem, the improvement plan was not appropriate, or they were not able to analyze the images or inquiry activities in terms of spatial thinking. This study is significant in that it shows that pre-service teachers have the potential to properly reorganize and revise textbooks by participating in teacher training programs on spatial thinking. Furthermore, based on the results of this study, the direction of the teacher training program concerning spatial thinking was discussed.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.27-46
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• 2022

The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.

• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.955-974
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• 2012

This study investigated six teachers who used the lessons utilizing geospatial technologies including GPS and Google Earth. The lessons were designed to ask students to solve problems with the technologies rather than to teach students to just use technology and teachers to function more as a facilitator. Key findings include: (1) The teachers with background and interest in learner-centered teaching were more effective in implementing the lessons with their students while the teachers who were familiar with teacher-centered instruction often reduced learners' roles in the lesson; (2) Generally, students expressed huge interests in the lessons. Changes in attitude and participation toward lessons were more clearly observed from low achievers and passive learners; (3) Key influencing factors in adoption of lessons utilizing geospatial technologies were school culture toward innovativeness, characteristics of school administrators, learning experience of the lessons during the workshops, and support systems for lesson preparation and implementation.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.579-595
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• 2022

This study is a qualitative case study of secondary science teachers who are doing educational activities in YouTube. In particular, this study attempts to interpret this case based on Foucault's concept of 'Heterotopia', which means a space that allows for private freedom or deviance by reflecting various utopias without the norms and constraints from every day or real space. Five secondary science teachers who voluntarily opened a personal channel on the YouTube platform and actively uploaded their own videos related to science education participated in the study. In order to understand the experiences of five secondary science teachers, data were individually collected through semi-structured in-depth interviews, and the collected data were analyzed using qualitative case study method. For valid interpretation of the study, we also referred to the video contents, teacher training materials, and teaching and learning materials produced by the participants. As a result of the study, seven themes were revealed: 'Desire for one's own unique educational activities,' 'Youtube as an extended classroom space,' 'Expanded network of relationships beyond the classroom barrier,' 'Satisfaction of desire for recognition and experience of identity as a YouTuber,' 'Tension between the educational space and the YouTube,' 'Space to be reborn as a craftsman,' and 'Finding one's own direction as a Teacher-YouTuber.' Given those findings, we found that the identity and desire of secondary science teachers, which were limited in the existing secondary schools and classrooms, was expanded in a new space called YouTube. In addition, we suggested that YouTube could be a space where science teachers can realize their own ideals and feel the joy. And simple regulating teacher's behavior in Youtube space only based on norms and standards shared in traditional educational space would rather hinder their healthy construction of identity and growth.

• Journal of Digital Convergence
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• v.16 no.1
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• pp.35-45
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• 2018

The purpose of this study is to explore the meaning of place that is formed by children experiencing the space of kindergarten existentially. For this purpose, the indoor and outdoor spaces of kindergarten, which is a real place where infants experience, are selected as the study observation category. In order to carry out the research, video recording was done focusing on children's free choice activity time and outdoor play through infant observation and non - formal interview. As a result of research, it is found that the place nature of kindergarten as an existential space experienced by infant and teacher as a space that is formed in experience and relation, place as a common production space of play, place as a space where education and life coexist, It was shown that it represents a special space created by experienced kindergarten, and a space characteristic as a space shared by communication. The place of kindergarten has a relationship with the existential experiences of infants, suggesting that teachers need a reinterpretation of space.

• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.37-53
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• 2003

이 연구는 고등학교 $\ulcorner$기술ㆍ가정$\lrcorner$주거 공간 꾸미기 단원의 교수-학습을 위한 WBI 프로그램을 개발하고 평가하는 데 목적이 있다. 이 연구는 WBI 프로그램을 개발하여 주거 공간 꾸미기 단원의 교과 내용을 학습하고 HOME DESIGN 응용 프로그램을 이용하여 실습함으로써 제 7차 교육과정에서 강조하는 웹 기반 수업과 개별학습을 하는 데 활용될 수 있을 것이다. 프로그램은 ADDIE 모형을 중심으로 학습 내용 선정, WBI 프로그램 설계, WBI 프로그램 개발 수업 적용, 평가 과정을 거쳐 개발하였다. 우선 $\ulcorner$기술ㆍ가정$\lrcorner$6개 교과서의 주거 공간 꾸미기 내용을 정리하고 그 내용을 바탕으로 HTML과 PHP, MySQL로 데이터베이스를 구축하여 학습자와 컴퓨터와의 역동적인 상호 작용이 이루어지도록 설계하였다. 또한 온라인의 개별 학습이 가능하도록 주메뉴를 교과서 연구실, 3D 홈 디자인 실습실, 자료 공유실, 종합 평가실의 네 부분으로 구성하여 이론을 약 6시간 동안 학습하고 나서 3시간 동안 실습을 할 수 있도록 하였다. 개발된 프로그램을 수정 보완하고 프로그램의 질을 높이기 위한 목적으로 청주시 C고등학교 1학년 학생 35명과 가정과 교사 3명을 대상으로 시범 적용한 결과를 바탕으로 프로그램의 작동 여부를 화인하고 오류를 고쳐 프로그램의 문제점을 개선하였다. 본 프로그램을 이용한 회원은 4월 20일부터 6월 1일까지 2개 고등학교 학생 70명, 11개 고등학교 교사 11명이었다. 평가 결과 교사들은 본 프로그램에서 가장 유용하게 이용한 부분으로 ‘3D 홈 디자인 실습실(63.6%)’, ‘교과서 연구실(18.2%)’, ‘게시판. 자료실, 묻고 답하기 등(18.2%)’ 순으로 답한 반면 학생들은 ‘3D 홈 디자인 실습실(47.8%)’, ‘교과서 연구실(34.3%)’, ‘게시판, 자료실, 묻고 답하기 등(17.9%)’의 순으로 답하여 유용한 부분에 대한 순서는 일치하나 비율에 차이가 있어 교사들이 ‘3D 홈 디자인 실습실(63.6%)’을 더 유용하게 이용했음을 알 수 있었다. 또한 프로그램을 사용하는 데 있어 교사는 ‘쉬운 편이다’라는 응답이 63.6%로 학생의 24.2% 응답과 차이가 있었으며, 제시된 학습 내용의 양이 ‘적당하다’에 교사가 63.6%, 학생이 48.4%로 답하여 차이가 있었다. 그리고 교사들은 화면 구성이 ‘잘 구성된 편이다(72.7%)’,‘평상시 수업보다 이해에 도움이 되었다(81.2%)’로 답하여 교사들이 학생들보다 본 프로그램에 더 긍정적인 반응을 보였음을 알 수 있었다. 프로그램에 대한 장점과 개선할 점에 대한 개방형 평가는 교사들의 평가와 유사하여 ‘재미있어서 시간이 부족했다’, ‘잘하지는 않았지만, 직접 디자인해서 재미있었다’, ‘어른이 되면 주거 공간 활용을 잘 할 것 같다’, ‘새로운 경험이라 재미있었다’, ‘흥미롭고 재미있었다’, ‘쉽게 되어 있어 좋다’, ‘가구 배치가 잘 되었고. 흠 디자인한 색상이 잘 맞는다’라는 의견이었다. 그러나 주거 공간 꾸미기 WBI 프로그램을 이용한 수업이 컴퓨터에 대한 소양이 부족한 학생과 집중력이 떨어지는 학생에게는 다소 어려움이 있으므로 학생들의 개인차와 학교 실정에 따른 시간 배당 등을 고려하여 학생의 개별학습과 아울러 학교에서 교사의 설명과 함께 수업 시간에 활용할 것을 제안한다.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.393-396
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• 2009

본 연구의 목적은 3D 가상공간인 세컨드라이프에서 예비교사의 성공적인 수업연습을 위한 물리적 환경 및 절차적 모형을 개발하는 것이다. 이를 위해 본 연구에서 수행한 내용은 다음과 같다. 첫째, 수업 연습 관련 이론 탐색 및 문헌 연구를 통해 성공적인 수업연습을 위한 필수조건들을 탐색하였으며, 이 조건들로부터 수업연습을 위한 절차적 모형의 시안을 개발하였다. 둘째, 세컨드라이프에서 수업연습을 위해 필요한 교실의 물리적 구성요소를 개발하였다. 개발된 교실의 물리적 구성요소는 교실공간, 칠판, 교사용 책걸상, 학생용 책걸상, 출입문, 창문, 게시판, 프리젠테이션 도구 등이었다. 셋째, 세컨드라이프에서 수업연습을 위해 필요한 의사소통 도구를 탐색하였다. 탐색 결과, 텍스트 대화 도구, 음성 대화 도구, 노트카드 사용 도구, 공지사항 사용 도구 등이 의사소통을 위해 필요한 요소로 결정되었다. 마지막으로, 세컨드라이프내의 교실 안에서 의사소통 도구를 활용하여 예비교사의 수업연습을 수행하였다. 이 수행결과에 기반하여 세컨드라이프에서의 예비교사의 수업연습을 위한 절차적 모형을 완성하였다. 이 연구는 예비교사들에게 실제적 수업연습(field-based teaching practice)에 앞서, 3D 가상공간인 세컨드라이프에서 실험적 수업연습(laboratory-based teaching practice) 경험을 가능하게 하였다는 점에서 의미가 있다.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.205-211
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• 2009

이 연구의 목적은 3D 가상공간인 세컨드라이프에서 예비교사의 성공적인 수업실습을 위한 수업실습장을 개발하는 것이다. 이를 위해 본 연구에서 수행한 내용은 다음과 같다. 첫째, 수업실습 관련 이론 탐색 및 문헌 연구를 통해 세컨드라이프에서의 수업실습의 가능성을 탐색하였다. 둘째, 가상공간의 특성에 대한 문헌 연구를 통해 가상공간에서 예비교사의 수업실습이 성공적인 경험이 되기 위한 조건들을 탐색하였다. 셋째, 이 조건들로부터 세컨드라이프에서의 수업실습 절차를 개발하였다. 넷째, 세컨드라이프에서 수업실습을 위해 필요한 실습장을 설계하고 개발하였다. 마지막으로, 세컨드라이프내의 교실 안에서 예비교사의 수업실습을 수행하였다. 이 수행결과에 기반하여 실습장의 구성요소를 수정.보완하여 개발을 완료하였다.

• 대한공업교육학회지
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• v.42 no.1
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• pp.125-139
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• 2017

The purpose of this study was to provide a basic research data for increasing the satisfaction by analyzing perception of middle school beginning technology teachers 'technology home economics' class for free semester program. In order to investigate the class operation status, the survey questionnaires from 100 teachers were collected from middle school beginning teachers who teach technology home economics subject currently and analyzed by statistical program(SPSS ver.18). The main results of this study were as follows: First, there was no statistically significant difference to contents and satisfaction of lesson between teachers who experienced free semester program and not. In comparison of male teachers and female teachers, male teachers thought that free semester program was more helpful for student's 'career exploration' than female teachers, and there was statistically significant difference. Second, in the teacher's response according to have practice space and not, the satisfaction average of teachers who have practice space was higher(M=3.64) than those who have not at 'career exploration' and there was statistically significant difference satisfaction. Third, among the teachers who have experienced free semester program, male teachers were having more difficulty 'determining the assessment criteria' than the female teachers and there was statistically significant difference. Fourth, to improve the satisfaction of technical lesson, technology teachers asked to solve lack of practice material, increase of lesson-time, lack of practice space and lesson contents etc. Fifth, technology teachers asked free semester program seminars and information because free semester program lesson contents was given by internet and research groups of technology education.