• Journal of Nutrition and Health
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• 제35권3호
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• pp.368-379
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• 2002

This study investigated the correlations among the health consciousness, nutrition knowledge, dietary habits and nutrition attitudes of school teachers. The subjects of this study were 75 male and 152 female leachers in elementary and middle schools in Masan city. The survey was conducted by using a questionnaire. Even though the average body mass index (BMI) and the obesity index were normal in both male and female subjects, 33.3% of the male subjects were overweight/obese, while 18.5% of the female subjects were underweight, according to the obesity index. The food components of most concern during mealtime were (in order of importance) salt, MSG and cholesterol by male subjects, and salt, fat and MSG by female subjects. The subjects considered self-relaxation as the most important factor in maintaining optimal health status, followed by resting, bathing or use ova sauna, moderation in diet, exercise, decreasing alcohol intake, and no smoking. Newspapers/magazines and TV/radio were the primary sources of nutrition and health information of the subjects. As the degree of health consciousness increased, scores of the dietary habits and nutrition attitudes increased. Nutrition knowledge scores and nutrition altitudes scores increased with subjects'increased level of perception of the importance of acquiring nutrition knowledge and nutrition information. There was a highly significant correlation between the degree of health consciousness and dietary habit score (${\gamma}$ : 0.3, p<0.001). The degree of health consciousness was also significantly correlated (${\gamma}$=0.6, p<0.001) with nutrition attitudes scores. But the correlation between the degree of health consciousness and nutrition knowledge was not statistically significant. The degree of the perception of the importance of nutrition knowledge showed a positive correlation with nutrition attitude (${\gamma}$:0.4, p<0.001) and dietary habit (${\gamma}$:0.3, p<0.001). The degree of perception about the importance of nutrition knowledge and nutrition information was positively correlated with nutrition knowledge (${\gamma}$:0.2, p<0.001) and nutrition attitudes (${\gamma}$:0.3, p<0.001).

• 대한지역사회영양학회지
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• 제10권6호
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• pp.920-929
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• 2005

This study was aimed at knowing the recognition of teachers' nutrition knowledge and nutrition education at day-care centers in Seong-nam. Teachers were all female, most of whom were in the 20, and their careers were less than 3 years. And $76.2\%$ of the teachers graduated from high school and junior college. The score of the nutrition knowledge was average $14.3\pm2.2$ (out of 20). It shows that they are lack of general information of nutrition. As the teachers had higher education, they scored higher nutrition knowledge levels (p < 0.01). It also says that there was meaningful interrelationship between the nutrition knowledge and the number of children they had (p < 0.05). $93\%$ of the teachers said that nutrition education should be given when children are three years old, at least and most of the teachers thought that nutrition education is necessary and should be taught in a separate course. $50.4\%$ of the teachers thought that nutrition education for early childhood should be taught by a nutritionist, but $35.2\%$ of them thought that the teachers themselves should be in charge of it. About $60\%$ of the teachers thought that 'Cooking Activity for Early Childhood' course should be established and it is desirable that the nutrition education should be in the area of cooking activity for childhood at day-care centers. The teachers thought that dietary habit is the most important subject in nutrition education and they got more information from the internet rather than in the class related to nutrition. (Korean J Community Nutrition 10(6) : $920\∼929$, 2005)

• 한국문헌정보학회지
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• 제44권2호
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• pp.221-239
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• 2010

본 연구는 예비교육사서의 교수역량을 신장시킬 목적으로 프로젝트기반학습환경의 교육프로그램을 개발하여 한학기 동안 프로그램을 경험한 학부생들을 대상으로 교수자적 자기효능감에 어떠한 변화가 있는지를 분석하였다. 이를 위해 해당 강좌에 수강신청한 42명의 수강생을 대상으로 프로그램을 경험한 이전과 이후에 동일한 검사지를 통해 자기효능감을 측정하였다. 분석 결과, 예비교육사서들의 일반 자기효능감과 특수 자기효능감은 프로젝트학 습환경을 경험한 후 의미있게 향상되었다. 프로그램은 예비교육사서들의 교수법과 관련한 지식, 기술적인 측면뿐만 아니라 교수자적 자기효능감과 같은 태도 측면에서도 효과가 있어 교수 역량을 갖춘 교육사서를 양성하는데 주효한 교수학습방법임을 검증하였다. 또한, 프로젝트기반학습프로그램이 교육사서와 사서교사를 위한 계속교육과 직무연수프로그램을 설계하거나 평가시 유용하게 적용될 수 있을 것으로 기대된다.

• 영재교육연구
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• 제24권4호
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• pp.657-677
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• 2014

영재교육의 양적인 확장과 함께 과학영재학교의 증가를 고려할 때, 고등학생 영재를 대상으로 하는 적절한 수학 수업 방법을 모색하는 것은 중요한 문제이다. 특히 수학적 창의성을 중요한 교육 목표로 제시하는 현재의 수학 교육의 흐름에 비추어 볼 때, 과학영재학교의 수학 수업에서 교사 위주의 지식 전달 방식의 수업이 아닌 학생 중심의 토론식 수업이 필요한 시점이다. 본 연구에서는 과학영재학교의 정규 수학 수업에서 적용할 수 있는 예습 기반 토론 수업모형을 설계하고 적용하였다. 연구에 참여한 학생들은 토론을 위한 예습 활동에 많은 부담을 가지면서도 토론 활동이 기존의 강의식 수업보다 수학적으로 의미 있는 경험이었다고 평가하였다. 이러한 연구 결과로부터 예습 기반 토론 수업모형이 과학영재학교 정규 수학 수업에서 의미있게 적용될 수 있다는 시사점을 도출하였다.

• 한국학교보건학회지
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• 제14권2호
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• pp.161-175
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• 2001

In order to evaluate the erects of regular health education by a school nurse on a child's health-related knowledge and health-related behavior, a questionnaire survey was conducted with primary school students (4th, 5th, 6th grade) from December 5 to December 15, 1998. Subjects of the study were composed of two groups; one group who had regular health education by a school nurse and the other group who had no regular health education by a school nurse. The results obtained from the data analysis were as follows: 1. There was no significant difference in general characteristics between broth groups, but significant difference in parent-related characteristics and health-related characteristics were detected. 2. The health-related knowledge score was 21.98 in the regular health education group and 21.04 in the control group. There was significant differences between both groups (p<0.05). 3. Significant differences in the practice of health-related behaviors were detected between both groups (p<0.05). 4. The variables associated with the practice of health-related behaviors were regular health education, health-related knowledge, the education level of the mother, ignorance of health and parent's concern about the child's health (p<0.05). 5. The practice of regular health education was significantly related to the prevention of communicable disease, concern about health and total health behavior (p<0.05). From the above results, it can be concluded that there is a positive relationship between regular health education and the practice of health-related behavior after controlling other variables. According to the results, suggestions are as follows; 1. Evaluation of health-related knowledge and behaviors be conducted by the school nurse on pre and post-education. 2. The primary school student can be educated about health by the school nurse.

• 한국학교보건학회지
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• 제17권2호
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• pp.35-46
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• 2004

Purpose: This study investigated the prevalence of middle school students with ADHD and the level of middle school teacher's knowledge, coping strategies, and educational intervention for ADHD. Methods: There were 185 teachers and 6,381 middle school students at the 6 middle schools in Pusan. The data was collected from December 20, 2003 to January 10, 2004. Results: 195 middle school students had ADHD (3.1%). The male students with ADHD made up 4.4% of the total students and the female students with ADHD totaled 1.3%. The mean score of middle school teacher's knowledge about ADHD was 21.86 of the score total 32. The teachers used a negative coping style less than an active and passive coping style. Of the educational interventions, the environmental intervention in the classroom was used more than the educational intervention activity. 61.1% of the teachers responded that they did not know very much about ADHD. 93.5% of the teachers had no educational experience with ADHD. 94.1% felt that they needed an education program about ADHD and over half of them intended to participate in an ADHD education program. Conclusion: Based on the results of this study, we concluded that the middle school teachers felt that they had insufficient knowledge about ADHD. They wanted the opportunity to increase their knowledge of ADHD. Therefore, it is necessary for educational programs about ADHD for teachers to be developed and made available to them.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2010년도 하계학술대회
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• pp.19-25
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• 2010

교육이 이야기를 통하여 지식을 전달한다는 점에서 스토리텔링은 교육과 밀접한 관련을 맺고 있다. 그러나 학교에서 이루어지고 있는 스토리텔링이 교사 중심으로 치우쳐서 학생을 수동적인 스토리 수신자로 만든다는 문제점이 제기되었다. 따라서 본 논문은 학습자가 능동적으로 상호작용할 수 있는 디지털 스토리텔링을 교육에 활용할 수 있도록 초등학생을 위한 디지털 스토리텔링 교재를 개발하였다. 아직 초등학교에서 디지털 스토리텔링 교육이 이루어지고 있지 않기 때문에 방과후 학교 프로그램으로 적용할 수 있도록 12개의 주제를 24차시 학습내용으로 구성하였다. 본 교재를 학교 현장에 적용한다면 디지털 스토리텔링 교육 확산에 기여하여 학습자의 자기 표현력과 창의력을 신장시키고 더 나아가 변화하는 사회에 적응하고 주도할 수 있는 능력을 키울 것으로 기대한다. 후속 연구에서는 학습에의 적용을 통한 본 교재의 교육적 효과를 검증하고 교재 내용을 재설계하는 과정이 요구된다.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2010년도 하계학술대회
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• pp.265-270
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• 2010

로봇 전문지식에 대한 객관적 평가 기준을 제시하고자 개발한 로봇기술자격시험에는 초등학생도 응시할 수 있는 급수가 있으며 국가공인자격증으로서의 심사를 받고 있다. 그러나 방과후학교 로봇교실이 활성화인데 반해, 아직 로봇기술자격시험에 대한 초등교사에 대한 인식은 매우 부족한 상태이다. 따라서 본 연구에서는 로봇기술자격시험의 추진배경 및 검정 기준, 자격증 운영 조직, 내용 및 출제 방향, 급수별 검정 내용, 문제 예시 및 응시실태를 조사하였다. 그 결과 로봇기술자격시험 4급이 초등학생을 주 타깃으로 실시하고 있지는 않으나 문제의 난이도 및 측정 내용에서 개선 요구사항이 많은 것으로 나타나 학생들의 수준에 맞는 적절한 교재와 학생들의 다양한 로봇기술을 측정할 수 있는 다양한 내용이 뒷받침 되어야 할 것으로 보인다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• 한국지구과학회지
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• 제31권7호
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• pp.813-826
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• 2010

본 연구의 목적은 고등학교 교육과정에서 사용되고 있는 지구과학 불일치 용어를 조사하고 그 대안을 탐색하는 데 있다. 고등학교 지구과학 교과서에서 같은 의미를 지니면서 다른 용어를 사용하는 경우 이를 불일치 용어로 정의하였다. 불일치 용어를 참고문헌과 선행 연구의 용어와 비교한 후, 284명의 교사와 학생을 대상으로 선호도를 조사하였다. 연구 결과 불일치 용어는 고등학교 교과서는 물론 참고문헌에서도 다수 조사되었다. 선호도 조사 결과 의미가 쉽게 전달될 수 있는 용어, 이전에 학습한 용어, 외래어 표기법에 맞는 용어에 대한 선호도가 높았다. 그리고 고유명의 표기가 다르거나 서로 다른 문헌과 배경 지식에 기반하고 있는 불일치 용어는 외래어 표기법과 학회 발간물에 근거하여 대안을 모색할 수 있다. 따라서 공인된 이론에 근거하고 의미 전달이 쉬운 지구과학 용어를 공유하여 사용함으로써 혼란을 해소할 수 있을 것이다.