• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.231-244
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• 2005

이 연구는 고등학교 지구과학 탐구활동에서 소그룹활동을 학생들의 대화를 중심으로 분석하고, 반성적 탐구활동이 교육과정별로 어떤 차이를 보이고 소그룹내의 상호작용특성에 따라 반성적 탐구양식의 차이가 어떠한지 알아보는 것이다. 그럼으로써 학생들이 어떤 반성적 탐구양식을 보이며 어떻게 발달시키는지에 관한 이해를 제공하고, 수업속의 맥락은 이러한 반성적 탐구학습을 증진시키고 억압하기위해서 어떻게 상호작용 하는지를 알아보고자 하였다. 이에 대한 연구문제로 소그룹을 이용한 탐구활동 수업과 반성적 탐구활동수업 중 반성적 에피소드의 차이가 있는가, 소그룹내의 그룹상호작용의 특징에 따른 반성적 탐구유형의 차이는 있는가를 설정하였다. 이를 위해 고등학교 1학년 2개 학급을 선정 기존의 우리나라 교육과정에 의거한 탐구활동수업 4차시, 반성적 탐구교육과정 수업 4차시를 각각 실시하고 수업을 녹화 전사해서 언어행동 분석틀과 반성적 탐구의 3가지 맥락을 통해 분석하였다. 연구 결과 두 교육과정 모두 도입에서 두 교육과정 모두 A-AD맥락의 반성적 탐구가 전형적으로 자주 나타나며, 반성적 탐구 교육과정수업에서는 AD-SR가 주로 나오는 것으로 보아 과제활동초기에 역할 분담과 과제 활동의 전략을 세우며, 전략을 세울 때 영역개념을 이용하는 것을 안수 있었다. 우리나라 교육과정 수업에서는 반성적 탐구진술이 간단하고 계획과정이 짧으며, 주로 과제 맥락 내에서 반성적 탐구를 하는 것으로 나타났다. 전개부분에서는 두 교육과정모두 DI-DP, DI-A맥락의 반성적 탐구가 나타나 자료 항목과 자료 패턴 그리고 인공물과 관련시키는 반성적 탐구가 공통적으로 나타나며 반성적 교육과정수업에서는 대체로 자료 맥락의 영역개념과 과제 맥락을 연결시키는 반성적 탐구가 잘 나타나고 있다. 반면 우리나라 교육과정에서 주로 과제 맥락 내에서 반성적 탐구가 나타났다. 정리단계에서는 반성적 교육과정 수업에서는 DC-DP가 주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.4
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• pp.85-100
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• 2009

This study suggested the expansion strategies of school library catalog considering educational context which should be used teaching and learning process. To achieve the purpose of research, this study derived educational context categories by comparing and analyzing teaching and learning related factors, information resource related factors. Also, this study analysed case system considering educational context. Based on the results, this study designed the catalog data elements as an element to be added to an existing school libraries system(DLS). The derived data element is end user(teacher, students), instructional situations (teaching method, instructional object, curriculum, evaluation type), resource type(feature, discipline, format), reading situation(contextual reading, literature topic), related materials(teacher representation, student representation).

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.333-346
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• 2021

In this study, we developed education materials using history of science related to the experiment of 'Boyle's air pump' and the Boyle and Hobbs' debate of vacuum to find out the perceptions of NOS by pre-service chemistry teachers. For the study, 29 pre-service chemistry teachers at a college of education in Chungcheongbuk-do were selected. As RFN items that were related to the contextual situation developed in this study, items in the categories of 'Aims and Values', 'Scientific practices', 'Scientific Methods among Educational Applications' and 'Social-Institutional Aspects among Educational Applications' were selected. Through the items of RFN, the perceptions of pre-service teachers in non-contextual situations were investigated. Then we presented the pre-service teachers with the situation related to Boyle's experiment on air pump and Boyle and Hobbes' debate over vacuum. In addition, their perception of NOS was examined in contextual situations related to RFN items. Responses to the items, experimental results related to Boyle's Law, group discussion, and interview data were collected as data. As a result of the study, it was found that pre-service teachers had informed perceptions in most of the items, but cases with naive views or mixed views were found in context experimental situations. This study can contribute to the NOS education for pre-service chemistry teachers by development of context situation education materials related to NOS and by finding out their perceptions in the non-contextual and contextual situation.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.644-652
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• 2020

The objective of this study was carried out to examine the academic self-efficacy mediating effect in the relationships of AIS educaton and contextual performance. For this study, data collected from 282 students were analyzed using the SPSS 23.0 and AMOS 23.0 programs. Results of this study are as follows. First, it was found that AIS education had a positive (+) impact on contextual performance. Second, it was found that academic self efficacy had an effect on contextual performance. Third, it was found that academic self efficacy had a mediating effect on the relationship of AIS education and contextual performance. The Sobel test was performed to identify the mediating effect. AIS education had a direct impact on contextual performance as well as an indirect impact through academic self-efficacy. These results provide that AIS education improves academic self-efficacy and thereby be effective for contextual performance. Follow-on research needs to expand of sample and using diverse variables.

• Journal of Korea Game Society
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• v.9 no.4
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• pp.11-20
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• 2009

The purpose of this study is to consider a line of context into the game-based learning. By reason of that, in this study this system of the roles into interaction game, both variable and flexible, will be considered in terms of what it means and what it takes however, beyond certain reasons, it does not change applicably with the place under the category of players. Therefore, it is obvious that more systems above-mentioned need to be developed on the knowledge-based environment by using educational games as well as assigning the roles of them.

• Communications of Mathematical Education
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• v.16
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• pp.163-164
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• 2003

최근 수학교육에서는 네덜란드의 수학교육이론인 현실적 수학교육(Realistic Mathematics Education: 이하 RME) 이론에 대한 관심이 증대되고 있다. RME 이론의 관점에서 학생들은 만들어져 있는 수학을 수용하는 사람이 아니라 스스로 모든 종류의 수학적 도구와 통찰을 개발하는 활동적 참여자로서 다루어져야 한다. 따라서 수학 학습은 수학화될 수 있는 풍부한 맥락으로부터 시작해야하며, 이러한 수학화를 실제(reality)에 둘 수 있도록 기여할 수 있는 교재로 시작해야 한다. 최근 발간된 'Mathematics In Context(이하 MIC)'는 RME 이론을 반영한 중등학교용 교과서로 맥락 문제가 그 중심이 되고 있으므로 RME 이론의 구체화된 실제를 볼 수 있는 예가 될 수 있다. 지금까지 Freudenthal의 교육철학을 소개하는 문헌 연구를 비롯하여 RME 이론을 기반으로 하는 교수 학습의 효과 분석에 관한 연구가 초등학교를 중심으로 이루어지고 있으나 중등학교 이상의 수준에서 수행된 RME 관련 연구가 부족한 실정이다. 이에 본 연구는 RME 이론이 중등학교 이상에서 수행되는 예를 찾기 위해 MIC 대수 교과서 중 'Comparing Quantities(Kindt, Abels, Meyer, & Pligge, 1998)'를 중심으로 Treffers(1991)의 다섯 가지 교수 학습 원리(구성하기와 구체화하기, 여러 가지 수준과 모델, 반성과 특별한 과제, 사회적 맥락과 상호작용, 구조화와 연결성)가 어떻게 구현되고 있는지 살펴보고자 한다. RME의 수학 학습 이론은 학생들이 맥락과 모델을 사용하면서 다양한 수준의 수학화를 통해서 자신의 수학을 개발할 수 있도록 하는 것이다. MIC 교과서는 맥락 문제와 여러 가지 해결 전략을 제시함으로써 그러한 수학 수업을 할 수 있도록 안내하는 교재가 될 수 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.23-44
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• 2003

The purpose of the study is to examine the phenomenon presented the process of problem solving activities of students with the mathematical context information accompanied problem based on Freudenthal's mathematizing theory and Realistic Mathematics Educations about cognitive and emotional aspects. In conclusion, taking a look at the results of study, open-ended contextual problem was had to offer in order to pull out various solutions. Teachers should help students develop their own methods, discuss their methods with others' and reinvent formal mathematics and its constructive process under the guidance of the teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.395-411
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• 2013

There are two concepts of division: measurement division and partitive or fair-sharing division. Students are expected to understand comprehensively division algorithm in both contexts. Contents of textbooks and teachers' guidebooks should be suitable for helping students develop comprehensive understanding of algorithm for whole-number division in both contexts. The results of the analysis of textbooks and teachers' guidebooks shows that they fail to connect two division contexts with division algorithm comprehensively. Their expedient and improper use of two division contexts would keep students from developing comprehensive understanding of algorithm for whole-number division. Based on the results of analysis, some ways of improving textbooks and teachers' guidebooks are suggested.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.373-390
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• 2022

Science museums are platforms of PUS (public understanding of science). The purpose of this study was to explore the science communicators' competencies critical in interacting with visitors from the comparison of their training and professional development programs nationally and internationally. The managers running science communicators' programs and communicators themselves from six different national science museums and those from five different international ones participated in the structured survey. The data from surveys were compared among respondents to draw common and specific descriptions for communicators' competencies. In addition, the experienced exemplary science communicator, Ms. Park, participated in this study and the data from her observation field notes, her own developed science communicators' manual, and interviews were used to support the result. The contextual model of learning in science museums (Falk, 2006) was used to illustrate science communicators' expertise. National managers and science communicators showed difference in their perception about science communicators' roles, difficulties, and improvement for their competencies. Internationally, the managers and science communicators showed similar perception about communicators' competencies in terms of the contextual model of learning. It is highly suggested that practice-based science communicators' training and professional development programs must be offered on the basis of interaction between experienced and novice communicators as mentors and mentees systems.

• The Mathematical Education
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• v.60 no.4
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• pp.509-527
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• 2021

We investigated whether and how pre-service teachers took the realistic contexts seriously in the course of solving word problems; additionally, we investigated how pre-service teachers evaluated students' realistic and non-realistic answers to word problems. Many pre-service teachers, similar to students, solved some of the realistic problems unrealistically without taking the realistic contexts seriously. Besides, they evaluated students' non-realistic answers higher than the realistic answers. Whether the pre-service teachers could solve problems realistically or not, they did not appreciate students' realistic considerations for the reasons that those were not fitted to the intentions of the word problems, or those were evidence of the flaws of the problem. Furthermore, the analysis of premises implied in the pre-service teachers' evaluation comments showed the implicit didactic contracts about realistic word problem solving that they accepted and also anticipated students to follow. Our analysis of the pre-service teachers' conceptions of realistic word problems can help teacher educators design the teacher program to challenge and revise pre-service teachers' folk pedagogy.