• Proceedings of the Korea Institute of Fire Science and Engineering Conference
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• 2009.04a
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• pp.493-499
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• 2009

응급의료에 관한 법률에 따라 구조 및 응급처치에 관한 교육의 대상자로 일반시민인 구급차등의 운전자, 여객자동차운송사업용 자동차의 운전자, 보건교사, 경찰공무원 등에게 심폐소생술 교육을 실시하여 26,900명이 과정을 수료(한국, 2007)하였으나 초중고 학교 교과과정 중에는 체계적인 응급처치 교육이 없고 교육강사, 교육장비 등이 취약(한국, 2005)하여 교육체계의 확립이 필요한 실정이다. Kerschaver 등(1989)은 학생들을 대상으로 심폐소생술 훈련을 하는 것은 효과적이고 11살 부터 단순화한 내용으로 보다 쉽게 교육을 시작할 수 있을 것이라고 했으며 Lester 등 (1996)은 지식과 술기 능력 간에는 상관이 없으나 중학교 1학년 때가 적절한 훈련시기라고 했고 Urey 등(2003)은 의무과목으로 6-7살 초등학생을 위한 응급처치 프로그램, Lubrano 등(2005)은 8-11살 학생을 대상으로 하는 응급처치 교육 프로그램의 운영을 보고했다. 박 등(2006)은 초등학교 5-6학년 학생과 성인 간의 심폐소생술 교육 효과를 분석하여 학생군이 과정에 대한 이해는 우수했으나 술기에서는 적절한 흉부압박이 미흡했다는 결과를 제시하여 초등학생을 대상으로 하는 이론 교육이 효과가 있었으나 실습 교육은 체격에 제한을 받는다는 점을 시사했다. 체격은 물리적으로 측정, 확인할 수 있는 사람 몸의 상태로써 성별, 키, 몸무게 등의 전체적인 것과 각 부위의 크기, 모양, 비율 등의 부분적인 것으로 구분할 수 있으나 여기서는 키, 몸무게가 흉부압박에 영향을 끼쳤다고 볼 수 있다. 따라서 본 연구에서는 초등학교 6학년 학생을 대상으로 체격조건(키, 몸무게)과 성인 마네킨 흉부압박 깊이 간의 상관관계를 밝히고 회귀식을 도출하여 효과적인 심폐소생술이 가능한 대상을 제시하고자 한다.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.514-525
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• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.