• 교육시설
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• 제6권2호
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• pp.41-54
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• 1999

The objective of this study is to propese a model of elementary school whih reflects the goal of the 7th Reform in Primary & Seconday School Curriculum and attracts prtvate investment through Seokwang elementaey snhool in Seosan. The chief concept of architectural planning on this school is brought out by the analysis of the 7th Reform which pursues a self-regulative and initiative education. Based on this analysis, a proper dimensions of each space are proposed and a new model of elementary school which includes zoning by grade in grouping of the classrooms and outdoor spaces is proposed. As there is no domestic example of the elementary school complex with attraction of private investment in public schools, the matters which must be consideed in planning of this complex are unvectigated, and actual plan for Seokwang elementary school is proposed.

• 대한가정학회지
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• 제47권3호
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• pp.23-34
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• 2009

The purpose of this research is to analyze the development of a teaching and learning curriculum contributing to the development of self-identity, one of the most important developmental tasks during adolescence, and its effectiveness. This research analyzed the contents concerning self-identity and its subordinate concepts in 12 different technology and home economics textbooks for 7th graders. Based on the analysis, a teaching and learning curriculum contributing to the development of adolescents’' self-identity was developed and applied to classes through discretional creative activities. The effectiveness of the curriculum was analyzed by conducting a survey on the students before and after its application. Assessments were also conducted on the lessons applied. As a result, the lessons designed to help the development of self-identity increased the scores of self-identity, as well as all subordinate concepts, including subjectivity, self-acceptance, future planning, intimacy, stability and uniqueness. An ANCOVA analysis was conducted in order to determine whether the enhanced results of the survey after the classes were due to the application of the curriculum. It was found that the classes proved helpful to the students as the application of the curriculum remained effective even after the other influencing factors affecting selfidentity were controlled.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• 컴퓨터교육학회논문지
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• 제9권4호
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• pp.15-23
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• 2006

현행 제 7차 교육과정에서는 초등 컴퓨터 교육을 위한 방안으로 재량활동을 통하여 독립된 교과의 형태로 전 학년에 걸쳐 대략 주당 1시간씩 운영하도록 하고 있다. 그러나 국가수준의 교육과정이 마련되지 않은 채 시도교육청 재량으로 교재를 선택하여 운영하도록 함으로써 위계성 및 체계성이 없이 반복된 내용을 답습하는 등 학교 급별 컴퓨터 교육관련 교육과정 운영에 있어 질적인 차이점이 나타나고 있다. 특히 응용 소프트웨어 등의 가능 습득 위주로 전개되어 장차 정보화 사회의 주역이 될 어린 학생들에게 국가시책의 하나인 정보화 교육에 있어 교육 불균형을 초래할 수 있다. 따라서 본 연구에서는 향후 재량활동 사수의 감축과 더불어 나타날 수 있는 초등 컴퓨터 교육의 부실화를 막고자 설문조사를 바탕으로 교육과정을 새롭게 제시하여 내실화 방안을 함께 모색해 보았다.

• 컴퓨터교육학회논문지
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• 제11권5호
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• pp.9-17
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• 2008

본 연구에서는 2007년 개정 중학교 정보과목 교육과정의 근거로 '정보기기의 구성과 동작'영역의 성취기준과 성취기준에 근거한 평가기준을 설정하고, 이에 대한 예시 자료를 제시하였다. 새 교육 과정에 대한 이해와 분석을 통해 성취 영역 수준을 소영역 수준으로 설정하였으며, 성취기준의 진술은 학생의 입장에서 작성하였다. 소영역별 성취기준에 따른 평가기준은 상, 중, 하로 제시하였다. 해당학교의 교육 환경이나 이수 시간, 학생 수준 등을 고려하여 본 연구에서 제시한 성취기준과 평가기준을 재구성하여 활용할 수 있을 것이다. 2007년 개정 종보 교육과정을 적용하기에 앞서 새 교육과정에 대한 이해를 향상시키고, 학교 현장에서 이루어지는 정보 교과 교육활동의 질적 향상에 이바지 하고자 하였다.

• 대한환경공학회지
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• 제34권6호
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• pp.365-372
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• 2012

최근의 사회는 엔지니어에게 국제사회와 미래를 이해할 수 있고, 리더십을 갖춘 전문기술자가 될 것을 요구하고 있다. 전문교양교육은 이러한 요구를 만족시켜 주어야 하며, 글로벌형 인재를 양성할 수 있도록 강화돼야 한다. 7차 교육과정 이후 소홀해진 과학교육으로 인해 저하된 이공계기초 교양교육을 강화시켜 공과대학 학생들의 전공수학능력을 향상시켜야 한다. 엔지니어의 인성 및 기초교양 교육은 2009 교육과정을 통하여 초 중 고부터 대학으로 이어지는 연속적이고 체계적인 교육과정으로 완성될 수 있다. 아울러 대학 및 학과특성화 과정을 통하여 다양한 교육의 기회를 제공해주고, 사회가 요구하는 필요한 인재를 양성하도록 해야 한다. 환경공학은 학제간 융복합적 성격이 강하기 때문에 다전공제도를 적극 활용하는 것이 바람직하고, 이공계기초 과목의 이수기준을 강화시킬 필요가 있으며, 환경공학 맞춤형 교양교육컨텐츠를 개발할 필요가 있다.

• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.28-41
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• 2007

Current environmental education at elementary school is demanded to be changed into 'Sustainable Development', Therefore, we should find a new program to reflect appropriateness and diversity of environmental education at elementary school for 'Sustainable Development'. The result of analysing textbooks and the realities in environmental education at elementary school is as follows, First, when we analysed the contents of the textbook in environmental education, the reflecting rate was high in 'natural environment' and 'sound consumption', compared with in 'artificial environment', 'resource and energy' and 'health and environment'. Second, we realized the necessity for 'environmental education' complementary to 'Sustainable Development'. That is because the analysis showed the lack for the activity for approaching and solving environmental problems with 'artificial environment', 'resource and energy' and 'health and environment'. Third, the analysis also showed the deficiency in the reflection of 'environmental education' contents for maintaining healthful environment through improving the quality of life. Current textbook didn't deal with very important elements of 'environmental education' - the Quality of indoor atmosphere, harmful matter, safe things to eat, noise, stench, etc. For those reasons, it is necessary to reconstruct the realm and the contents of 'environmental education' for 'Sustainable Development' appropriate to elementary school. We require a new curriculum and textbook to cover diverse' environmental education' as well.

• 한국학교보건학회지
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• 제33권3호
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• pp.194-202
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• 2020

Purpose: The purpose of the study was to develop educational materials on field practice safety based on existing field practice data and accident cases regarding vocational high schools and apply them to identify their impact. Methods: The existing data, accumulated since 2010, on field practices of vocational high schools were analyzed, and educational materials regarding field practices were developed by six experts. 195 students in three vocational high schools were surveyed before and after being taught with the materials. The survey asked about their knowledge of industrial safety and health and attitudes toward industrial safety and health. Results: As a result of the study, harmful environments for field practices of vocational high schools were physical, chemical, ergonomic, and emotional labor, and the consequences were accidents, death by overwork, musculoskeletal diseases, etc. The materials covered students' rights and how to respond to workplace accidents in the 1st round, how to organize a workshop in the 2nd round, workplace safety and health signs in the 3rd round, prevention of musculoskeletal diseases in the 4th round, management of physical risk factors in 5th round, management of hazardous chemicals in 6th round, wearing and managing protective equipment in 7th round, first aid depending on the situation in the 8th round, CPR and defibrillator in the 9th round, sexual harassment in the 10th round, and prevention of sexual violence in the 11th round. After completing the education, their knowledge of industrial safety and health increased significantly from 6.52 points to 7.01 points. Conclusion: The results of this study suggest: first, to statistically organize the data on accidents that have occurred during field practices of vocational high schools; second, to develop a systematic curriculum for high school 1st to 3rd graders on accidents that may happen during field practices of vocational high schools.

• 보건교육건강증진학회지
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• 제10권2호
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• pp.40-55
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• 1993

To obtain information about knowledge and attitude toward sex, sexural experience and need of sex education, a questionnaire survey was conducted on 599 students who were attended in 2nd grade of 2 girls' high schools(A group: 190 girls), 2 vocational girls' high schools(B group: 205 girls), and 2 special girls' high school attached to industrial company(C group: 204 girls) in Taegu city between 20th and 25th April 1992. Mean score of knowledge toward sex of the total was 9.3. Mean score of A group was higher than that of Band C groups. Among the total students, vocational high school girls were the highest affirmative attitude towards the acquaintance and relationship with the other sex, and the next was special high school girls. Students of B group assumed the highest negative attitude towards artificial abortion, and the lowest was A group. Among the respondent girls, 31.1% did not experienced in the acquaintance and relationship with the other sex and 86 girls(14.4%) had experience with sexual affairs. Most of girls(96.9% of A group, 90.4% of B group and 86.8% of C group) agreed to necessity of sex education, and answered that current education on sex was insufficient to them(80.6% of A group, 82.6% of B group and 62.4% of C group). Among what the surveyed girls wanted to know about knowledge towards sex, they showed the highest interest on the acquaintance and relationship with the other sex(A group: 44.7%, B group: 45.4%, C group: 56.4%). And they showed the second highest interest on pregnancy and delivery(A group: 33.2%, B group: 32.6% , C group: 26.5%). There was no unique difference among each surveying item. Most of the students(A group: 46.8%, B group: 40.1%, C group: 36.3%) thought it better that the time they wanted to get education on sex in 5th or 6th grade of elementary schools and to have a regular curriculum on sex education.

• 정보교육학회논문지
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• 제14권1호
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• pp.35-44
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• 2010

로봇은 지식정보화시대에 요구되는 창의성, 문제해결능력 등의 고차원적인 사고능력 신장의 효과적인 도구로 인식되어 있다. 하지만 해외의 로봇교육이 교과 학습에 통합되어 다양하게 활용되고 있는 것에 비해 국내의 경우는 조립, 주행, 프로그래밍 등 로봇 자체에 관한 교육 수준에 머물러 있다. 로봇은 본질적으로 설계 및 조립, 조작, 문제해결 등이 결합된 교구로서 실제적인 학습경험을 제공하기 때문에 교과학습과 접목이 된다면 학습동기 및 학업성취도 측면에 긍정적인 영향을 줄 것으로 보인다. 따라서 본 연구에서는 국내외 로봇교육 사례 비교, 로봇 메카니즘, 제7차 교육과정 및 재량활동 분석을 기초로 교과통합 로봇활용교육프레임워크를 설계하고 이를 기초로 학년별, 교과별 로봇활용교육 프로그램을 개발하였다. 또한 프로그램의 타당성 확보를 위해 적절성, 현실성, 유용성 세 측면의 전문가 검토를 실시하고 그 결과를 바탕으로 프로그램을 수정 및 보완하였다.