• 한국가정과교육학회지
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• 제31권1호
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• pp.151-168
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• 2019

본 연구는 2009 개정 교육과정에서 지향하고 있는 창의-인성교육을 교과 교육 차원에서 반영하여 바느질실습 수업과정안의 효과를 살펴보았다. 단일집단 사전·사후 실험설계하여 개발된 과정안을 적용하였으며 그 결과는 다음과 같다. 첫째, 수업 적용 결과 창의성 전체와 창의성의 하위요인인 확산적 사고력, 문제해결력, 개방성, 인내에 유의미한 차이가 있는 것으로 나타났다. 모둠토의를 통한 아이디어의 구상, 모둠활동을 통한 만들기 활동, 창의적 문제해결의 경험 등이 학생들에게 수업의 주체자임을 인식하도록 하여 창의적인 아이디어를 산출하고 문제를 능동적으로 해결하는 데 영향을 미친 것으로 판단된다. 둘째, 바느질실습 수업은 인성 전체와 인성의 하위요인인 책임, 성실, 배려, 의사소통능력, 협업능력에 유의미한 영향을 미친 것으로 나타났다. 이 수업과정안은 개인활동을 기반으로 하여 모둠활동이 이루어지도록 설계하여 개인의 책무성과 역할뿐만 아니라 모둠작품의 완성을 강조하면서 학생 간 의사소통이나 협업이 활발하게 이루어지도록 하였다. 그 결과 학생들의 인성 함양에 도움을 준 것으로 판단된다.

• 한국학교ㆍ지역보건교육학회지
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• 제4권
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• pp.79-95
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• 2003

This dissertation aims to analyze various safety accidents taking place during physical education class according to physical education teacher's value orientation, to identify teacher's value orientation that can minimize safety accidents, and to provide basic materials for safe and smooth class management. For this purpose, data have been collected from 261 physical education teachers at some middle and high schools in G City in Kyung-Ki Province and Busan Metropolitan City. The materials were treated as follows: The variables on demographic characteristics of physical education teachers are determined by t-test ; The analysis of one-way ANOVA and relationship between value orientation and safety accident prevention activities was conducted through Pearson's linear correlation analysis and multiple regression; The analysis of the relationship between value orientation and actual conditions of safety accidents was conducted through logistic regression. First, there is almost no awareness difference of physical education teachers' value orientation according to demographical variables. The value orientation physical education teachers consider to be the most important is, however, mainly 'mastery of disciplinary lesson.' There is a statistically significant difference in safety accident prevention activities according to demographical variables. Teachers' focuses in class contents showed a significant difference according to teaching experience and working area, while the dependency on facility has a significant difference according to teaching experience and school type. Second, there is no correlation between physical education teacher's value orientation and safety accident prevention activities because there is virtually no statistically significant difference between them. It means that safety accident prevention activities are not related with on which teachers place emphasis among mastery of disciplinary lesson, social reconstruction, self-realization, ecological integration and value orientation on learning process. Third, the analysis of safety accident prevention activities according to physical education teachers' value orientation revealed that the lower value orientation in social reconstruction is, the more safety accidents teachers experience. It is also found that crashes among students, ball games and leg injuries are inter-related with social reconstruction in value orientation, over-motivation and unskilled motor function ; athletic sports with value orientation on learning process and safety prevention training ; unskilled motor functions with value orientation in ecological integration and disobedience to teacher's directions ; winter accidents with mastery of disciplinary lesson in value orientation. In conclusion, the research indicates that physical education teacher's value orientation according to demographical variables didn't show any significant difference, while one according to safety accident prevention activities showed significant difference. Besides, physical education teachers' value orientation is not related to safety accident prevention activities, but the relationship between value orientation and actual conditions of safety accidents showed correlations according to each variable. Especially, teachers with lower value orientation in social reconstruction experienced more safety accidents. Therefore, physical education teachers can manage physical education class more safely with more emphasis on value orientation in social reconstruction.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제33권2호
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• pp.47-66
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• 2019

이 연구는 대학 미적분학 플립드 수업에서 팀프로젝트를 진행하기 위한 교수 학습방법을 개발 적용하고 수업 활동 중 얻어진 수행계획서, 팀 보고서 및 개별 후기, 설문을 통해 학생들의 팀 활동 참여, 심층적인 학습 성취, 의사소통과 협력에 미치는 영향을 제시하고자 한다. 총 120명의 대학 이공계 학생을 대상으로 2018학년도 봄 학기 16주간 미적분학 플립드 수업에서 4주간 팀프로젝트를 진행하였다. 이 수업의 특징은 수업의 진도를 맞추기 위해 개념과 예제 중심의 학습을 동영상으로 진행하였고 팀프로젝트는 강의실에서 진행하였다. 특히 팀프로젝트 과정을 기록할 뿐 아니라 교수자가 팀 활동에 적절히 개입하기 위해 Google 문서를 활용하였다. 결과적으로 팀프로젝트를 강의실 안과 밖에서 진행하여 각각의 단계마다 교수자의 개입이 명확해지면서 학생들의 팀 활동 참여가 증가하였고 이는 의사소통과 협력에 좋은 영향을 끼칠 뿐 아니라 더불어 심층적인 학습활동으로 작용한 것으로 평가된다.

• Parasites, Hosts and Diseases
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• 제62권2호
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• pp.205-216
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• 2024

Sigma-class glutathione transferase (GST) proteins with dual GST and prostaglandin synthase (PGS) activities play a crucial role in the establishment of Clonorchis sinensis infection. Herein, we analyzed the structural and enzymatic properties of sigma-class GST (CsGST-σ) proteins to obtain insight into their antioxidant and immunomodulatory functions in comparison with mu-class GST (CsGST-µ) proteins. CsGST-σ proteins conserved characteristic structures, which had been described in mammalian hematopoietic prostaglandin D₂ synthases. Recombinant forms of these CsGST-σ and CsGST-µ proteins expressed in Escherichia coli exhibited considerable degrees of GST and PGS activities with substantially different specific activities. All recombinant proteins displayed higher affinities toward prostaglandin H₂ (PGS substrate; average K_m of 30.7 and 3.0 ㎛ for prostaglandin D₂ [PGDS] and E₂ synthase [PGES], respectively) than those toward CDNB (GST substrate; average K_m of 1,205.1 ㎛). Furthermore, the catalytic efficiency (K_cat/K_m) of the PGDS/PGES activity was higher than that of GST activity (average K_cat/K_m of 3.1, 0.7, and 7.0×10^-3 s^-1㎛^-1 for PGDS, PGES, and GST, respectively). Our data strongly suggest that the C. sinensis sigma- and mu-class GST proteins are deeply involved in regulating host immune responses by generating PGD₂ and PGE₂ in addition to their roles in general detoxification.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.303-315
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• 2017

The purpose of this study is to analyze elementary teachers' science class objectively and quantitatively using Mobile Eye Tracker. The mobile eye tracker is easy to wear in eyeglasses form. And experiments are collected in video form, so it is very useful for realizing objective data of teacher's class situation in real time. Participants in the study were 2 elementary teachers, and they are teaching sixth grade science in Seoul. Participants took a 40-minute class wearing a mobile eye tracker. Eye movements of participants were collected at 60 Hz, and the collected eye movement data were analyzed using SMI BeGaze 3.7. In this study, the area related to the class was set as the area of interest, we analyzed the visual occupancy of teachers. In addition, we analyzed the linguistic interaction between teacher and students. The results of the study are as follows. First, we analyze the visual occupancy of meaningful areas in teaching-learning activities by class stage. Second, the analysis of eye movements when teachers interacted with students showed that teacher A had a high percentage of students' faces, while teacher B had a high visual occupation in areas not related to classes. Third, the linguistic interaction of the participants were analyzed. Analysis areas include questions, attention-focused language, elementary science teaching terminology, daily interaction, humor, and unnecessary words. This study shows that it is possible to analyze elementary science class objectively and quantitatively through analysis of visual occupancy using mobile eye tracking. In addition, it is expected that teachers' visual attention in teaching activities can be used as an index to analyze the form of language interaction.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.227-239
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• 2015

The purpose of this study was to see the effects of science classes applying ARCS strategies on motivation of science class as well as scientific attitude of elementary students. For this purpose, 47 elementary students in 2 classes from 5th grade of M elementary school based in P metropolitan city were targeted. One class with 24 students was assigned as experimental group and the other class with 23 students were assigned as control group. The chapter of 'solar system and star' in the curriculum revised in 2009 was taught over 10 classes from mid-April to end of June in 2015. For verification, 10 times science classes applying ARCS strategies were performed on experimental group while 10 times of general science class were performed on control group. The results drawn from this analysis were as below. Firstly, positive relationship was found between motivation of science class and science class applying ARCS strategy among experimental group and this means that science classes applying ARCS strategy stimulate intellectual curiosity of students and improves their attitude by actively promoting research activities. Secondly, there was a positive relationship between scientific attitude and science classes applying ARCS strategy among experimental group. This presents that science classes applying ARCS strategy were effective in improving students' scientific attitude by promoting research activities. Above results show that science classes applying ARCS strategy were highly effective for elementary students.

• 교육철학
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• 제49호
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• pp.235-270
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• 2013

The aim of this study is to make clear the significance of art education for solving problem in elementary and secondary school. These days, our students have so many negative problems in school and society, for example, school violence, group teasing, group outcasts, arrogate teacher's authority, school collapse, dehumanization get soused excessive and such like. We must support to make humanization through a normal art education and art class. Art, music, physical and literature education is a good methods for human education and mental therapy. The best art education is enlightening the children's imagination and curiosity. To enlighten. in art class at the school, teachers must think about enlightening the children's imagination and curiosity. Aesthetic experience includes creative activities and appreciative activities for human formation. The school must expend effort to increase the art class in each week, because students can change positively in aesthetic experience and aesthetic environment.

• 공학교육연구
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• 제21권4호
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• pp.28-34
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• 2018

Design class through team activities is increasing in engineering education. Team-based education has been known to improve students' creativity, problem solving ability, cooperative ability, self-directed learning ability, and communication ability. How to organize a team is an important issue that affects the performance of team activities as well as student satisfaction. However, previous studies have focused on the causal relationship between team formation and the team's performance. This paper deals with how to organize a balanced team in a real class. When the basic characteristic values of students are givens, the aim is to make the sum of the characteristic values as fair as possible for each team. We propose a mathematical team formation model and show how to apply it through case studies.

• 공학교육연구
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• 제20권1호
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

• 한국초등과학교육학회지:초등과학교육
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• 제39권1호
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• pp.145-153
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• 2020

Students' engagement is very important for effect science learning. Multidimensional approaches on students' engagement defines engagement in three ways which includes cognitive, behavioral, and cognitive engagement. Based on the multidimensional approaches on students' engagement, this study identified latent groups of elementary students characterized by patterns of cognitive, behavioral, and emotional engagement in science classes. This study also compared students' perceptions of their engagement in general science classes and small-group activities by the latent groups. 377 elementary students were involved in this study. 5-scale Likert survey were used in order to investigate students' engagement in science classes. Latent class analysis using Mplus program identified 3 latent groups of students engagement in science classes: Highly engaged, moderately engaged, and minimally engaged in three ways of engagement. The mean scores of cognitive, behavioral, and emotional engagement were significantly different by three latent groups. In addition, there were significant difference in students perceptions on participating experiments activities and carefully listening of teacher among latent groups. However, there was no significant difference in students' perceptions on their actions during small-group activities. Educational implications were discussed.