• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.139-150
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• 2000

The objectives of the current study are first, to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructivists view, and, second, thereby to reveal possible problems of the present teaching practice and to suggest some guidelines to solve those problems.The results of this research are as follows: First, longer time was spent to reach the target pont of class because the class was a little bit disturbed and noisy due to a large amount of student activities in the beginning of the class in the constructive view. Second, in the class in the constructive view, the teacher should be able to respond appropriately to the situation where the students were cognitively. And the teachers sufficient preparation for the class was found essential to have the students reach the target point by themselves through identifying children`s minds. Third, the class in the constructivists view provide the teaching environment were the teacher could evaluate each students ability accurately and study progress of the class. And fourth, finally, it was not easy for the teacher to pay attention individually to each student in the current situation of large class, The effort to have more concern for students seems to contribute to opening student`s closed minds and to forming positive attitudes toward mathematics.

• 자원ㆍ환경경제연구
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• 제19권4호
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• pp.853-874
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• 2010

본 연구는 국민들의 원자력에 대한 전반적인 인식 분포가 어떠한지 알아보기 위해서 설문조사 자료를 이용하여 잠재계층분석을 실행하였다. 잠재계층분석을 통해 응답자를 원자력에 대해 동일한 인식을 가진 몇 개의 집단으로 구분하고 각 집단의 특성을 분석하였다. 전국 성인남녀 1,025명을 대상으로 원자력의 청정성, 경제성, 필요성, 안정성에 관한 응답을 통해 응답자를 3개의 계층으로 구분할 수 있었다. 첫 번째 계층은 응답자 분포가 가장 높은 계층으로 원자력에 관해서 대체적으로 긍정적인 인식을 가지고 있지만 적극적으로 동의하지 않는 계층이다. 두 번째 계층은 전체 표본에서 1/4 정도 분포하며, 이 계층의 특징은 원자력의 청정성, 경제성, 필요성에 대해서 적극적으로 지지하는 계층이다. 마지막 계층은 국내 경제, 에너지 여건을 감안할 때 원자력의 필요성에 대해서는 대체적으로 동의하지만 청정성, 경제성, 안정성에 대해서는 부정적인 인식을 하고 있는 계층이다. 이 결과를 통해 국민들의 85% 정도가 전반적으로 원자력을 긍정적으로 인식한다고 말할 수 있다. 원자력에 대해서 부정적 인식을 나타내는 계층은 15% 정도 있지만 이 계층도 원자력의 필요성에서는 어느 정도 공감을 하고 있다. 본 연구를 통해 원자력 수용성 문제 해결의 시작은 원자력 시설 안전성에 확보를 위한 기술개발과 투명한 정보 제공을 위한 노력으로 안전에 대한 우려를 감소시키는 방안 마련에 있다는 것을 알 수 있다.

• 한국산학기술학회논문지
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• 제15권6호
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• pp.3460-3468
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• 2014

본 연구는 텃밭가꾸기 체험활동이 유아의 탐구능력과 식생활 태도에 미치는 영향을 알아보는데 목적을 갖고, 대전광역시에 위치한 어린이집 만 4-5세반 원아를 대상으로 실험집단 35명(남 20명, 여 15명)과 통제집단 20명(남 8명, 여 12명)의 총 43명을 대상으로 실험조사 하였다. 연구결과 텃밭가꾸기 체험활동이 유아의 탐구능력과 식생활 태도 향상에 효과가 있는 것으로 나타났다. 이같은 결과는 유아들의 텃밭가꾸기 체험활동이 유아의 탐구능력과 식생활 태도 개선에 유용한 활동임을 입증해준 것이라 할 수 있다. 따라서 그동안 유아들의 식생활 태도 개선을 가정의 책임으로 간주하는 인식과 왜곡된 식습관 및 태도개선에 텃밭가꾸기와 같은 자연주제를 활용한 체험활동과 관찰참여의 탐구학습을 적극 권장할 수 있을 것으로 판단되며, 이는 유아들의 탐구학습을 통해 높은 교육효과를 기대할 수 있다는 측면에서 학제적 교육적 측면에서의 유용성을 시사한 것으로 볼 수 있다.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.63-71
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• 2008

The purpose for this study is to check if research activities can make positive effects on inquiry instruction utilizing materials when compared to traditional instruction utilizing the textbook. The effects of the class should be measured both in cognitive domain and in affective domain. The cognitive domain was measured by the change in achievements in learning science, and the affective domain was measured by the change in learning attitudes of science. The assumptions to be verified in this study were as follows. First, achievements in learning science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook. Second, learning attitudes of science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook.The results of the research are as follows. In the cognitive domain, achievements in learning science showed significant change(p=.045) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In the affective domain, learning attitudes of science showed significant change(p=.019) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In learning attitudes of science, 2 items(self-conception of science, attitudes of learning science) out of 3 items(self-conception of science, attitudes of learning science, learning habits of science) showed significant changes (p=.045, p=.001). But the difference(learning-habits of science) was not significant(p=.914).

• 가정과삶의질연구
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• 제32권5호
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• pp.87-105
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• 2014

The purpose of this study was to investigate the factors associated with instrumental support (i.e., economic and practical support) from parents to their adult children. We examined both parents' attitudes toward instrumental support for adult children and parents' actual provision of instrumental support. From the data of the 2010 second National Survey of Korean Families, we selected 532 mothers and 524 fathers who were married and had at least one adult child aged over 25. Multiple regression analyses by the parents' gender showed that fathers were more likely to agree with instrumental support for adult children in general when they had unmarried children, had a lower household income level, had a lower evaluation of their socio-economic class, were satisfied with their own household economic situation, had positive attitudes toward caregiving for elderly parents, and were satisfied with their couple relationships. For mothers, they were more likely to agree with instrumental support for adult children in general when they had positive attitudes toward caregiving for elderly parents, were satisfied with their couple relationships, and perceived their child as someone to rely on in times of difficulties. Our analyses of the actual provision of support indicated that fathers tended to provide more support when they perceived that they were healthy, had unmarried children, were less satisfied with their household economic situation, had negative attitudes toward child-rearing, and reported a higher quality of parent-child relationship. For mothers, they were more likely to provide actual support when they were healthy, had unmarried children, had a higher level of household income, were financially preparing for later life, and less satisfied with their couple relationships. The findings of this study imply that it is imperative to distinguish the attitudes toward support from the actual provision of support and to also consider parents' gender in the literature on instrumental support for adult children.

• 영어어문교육
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• 제10권1호
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• pp.107-126
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• 2004

This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.184-190
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• 2010

This study is to verify the effects of classes at a finishing stage using cartoons depicting certain science textbook units on scientific attitudes and academic achievements of students, compared to those of classes using experiment and observation oriented textbooks. Participants of this study were 56 fifth graders at B Elementary School in Busan, and cartoon textbooks were developed based on 'Unit 1. Mirror & Lens' and 'Unit 3. Temperature & Wind' from a science textbook for the 1st semester, the year 5 to conduct cartoon led lessons just before ending a class till the 10th lesson, for the period of 4 weeks. The result of this study can be summarized as follows: Firstly, scientific attitudes improved better from the cartoon based lesson of a final stage than from the experiment and observation method, and especially more effective in lower groups among all other academic achievement levels as well as in male students. Secondly, academic achievements scored higher when cartoons were used in lessons than when the experiment and observation type was used, with higher groups of academic achievement levels working better, despite no significant gap existing between two genders. Thirdly, the memory transfer and sustenance of lessons were more effective in finishing class stage with cartoon studies than with experiment and observation one, and among all levels and both sexes, higher academic groups and male pupils exceeded. Fourthly, when questioned about their opinions on a cartoon led lesson for a final stage, 65% of those participants responded positively, while higher groups preferred more than lower groups. responded positively, while higher groups preferred more than lower groups.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.235-241
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• 2013

The purpose of this study is to find out eco-friendly attitude and level of knowledge about environment of pre-service elementary teachers and find relationship between these. In this study, we investigate and analyse with surveys about eco-friendly attitudes and environmental knowledge questionnaire targeting the 2nd semester of 2013 32 people of fast stream class 2nd grade. Also, we analyzed correlation between environmental knowledge and the test results of eco-friendly attitudes. Results for the analysis are as follows. First, pre-service elementary teachers' average of eco-friendly attitudes test result is 'cognitive area(60.22)> definitional area(53.69)> behavioral area(52.72)'. These results are re-service elementary teachers are knowledgeable about the environment, but they are passive at the execution act about environment. Second, the average of pre-service elementary teachers' environmental knowledge result is the highest to the protect the environment, for the average(26.25). It is interpreted that they acquired the most the knowledge related to the conservation of the environment. Third, It is no significant correlation between pre-service elementary teachers' eco-friendly attitudes and environmental knowledge. It means that although they acquired a lot of knowledge related to the environment, it is not affected to environmental friendly attitude putting ideas into action about environment.

• 한국학교보건학회지
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• 제25권1호
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• pp.14-21
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• 2012

Purpose: This study was to investigate the attitudes of elementary school students on health curriculum. Methods: Based on the literary considerations and advanced research, a survey was conducted on Osgood's semantic differential scales on 329 fifth and sixth grade students in 6 elementary schools located in U metropolitan city regarding the attitudes towards health curriculum. Data were analyzed using t-test and multiple regression with the SPSS/WIN 18.0 program. Results: The overall attitude average grade was 3.46 in 26 factors, slightly exceeding the standard (3 points) which showed that students had a positive attitude towards health curriculums and thought health curriculums were valuable, necessary, and important classes. For each grade, the fifth grade believed health curriculums were more interesting, new, easy, necessary and valuable classes than compared to the sixth grade, and there were no differences between gender. The variables which affected attitudes in health curriculums included good feelings for health teacher, subject health status, and satisfaction in using the school health room. Conclusion: Because the better they think of health teacher, the higher the positive attitude towards health curriculums, a strategy which can build trust between student meetings not only during class time but also through operating a school health room will be necessary.

• 아동학회지
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• 제6권2호
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• pp.73-84
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• 1985

The purpose of this research was to investigate the relationship between mothers' bsex-role attitudes and child-rearing values of independence granting and pressure for achievement, and also to examine variations in mothers' attitudes by sex of child. The subjects of this study were 260 mothers of preschool girls and boys. They were middle and high SES class and highly educated. The 20 item version of the Feminism Scale (FEM Scale) was used to measure mothers 'attitudes toward women's sex-role ideology. The Korean Sex-Trait Stereotype Measure was used to measure the mothers' sex-perception of masculinity and feminity. The 5-item translated Barnett Independence Granting Scale was used to measure independence granting. The 7-item version of the Barnett Pressure for Achievement Scale was used to measure mothers' pressure on their children for achievement. Data analysis consisted of Pearson's Product-Moment Correlation Coefficient and t-test. The results were: 1. Mothers' nontraditional sex-role ideology was significantly related to lower mean age of independence granting and to pressure for achievement. 2. Two self-perception scores (self-masculine and self-feminine) were not related to mean age of independence granting but were significant1y related to pressure for achievement. 3. The mean age of independence granting was lower for sons than for daughters. 4. Mothers put more pressure for achievement on sons than on daughters.