• 한국과학교육학회지
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• 제4권1호
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• pp.44-56
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• 1984

There haw been some courses related to science education for the graduate students, but almost the study for no instructional model and reading material development haw been pursunded in Korea. This study intended to discuss the discipline character of science education research for the systematic survey of concepts, principles and theories related to science education as the first put task, and designed an instructional model of the introductory survey course of science education at graduate level, and then proposed a developmental plan of a reading material for the course teaching aid. The main work of the study was to survey the foreign literature, but the subjective analysis of researcher's courses work during graduate study in abroard and some courses offered to undergraduate and graduate students in Korea by this researcher was quite helpful, even though which was not a strictly designed experimental research. Later it was found that this kind of study was not fitted to the traditional research style but worth while to try for the research in and teaching of "science education" as an area of discipline and professional activity.

• 인터넷정보학회논문지
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• 제17권3호
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• pp.33-43
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• 2016

본 논문에서는 항공고등학교 정비실습 교육과정에서 Solidworks를 이용하여 제작한 3D 학습 자료를 활용하는 방법에 대해 연구하였다. 현행 교과서는 연소실분해조립 실습과정을 2D 사진을 기반으로 설명을 하고 있기 때문에 학생들이 입체로 조립되는 가스터빈 기관 연소실의 분해조립순서를 익히고, 부품 내부의 상호관계를 이해하는데 많은 어려움이 있다. 연소실은 가스터빈기관을 구성하는 주요 구성품중에서도 가장 중요한 핵심부품으로써 연소실 분해 조립 실습교육은 학생들이 정확하게 이해하고 학습해야만 한다. 제작된 3D 학습 자료에서는 정투상도 기법을 응용하여 연소실 부품과 같은 3차원 객체를 X, Y, Z 축을 기준으로 부품이 $360^{\circ}$ 회전하는 애니메이션을 제작해 학생들이 다양한 각도에서 회전하는 물체를 관찰할 수 있도록 하였으며, 학습효과를 높이기 위해 물체의 정면, 평면, 측면을 동시에 관찰할 수 있는 등각보기에서 부품의 회전 영상을 애니메이션으로 추가하였다. MS office power point 2007을 기반으로 전용 viewer를 제작하여 제작된 3D 학습 자료를 학생들이 쉽게 이용할 수 있도록 하였으며 3D 학습 자료를 활용한 학습지도안을 제안하였다.

• 복식문화연구
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• 제29권1호
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• pp.134-151
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• 2021

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentally-friendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.

• 공학교육연구
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• 제9권3호
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• pp.62-66
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• 2006

공학인증을 시행한 지 적지 않은 시간이 흘렀음에도 인증에 가장 중요한 요소들 중의 하나인 학습성과의 평가에 대한 평가도구 개발은 대부분의 프로그램들이 가지는 어려움들 중의 하나이다. 본 연구에서는 이의 한 방편으로 교과목과 학습성과의 연관성에 근거하여 해당 교과목이 어떤 학습성과를 성취할 수 있는지의 여부를 정한 후, 한 학기동안 해당 교과목을 수강한 학생들이 치룬 시험과 제출한 보고서를 근거로 하여 학습성과를 정량적으로 평가하는 방법을 보여준다. 또한 학기말에 해당 교과목 담당교수가 작성하여야 할 CQI보고서의 작성 예를 통하여 이에 대한 즉각적이고 효과적인 학습성과의 방법에 관하여 고찰하였다.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.199-216
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• 1998

One of the main features of the 7th revised national curriculum is the implementation of a 'Differentiated Curriculum'. Differentiated Curriculum is often interpreted as meaning the same as 'tracking' or 'ability grouping' in western countries. In the 7th revised curriculum, mathematics is organized and implemented by 'Level-Based Differentiated Curriculum'. To develop mathematics textbooks and teaching-and-learning materials for Differentiated Curriculum, the ideas of 'Enriched and Supplemental Differentiated Curriculum'need to be applied, that is, to provide advanced contents for fast learners, and plain contents for slow learners. Level Based Differentiated Curriculum could be implemented by ability grouping either between classes or within classes. According to these two exemplary models, the implementation models for supplemental course and enriched course are determined. The contents for supplemental course are comprised of minimal essential elements selected from the standard course at a decreased level of complexity and abstraction. The contents of enriched courses are focused on various applications of mathematical knowledge in the real world. Special remedy course will be offered to extremely underachieved students, The principles of developing teaching-and-learning material for special remedy course were obtained from the histo-genetic principle, progressive mathematizing principle, and constructivism.

• 한국비블리아학회지
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• 제21권4호
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• pp.205-215
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• 2010

이 연구는 강의지원서비스에 대한 사례분석을 통해 강의지원서비스의 기본 구성요소를 추출하였고, 강의자원의 공유를 위한 OCW현황을 살펴보았다. 각 대학에서 개설되는 교과목과 관련한 강의자원들에 대한 의미기반 검색이 가능한 온톨로지 기반 검색시스템의 모형을 설계하고 구축하였다. 구축된 시스템의 평가를 위해 기존 키워드 시스템과의 검색결과를 비교 분석하였다. 이를 통해 온톨로지 기반시스템이 단순 키워드 검색에 비해 적합한 검색결과를 나타냈고, 대학간 자원 공유에도 더 효과적임을 제시하였다.

• 한국학교보건학회지
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• 제5권1호
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• pp.74-83
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• 1992

The purpose of this study is to provide the basic data in developing environmental education curriculum by searching the consciousness junior-high school teachers in Seoul. 28 junior-high schools in Seoul were randomly selected and again selected 547 teachers to answer this questionnaire. The major findings of this study are as follows; 1. Teachers recognized the seriousness of environmental problems in the national level(about 54%) and Seoul level(about 90%) 2. Teachers recognized the need of environmental education at junior and high school(85%). 3. Only 17.5% of respondents marked to be selected Environmental Education at the 6th curriculum revision in their school. 4. If Environmental Education was selected at the 6th curriculum revision, about 58% of respondents recognized that Environmental Education Teacher should be responsible Environmental Education course. 5. If Environmental Education course was not selected at the 6th curriculum revision in their school, about 45% of respondents recognized that Environmental Education course should be done the whole subjects. 6. About 57% of respondents recognized that effective method of Environmental Education should be used audio-visual material. 7. About 25% of respondents recognized that environmental education should be prevented by Enterance-exam oriented education. Several improvements should be made on the following aspects; 1. At the 6th curriculum revision, Environmental Education course should be selected a required course. 2. At the Collage of Education, Environment-related course should be established. 3. Programs of environmental education should be urgently designed and improved so that teachers can proceed it more effectively.

• 한국과학교육학회지
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• 제25권6호
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• pp.650-657
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• 2005

The study purported to develop STS education course material at the university level in order to enhance science literacy and understanding of the relationships among science, technology and society. A developed STS course was provided to 265 freshmen and sophomore students, majoring in the Humanities and the Social Sciences, the Natural Sciences and Engineering, and Fine Arts. Students participated in the survey examining changes in students' attitudes toward and perspectives on STS before and after the implementation. Ten questionnaires were selected from VOSTS for the survey. One additional questionnaire asked the students to elaborate their opinions on the need for a STS education course. The responses to the survey were analyzed according to types of questions and students' majors. As result, the developed STS course significantly increased students' science literacy. Among the participants, 97.7% responded that there is a need for STS education and provided reasons for such need. These results imply that there is a definite need for a STS class at the university level. According to the analyses of responses, there were different responses depending on the students' major. These differences imply that the major, academic background, level of interest in science, and knowledge of science of the students affect their perceptions on identifying the need for a STS education course.

• 한국과학교육학회지
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• 제1권1호
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• pp.61-72
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• 1978

By gettidg out from the existing class work with planning and execution in separate form of each class, and the research on each unit: it is suggested that the whole school system should be unified as oneunit through the proper restoration, and to aim the maximum effects of education, exalt thes pecialty of each teacher in the natural science course. Therefore: To select the text and material for the Element science carefully, secure the effectiveness of the study by each particulars of the text, and to establish the model for teaching properly arranged. Through the cooperative system of formational of teaching, to improve the basic knowledge of the course by deepening study objectives and separate teaching for each objects. Through the cooperative system, the main issues of the Elementary science course is solved, and by maintaining this method refine the speciality of teacher and rationalize he education operation.

• 한국컴퓨터정보학회논문지
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• 제14권11호
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• pp.221-232
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• 2009

본 연구는 4년제 대학에서 교수자에 따른 웹기반 강의지원시스템의 활용도를 분석하였다. 수집 자료는 수도권 S대학, D대학, K대학의 2009년1학기 강의에서 담당교수 5,023명과 12,733강좌를 대상으로 웹기반 수업지원시스템의 활용도를 서버에 저장된 로그파일을 이용하여 분석하였다. 구체적으로 교수자 및 계열별 강좌의 웹기반 수업지원시스템의 활용빈도 및 백분율을 제시하였다. 뿐만 아니라 수업지원시스템의 주요기능의 활용빈도 및 백분율이 분석되었고, 주요기능 중 공지사항, 수업자료, 공유게시판, 자유게시판 이용횟수에 대하여 교수자 및 계열별 이용횟수에 대하여 카이분석을 실시하였다. 연구결과 전체교수자의 62.28%와 전체강좌의 50.3%가 웹기반 수업지원시스템을 활용하였다. 주요 기능의 이용도를 분석한 결과 수업자료공유의 목적이 43.8%로 가장 높았으며, 공지사항이나 토론 기능의 이용은 다소 낮은 편이다. 이는 대부분의 교수자나 강좌에서 웹기반수업지원 시스템을 오프라인수업의 보충적 수단으로 활용하고 있어 실제적인 운용과 설계가 요구된다.