• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권3호
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• pp.193-200
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• 2008

In this study, an innovative computer support has been suggested to improve differential perception of the students. Research has been conducted on a calculus class which has 35 students. A semi-structured interview has been reported in the study. By this interview, it was tried to make differential concept more understandable by using Micro Soft Excel component of the well-known MS Office software. By this aim, students have been asked to integrate a simple function by using MS Excel. At the end of the study, it was observed that differential concept made more sense in students' minds than previous.

• 가정과삶의질연구
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• 제32권3호
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• pp.85-97
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• 2014

This study attempted to explore parents'perceptions on character and character education for their children using a focus group interview method. According to previous research, the concept of character consists of wholeness of three components: relationship, individuality, and morality. This study investigated how parents' perception differ from the widely agreed concept of character. Forty-four mothers and ten fathers participated in eleven focus group interviews. The results showed that parents recognized social relationship and self realization as two most important components of character education of children. However, the parents paid less attention on morality and wholeness. The parents conceptualized character as an alternative to academic achievement. For example, they considered self realization as an alternative to academic achievement. These tendencies could be a barrier in character education in family. Based on these findings, this study recommends that parent education should take more attention on character education in family and help parents develop a balanced understanding on the concept of character.

• International Journal of Advanced Culture Technology
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• 제4권3호
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• pp.6-12
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• 2016

The concept of intergenerational and intercultural approaches in education and learning are changing nowadays. Intergenerational approach in the third age education and learning programs can be defined as planned activities that link various generations with the goal of exchanging knowledge, experiences and receiving mutual benefits. The goal is to connect people by using mutually beneficial activities that encourage understanding, cooperation and respect between generations, as well as contribute to the society. Intercultural approach in the third age education is connected with activities that link people of various cultures aimed at receiving mutual benefits. This paper discusses the development of third age education in Saint Petersburg, Russia and shows how the intercultural and intergenerational approaches are used in this type of education. The third age universities in Saint Petersburg do not have a lot of experience in this. In the article examples of the using intercultural and intergenerational approaches in the third age education are showed.

• 교육시설
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• 제2권3호
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• pp.7-17
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• 1995

In early 1970s, open education was introduced with drastically changing educational concept. Since then, open education has brought about new concept and variations in curriculum, schools have adopted open education since mid 1980s. Open education which has advanced in foreign countries, how-ever, do not fit to the Korean educational situation without some modification in educational facilities. This education in Korea faced and making some suggestions on educational facilities for the effective open ducation in Korea. After briefly reviewing the conceprs of open education. I introduced educational facilities for open education regarded as basic in advanced countries, then I analyzed through questionaire current status of educational facilities of 23 Korean schools which have adopted open education. Finally I made some suggestions to improve educational facilities for effective open education of Korea.

• 한국어교육
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• 제28권3호
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• pp.153-180
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• 2017

This research examined compound particles, which have not been properly addressed in existing studies on particle combination education, from the perspective of Korean language education as a second language. First, existing research was examined with the understanding of the issue that there is a lack of discussion in existing studies on the education method of either including the compound particle in particle combination or excluding it all together. In the next chapter, an examination was made on the concept and usage of terminology for compound particles in the field of Korean linguistics. Following a summary of this information, a review was made on the list of compound particles established in Korean linguistics. Thus, seven compound particles were identified for Korean language education considering discriminant standard and educational effectiveness from the perspective of Korean language education. The researcher proposes that the compound particle should be taught as an extension of particle combination education and that its concept should be clearly outlined as a direction for future education.

• 한국과학교육학회지
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• 제22권2호
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• pp.398-409
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• 2002

본 연구는 개념도 채점 방법의 타당도, 신뢰도 그리고 평가 도구로서 개념도의 현실 적용가능성을 알아보는데 목적이 있다. Burry-Stock의 채점 방법, Novak과 Gowin의 채점 방법, McClure와 Bell의 채점 방법을 모두 사용했고, 각 채점 방법에 대해 2명의 채점자를 배정하였다. 채점자는 지방 국립 사범대 과학교육학부 4학년 학생들이었다. Burry-Stock의 채점 방법을 제외하고는 과제의 제시 유형에 상관없이 두 채점자간의 정수 차이가 크지 않았고, 점수 차이가 통계학적으로도 유의하지 않았다. Novak과 Gowin과 McClure와 Bell의 채점 기준을 따를 때 개념도는 타당도가 높은 평가 도구인 것으로 나타났다. Burry-Stock의 채점 방법은 개념을 주고 개념도를 만들도록 한 과제를 위해 개발된 것인 만큼 그 유형의 과제를 가지고 개념도를 만들도록 했을 때는 타당도가 있었다. 각각 3가지 채점 방법에 따른 Pearson의 단순 적률상관 계수를 이용하여 채점자간 신뢰도롤 분석한 결과 신뢰도는 $.449{\sim}.975$의 범위였다. Novak과 Gowin의 채점 방법을 사용할 때는 .94 이상의 높은 일치도를 보여주었다. McClure와 Bell의 채점 방법 또한 환경 오염에서 .816의 비교적 높은 상관 관계를 보여 주었다. 채점자들이 개념도률 채점하는데 걸린 시간은 최소 1.13분에서 최대 3.70분까지 소요되었다. 본 연구 결과 개념도가 생물 개념 평가 도구로서 타당도 신뢰도 그리고 현실적용 가능성이 충분히 있다고 사료된다. 작성하는데 필요한 시간은 평균 29분이었다(n=40. S.D=5.10). 채점자들이 40개의 개념도를 채점하는데 필요한 시간을 기록하였다. Table 5는 각 평가 방법에 따른 개념도 채점에 평균 소요 시간을 나타낸 것이다. 전체적으로 1.13분에서 3.70분까지 소요되었다. 채점자에 따라 채점 시간에서 차이를 보였다.

• 한국과학교육학회지
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• 제16권4호
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• 한국보육지원학회지
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• 제10권5호
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• pp.191-209
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• 2014

본 연구는 유아 인성교육에 대한 교사들의 인식을 Kane과 Trochim(2007)의 개념도 방법을 활용하여 밝히고, 그 중요도를 알아보는 데 목적이 있다. 이를 위해 부산광역시에 소재한 유아교육기관에 근무하고 있는 교사 10명을 대상으로 면접을 실시하여 총 196개의 아이디어 진술문이 수집되었으며, 추출된 아이디어 진술문을 통합 편집하는 과정을 거쳐 최종적으로 51개의 진술문으로 축약하였다. 최종 진술문은 다시 10명의 개념도 작성 참여자들에게 분류하도록 하고, 설문조사 참여자 294명에게 각 진술문의 중요도에 관해 평정하는 과정을 거쳤다. 연구결과 첫째, 분류 결과를 토대로 다차원 척도 분석과 위계적 군집분석을 이용하여 2개 차원(환경/개인, 덕목/실행)과 5개 군집으로 이루어진 유아 인성교육에 대한 교사들의 인식 개념도를 도출할 수 있었다. 둘째, 유아 인성교육에 대한 교사들의 중요도 인식을 평정한 결과 유아 인성교육 관련 5개 범주 중 '성인의 역할 강조(M=4.45)'를 가장 중요하게 인식하고 있음을 알 수 있었다.

• 보건교육건강증진학회지
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• 제24권1호
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• pp.93-108
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• 2007

Background: School is a primary health education setting for children and the continuous support should be provided to renew school health education curriculum correspondent to socio-cultural changes in Korean society. Objectives: This study was conducted to identify the principals' and teachers' needs of health education topics for their students and to analyze their conceptual map for health education curriculum in Korean elementary school. Methods: The sample size of the first survey was 179 and that of the second survey was 691 of elementary school principals and teachers from stratified sampling over Korea. The self-administered mailing survey was conducted to o identify the factor structure of the health education topics and to analyze the conceptual properties with exploratory factor analysis and multidimensional scaling analysis in SPSS 12.0. Results: A total of 21 health education topics were collected from the first survey and 31 topics were, comprehensively, generated for the second survey. The five factors were determined: 'life health promotion behavior,' 'drug control and mental health,' 'bulling and aggression prevention,' 'safety perception and injury prevention,' and 'sex education and sexual harassment.' The educational need scores were the highest in 'safety perception and injury prevention.' The two-dimensional cooperates were generated for the 31 health education topics and the two dimensional properties which divided the conceptual space were 'health-safety' for one and 'public/environmental-individual/personal' for the other. Conclusions: Health education curriculum and textbook should be developed considering teachers' needs and conditions for health education in school fields. The field-based health education programs or textbook would make more possible problem-solving health education for children in real school fields.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.161-172
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• 2018

This study investigated the changes in representation on analogies that elementary science-gifted students generated by using Algodoo program to explain the electric current. After the students were taught about the 'components in circuit and their function' and 'electric current' with teacher centered analogy and PhET program for 4 class hours, they generated analogies to the electric circuit. Then they compared the similarity between generated analogy and target concept and matched it to the target concept. The result revealed that the battery, light bulb, and electric wire were changed according to the change of representations on free electrons. And they generated more proper analogies reflected the target concept when represented the free electrons by the circular particles than the water. From these results, we can say that generating analogy using Algodoo program is the effective education activity to help students understand abstract concept by visualizing it more easily and simply.