• 대한화학회지
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• 제51권2호
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• pp.186-192
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• 2007

이 연구에서는 일반화학 수업에서의 개념도 작성이 초등 예비교사의 성취도, 개념 이해도, 과학에 대한 불안감, 과학교수효능감에 미치는 영향을 조사했다. 또한, 예비교사들의 학습 접근 방식과 개념도 작성 활동 사이의 적성-처치 상호작용 효과도 조사했다. 1개 교육대학교의 1학년 학생 69명을 처치 집단과 통제 집단으로 배정했다. 사전 검사로 학습 접근 방식, 과학에 대한 불안감, 과학교수효능감 검사를 실시했다. 처치는 9주 동안 진행되었는데, 처치 집단은 강의 후 개념도 작성을 했고, 통제 집단은 강의 후 교과서의 연습 문제를 풀었다. 처치가 끝난 후, 성취도, 개념 이해도, 과학에 대한 불안감, 과학교수효능감 검사를 실시했다. 연구 결과, 성취도 검사에서는 처치 집단의 점수가 통제 집단보다 유의미하게 높았다. 그러나 개념 이해도와 과학교수효능감에서는 처치 집단과 통제 집단 사이에 통계적으로 유의미한 차이가 나타나지 않았다. 과학에 대한 불안감 검사에서는 처치 집단 학생들의 불안감이 통제 집단에 비해 유의미하게 높았다. 학생들의 학습 접근 방식과 수업 처치 사이의 적성-처치 상호작용 효과는 발견되지 않았다.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권1호
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• pp.81-100
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• 2017

The concept of variable is a big idea to develop algebraic thinking. Variable has multiple meanings such as the unknown, a tool for generalization, and the relationship between varying quantities. In this study we analyzed in what ways the meanings of variable were presented in the current elementary mathematics textbooks and workbooks. The results showed that the most frequent meaning of variable was 'the unknown', 'a tool for generalization', and 'the relationship between varying quantities' in order. A close look at the results revealed that the same symbol was often used in representing different values of variable as the unknown. In taking variable as a tool for generalization, questions to provoke generalization were sometimes included not in the textbooks but in the teachers' manuals. The main focus in dealing with variable as the relationship between varying quantities was on finding out the dependent values compared to the independent ones. Building on these results, this study is expected to suggest implications for how to deal with variable concept in elementary mathematics instructional materials.

• 정보교육학회논문지
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• 제21권3호
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• pp.297-307
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• 2017

본 연구의 목적은 초중등학생 대상 알고리즘 교육을 위한 알고리즘 분류체계를 제안하는 것이다. 연구자는 알고리즘의 구성요소를 정의하고, 분석합성식 방법으로 알고리즘 분류체계를 표현하였다. 연구의 내용은 다음과 같다. 첫째, 분류의 목적과 분류의 종류에 대한 이론적인 탐색을 실시하였다. 둘째, 기존에 제안된 알고리즘 내용에 대한 분류체계의 내용과 그 한계에 대해 살펴보았다. 이와 더불어 알고리즘 교육 연구에서 사용되었던 알고리즘 교육 내용 및 선정 기준에 대해 살펴보았다. 셋째, 알고리즘의 분류를 위해 알고리즘 구성요소를 NRC에서 제시한 핵심 아이디어와 관통 개념을 사용하여 재정의하였다. 그리고 알고리즘 관통 개념을 디자인 구조와 자료구조로 세분화하여 그 내용을 제시하였으며, 이 내용을 분석합성식 분류체계를 사용하여 표현하였다. 마지막으로 전문가 집단의 검토를 통해 제안한 내용에 대한 타당도를 검증하였다. 알고리즘 분류체계에 대한 연구는 알고리즘 교육에 있어 내용 선정 및 교육 방법에 많은 시사점을 제공할 것으로 기대한다.

• 수산해양교육연구
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• 제24권2호
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• pp.210-223
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• 2012

The importance on the flow to the lifelong education system has been growing, as the eternal education is in a pivotal position according to the education system all over the world is changing rapidly. In particular, although consolidating instructor competencies for lifelong education have become the subject of conversation, there has not been any clear concept of lifelong education instructors nor of the competencies for those. So this research defined lifelong education instructors who work at various lifelong education facilities, especially those who focus on lectures, and the instructor competencies, and make analysis and deductions what types of competencies are necessary for effective and efficient teaching. For this, the researcher derived the concept of instructors and the instructor competencies for lifelong education through document analysis, and based on that, discovered the instructor competencies for lifelong education by experts review and survey. The result revealed that there were four types of instructor competencies for lifelong education, which were planning, managing, administrating, and supporting and encouraging students. There were searching needs of students, analyzing, and 13 other criteria for planning; managing human resources, materials management, and 7 other for managing; expertise in learning contents and 13 other for administrating; and giving feedback and 3 other for supporting and encouraging students.

• 의학교육논단
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• 제15권3호
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• pp.144-150
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• 2013

Before Outcome-based curriculum reform, medical graduate school and medical schools of korea need to understand limit or threshold of outcome-based education's point of view. This article examines the multi-dimensional concept of competence suggested by Stoof and colleagues and discusses about implication for outcomebased education in medical education of Korea. Because Stoof and colleagues's five dimensions of competence reveal various concepts and educational methods of competence. Therefore, It is possible to use to identify the strengths and weaknesses of outcome-based education of Korea as a reference standard. Five dimensions of competence suggested by Stoof and colleagues is consist of 'personal vs. task characteristics,' 'individual vs. distributed competence,' 'specific vs. general competence,' 'levels of competence vs. competence as a level,' and 'teachable vs. non-teachable.' Implication for outcome-based education in medical education of Korea is, first, that It should recognize to outcome-based education as a one of educational models approaching to competence. Second, discussion about competence should be expanded from pre-medical education to graduated medical education and continuing medical education.

• 농촌지도와개발
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• 제4권1호
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• pp.15-27
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• 1997

This paper reviews the concept and limits of rural community development, examines the relation between consciousness education and movement, and suggests the model of social consciousness education to rural community movement. Since consciousness education is closely related to social movement methodologically, organizational and systematic community development movements for re-structuring the urban-oreiented policies and education which back up them be followed as natural consequence. Based upon the results of this study, the new paradigm is suggested. As shown in the model, new understanding of urban-rural continuum theory, new roles and concept of social consciousness education should be emphasized to solve the contemporary rural community problems. The organizational community development movement for the rural-oriented policy should be an essential process, and peoples' re-orientation, such as 'breaking stereotype', 'assumming a critical thinking toward social reality' etc., is the indispensible background of successful movement.

• 한국과학교육학회지
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• 제27권8호
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• pp.699-710
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• 2007

During the last two decades, many researchers have attempted to understand pedagogical content knowledge (PCK). Now it is time to think about how to apply the theoretical aspects of PCK to practice. In an attempt to address this issue, it is indispensable to review the existing literature on teachers' knowledge bases and PCK. Therefore, the purposes of this paper are to look at how the concept of PCK has been developed and extended over the past two decades as well as to provide a shared understanding of PCK for the practical use of this concept in teacher education programs. The paper begins with a discussion of various models of teachers' knowledge as conceptualized by several renowned researchers, moves on to a review of existing research focusing on the knowledge of science teachers, then examines the literature on PCK as a critical part of teachers' professional knowledge, and finally concludes with an integrated operational definition of PCK that can be employed into designing teacher education programs.

• 윤리연구
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• 제72호
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• pp.247-272
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• 2009

본 논문은 초등학교 도덕교육에서의 논술교육의 방향과 내용, 방법을 구체화하기 위한 것이다. 최근 대입전형에서 논술이 약화되긴 하였지만 논술의 본질적 가치는 여전히 유효하다. 논술은 단순한 글쓰기를 넘어 한 인간의 가치관과 세계관을 드러내는 고도의 지적 기술로, 짧은 시간에 형성되기 어려운 능력이다. 따라서 논술교육은 중·고등학교보다 초등학교에서 독서와 토론을 중심으로 철학적 사고력을 기르는 데 초점이 두어져야 한다. 나아가 글쓰기를 넘어 철학적·반성적·비판적 사고력을 기른다는 점에서 초등학교 논술교육은 도덕과가 중심 역할을 해야 한다. 이 글은 초등학교 도덕교육에서의 논술교육의 토대를 제시하기 위하여 다음 세 가지에 초점을 두고 논의를 전개하였다. ①논술교육을 위하여 초등 도덕교육은 어떤 방향으로 나아가야 하는가? ②도덕 교과에서 논술의 기초를 마련하기 위하여 교육 내용과 방법은 어떠해야 하는가? ③구체적인 논술수업모형으로서의 개념분석 모형의 장점은 무엇이고 어떤 과정으로 이루어지는가? 이에 대해, 결과로서의 논술교육, 내용으로서의 철학교육, 방법으로서의 토론교육을 설정함으로써 초등학교 논술교육에서의 철학교육과 토론교육의 의미와 방법을 살펴보고 이를 개념분석모형에 적용하여 구체화시켜 보았다.

• 한국간호교육학회지
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• 제6권2호
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• pp.218-232
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• 2000

This study was done in order to analyze the relationship between Health condition, Health concept and Health promoting behavior in College Women. The subjects were 275 students from a college in Kyungbuk. The instruments used for this study were made of General characteristics (8 items), Health condition (3 item), Health concept (20 items) and Health promoting behaviors (40 items). The data were analyzed by SPSS/PC+ program using descriptive statistics, ANOVA, Pearson's Correlation Coefficient and Multiple Stepwise Regression. The results of this study were as follows. 1. The mean score of the Health promoting behavior was 2.3604. Among the subcategories, the highest degree of performance was interpersonal support (2.9133). 2. Health condition, Heath concept and Health promoting behavior according to general characteristics were as follows. 1)Perceived health condition had statistically significant differences according to board & lodging and living together (p=.040, p=.027). 2)Health concept had a statistically significant differences according to religion (p=.006). 3)Health promoting behavior had statistically significant differences according to age(p=.005). 4)Among the subcategory of Health promoting behavior, statistically significant differences were founded between nutrition and age / board & lodging (p=.004, p=.040), between self actualization and age(p=.006), between health responsibility and age/social economic status(p=.013, p=.000). 5. Correlations of Health condition, Health concept and Health promoting behavior were as follows. 1) BMI was positively correlated with perceived health status(r=.145, p=.015). 2)Health concept was positively correlated with BMI(r=.136, p=.032), perceived health condition(r=.148, p=.015), health promoting behavior (r=.316, p=.000). 6. Correlations of Health condition, Health concept and subcategories of Health promoting behavior were as follows. 1) Perceived health status was positively correlated nutrition (r=.168, p=.006). 2) Health concept was positively correlated with nutrition, stress management, self actualization and interpersonal relationship (r=.153 p=.011, r=.217 p=.000, r=.354 p=.000, r=.193 p=.001). 7. Health concept explained 10.1% of the variance for Health promoting behaviors.

• 한국초등수학교육학회지
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• 제15권1호
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• pp.141-159
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• 2011

본 연구에서 초등학교 6학년 학생들이 도형의 높이 개념을 이해하는 데 어떠한 특징을 보이는지 알아보기 위하여 초등학교 6학년 학생들이 평면도형(삼각형, 평행사변형, 사다리꼴), 입체도형(원뿔, 원기둥, 각기둥, 각뿔)의 높이 개념 이해에서 어떠한 특징을 보이는지를 알아보았다. 그 결과로 학생들은 평면도형의 높이 측정에서 밑변이 수형하지 않은 도형에서 어려움을 나타냈고, 일상의 높이 경험과 연관되는 오류를 보이고, 높이 개념을 언어적으로 표현하는 데에 어려움을 느끼고 있음을 알 수 있었다.