• 한국지구과학회지
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• 제31권3호
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• pp.276-287
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• 2010

본 연구의 목적은 고등학생들의 과학 경험의 정도를 정량화하는 측정 도구를 제시하는 것이다. 측정 도구를 구성하는 요인들은 선행연구를 통해 학교 안 과학 경험은 일반 활동 경험, 과학 탐구 경험, 실험 기구 경험으로 나눌 수 있었다. 학교 밖 과학 경험은 일반 활동 경험, 취미 활동 경험, 현장 견학 경험으로 세분화 할 수 있었다. 각각의 요인을 구성하는 문항은 선행연구에서 사용된 과학 경험 측정 도구에서 일부를 발췌하고 더불어 과학 경험에 대한 개방적인 설문지를 통하여 얻은 답변 중 빈도가 많은 답변과 중등 교과서의 탐색적 분석을 통해 선정하였다. 사전 설문조사와 선행 연구를 바탕으로 개발한 측정 도구는 예비 검사를 실시한 후, 고등학교 1학년 학생 413명을 대상으로 검사를 실시하였다. 개발한 측정 도구의 내용타당도는 현직 중등교사 2명과 과학교육전문가 2명이 각 문항이 측정하고자 하는 목적에 부합하는지 검사하였고, 구인타당도는 요인분석을 통해 검사하였다. 측정 도구의 신뢰도는 Cronbach $\alpha$를 통하여 추정하였다. 측정 도구 6개 영역의 요인에 대하여 타당도와 신뢰도 분석 결과 과학 경험을 측정하는 도구로서 적절한 것으로 나타났다.

• 수산해양기술연구
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• 제56권3호
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• pp.265-276
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• 2020

The objective of this study is to develop education programs for cultivating smart aquaculture experts through a education demand survey of industries, high school students, university (graduate) students and field workers. The industry demand analysis was conducted as an in-depth interview on representives from seven companies. Education demand surveys were conducted on 96 students and field workers in the Jeonnam region. Results on the demand survey were analyzed using frequency analysis and cross-analysis. The company representatives responded that they want to participated in internship and retraining programs to proactively secure manpowers with convergence capabilities about smart aquaculture. Seven companies preferred manpowers with basic competencies on ICT (Information and Communications Technologies) or aquaculture. The most respondents in the demand survey want to participate in the education program for experience on advanced technology, self-development and enhancement of work capability. On the other hand, some respondents said that the education is time-consuming and that the education program does not fit their level. Thus, the education program should be developed in a way to minimize the spatial and temporal limitations of education targets and to improve understanding of non-majors by reflecting the demands of human resources in the industrial field.

• 실천공학교육논문지
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• 제12권1호
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• pp.243-254
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• 2020

본 연구는 청소년의 진로교육과 체험의 경험과 만족도에 의한 진로계획(인생목표, 자기기준, 미래조망)의 인식에 주목하였다. 이를 위해 청소년종합실태조사의 '진로·직업 및 직업관 영역'을 활용하여 만 13세~18세의 청소년 2,998명을 중·고등학생 집단(경험무집단, 경험불만족집단, 경험만족집단)으로 구분하여 분석하였다. 본 연구의 주요결과는 다음과 같다. 진로계획의 집단별 차이는 대다수 경험만족집단이 경험무집단과 경험불만족집단에 비해 높게 나타나 진로교육 및 체험을 경험하고 만족할수록 인생목표, 자기기준, 미래조망에 대한 확신을 나타냈다. 또한 자기기준과 미래조망의 경우 경험불만족집단에 비해 경험무집단의 만족도가 높게 나타났고, 경험에 만족을 할 경우 중학생 집단의 평균치가 고등학생 집단보다 높게 나타나 질적인 측면에 초점을 둔 진로교육의 필요성을 밝혔다. 마지막으로 결과를 바탕으로 시사점 및 후속연구를 위한 제한점을 논의하였다.

• 한국학교ㆍ지역보건교육학회지
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• 제5권
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• pp.85-105
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• 2004

The purpose of this study is to provide basic data for practical and concrete program development, which can give students satisfaction in sex education. To achieve this purpose, an actual status of sex education for high school student and their sexual experience were investigated. And then tried to find out if there is difference of satisfaction in sex education and contents that they want to learn based on having sexual experience or not. For this study, a questionnaire of sexual awareness was conducted on 562 students among first graders and second graders of high school located in Kongju city, from on October 4th, 2004 to on October 15th. But only 550 answer sheets among 562 were analyzed, for 12 answer sheets were not proper enough to apply to this study. The collected data was computerized using SPSS WIN in frequency and percentage for actual condition of sex education and sexual experience and for satisfaction at the result of sex education based on having sexual experience or not. And then the $x^2$-test was verify the difference. The requirement for sex education, based on having sexual experience or not, was analyzed using t-test by computerizing the average and standard deviation. The conclusion of this study are as followings; 1. 93.8% students have ever been taught for sex education by teachers, but nursing teacher among them was the higher percentage than any other teachers. They took courses for sex education in discretion class, and the teaching method was a kind of lecture. 2. After taking sex education, 37.6% students said that it was boring, for they had already known the contents of the courses, and 43.8% students said that they acquired sex knowledge through the Internet and mass media. 3. It was highest percentage that 36.9% students had no agony about sex. The most serious worry was a sexual impulse and the sexual psychology of the opposite sex. To solve these worries, 61.6% students said that they consulted with their friends. 4. It showed that 89.9% male students and 71.6% female students had experiences various lascivious materials, 81.4% male students, 7.2 female students experienced masturbation, 52.7% female student and 44.8% male students experienced kissing or hugging, and 13.7% male students and 9.9% female students experienced sexual intercourse. 5. The satisfaction for sex education based on having sexual experience or not was different. In short, it showed that the students who experienced sexual experiences such as accessing to lascivious materials, kissing, hugging, and sexual intercourse except masturbation thought that sex education was important than the students who didn't experience sexual experiences. On the other hand, the students who didn't experience sexual experiences were more satisfied with the contents and level of sex education than the students who experienced sexual experiences. 6. The requirement for sex education based on having sexual experience or not was also different. The students who experienced sexual experiences wanted to learn an acquaintance with the other sex than the others. On the other hand, the students who didn't experience sexual experience wanted to learn friendship and love. The students who experienced sexual experience except masturbation was more desirable for taking sex education than the other students. In conclusion, it is fully required that sex education should be regular subject in school and teachers who are charge of sex education should be experts in this field, for only expert can teach systematic and adequate sex knowledge to students. In addition, it is also essential to understand contents of sex education which can be satisfactory for students' requirement. So we should develop concrete and practical programs for sex education.

• 아동학회지
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• 제30권5호
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• pp.41-55
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• 2009

This study explored the meaning of beginning teachers' first-year experience in an eco child educare center. Participants were 4 teachers at survival stages of teacher development; they had had the same preservice experience. Data were collected by semi-structured in-depth interviews, participant observation, researcher's field notes, and document collection. Five themes emerged as first year teachers' struggles and strategies for survival : (1) caring for children's daily lives vs. responsibility for formal education, (2) planned lessons vs. ease in teaching, (3) agreement or disagreement on philosophy of running the education program, (4) paradox of teacher empowerment, (5) overcoming struggle through voluntary peer supervision. These results indicated that beginning teacher' experiences at the survival stage varied by contextual and personal factors.

• 산업진흥연구
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• 제1권1호
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• pp.71-77
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• 2016

본 연구의 주된 목적은 중소기업의 현장에서 각종 프로그램을 교육하고 있는 현장교육생들을 대상으로 현장교육이 업무생산에 어떠한 영향을 미쳤는지를 실증적으로 밝혀 보는데 있다. 연구결과 교육훈련의 하위영역인 교육 경험, 교육 동기, 교육 만족도, 인구학적 특성과 교육훈련의 성과, 그리고 생산성 향상의 하위 영역인 업무 생산성, 산업 복지, 조직관리, 교육 기간 등과 밀접한 상관관계가 있으므로 교육훈련의 하위 변인들을 적절히 조절함으로써 업무의 교육 경험을 극대화 할 수 있다. 본 연구는 향후 실업자(청년 실업자 포함) 재취업 현장교육이 빛을 발하고 보다 질 높은 좋은 프로그램을 개발하여 만족스러운 교육이 되도록 하는 정책적 함의 및 시사점을 제공하였다.

• 한국실내디자인학회논문집
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• 제23권2호
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• pp.62-70
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• 2014

In the knowledge and information society of 21st century, 'Creativity' which is the core of national competitiveness and an important foundation for the development of the country has been emphasized on the importance of it. As a result, the convergence educational programs, as known as STEAM (science, technology, engineering, arts, mathematics) became more and more needed to children for cultivating creativity. As a follow-up study on STEAM program combining robotics and design for children developed by Design Promotion Committee of KIID, this study intends to modify and reanalyze the program and to seize the educational effectiveness of the groups of university students as mentors and children as mentees, The results are as follows; First, although the importance of STEAM education is highlighted, short-term educational programs tend to consist of only the contents of each field: design or science. Second, pre-training and mentoring were helpful to both mentors and children. Third, Children expanded the perception of STEAM concept and increased their interests in career. Mentors recognized the importance and the necessity of STEAM education, and were very satisfied with team activities which gave a new experience of working with other field of people. Therefore, this program provide to children an experience of logical thinking, having interests on uninterested field, and encouraging teamwork. Also, it provides to mentors a chance to develop their potential and experience, and set up a new vision for future.

• 컴퓨터교육학회논문지
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• 제6권3호
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• pp.151-162
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• 2003

21세기 정보시대에는 학생들이 자유로운 정보 탐색이나 수집과 같은 활동을 통하여 자신의 학습 활동을 진행시켜 나갈 수 있는 능력을 길러주는 교육이 필요하다. 이러한 자기 주도적 학습 능력을 갖는 인재를 양 성하기 위한 방법의 하나로 웹은 다양한 형태의 자료를 학습자 주도적으로 검색할 수 있고 상호작용을 촉진시킬 수 있는 많은 장점을 가지고 있다. 한편, 실과 교육의 특성상 가장 효과적인 교수 방법은 직접 체험 학습을 하는 것이나 비용, 환경 여건, 안전도, 시간을 고려해 볼 때 항상 직접 체험학습 환경을 제공해 주기는 어렵다. 이러한 제한점이 많은 실과 단원에 대하여 직접 체험 환경과 가깝고 자가 주도적 학습을 지원하는 형태의 웹 코스웨어를 개발하여 이러한 제한점을 보완한다면 실과교육의 학습 효과를 높일 수 있을 것이다. 따라서 본 연구는 시간 장소 공간의 제약으로 많은 어려움이 있는 7차 교육과정 초등학교 실과 6학 년 '동물 기르기' 단원 중심으로 웹 코스웨어를 설계 개발하고 수업에 간단히 적용해보았다. 프로그램 적용 및 평가에 대한 심도 있는 연구는 후속연구에서 진행하기로 한다.

• 한국환경교육학회지:환경교육
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• 제24권4호
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• pp.51-61
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• 2011

In this study, the Korean alternative school teachers' perceptions of ecocentric environmental education were surveyed. A total of 80 teachers from 42 alternative schools across the nation answered to the survey. The results were as follows. Teachers were found to have a lot of interest in environmental issues and to practice some environmental actions inside and outside school. Over sixty percent teachers agreed with the ecocentric philosophy of environmental education. The most two important issues among 11 environmental education contents for teachers were "natural environment" and "environmental ethics". Teachers used and preferred "field work" for teaching environmental issues, and got teaching materials mostly from the internet. However, many of them were not satisfied with environmental activity in their schools because of their lack of professionalism. They had not enough experience of professional development for environmental education, and strongly wanted to learn about field work.

• 한국게임학회 논문지
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• 제15권5호
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• pp.79-87
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• 2015

텍스트와 그림으로 표현되었던 교육 도구는 교육과 놀이 체험이라는 에듀테인먼트로 발전하였다. 에듀테인먼트 분야에서의 증강현실 기술은 체험을 극대화하여 놀이형 교육이 가능해 졌다. 또한 최근 증강현실을 응용한 다양한 애플리케이션으로 서비스 되고 있다. 본 논문에서는 에듀테인먼트 콘텐츠 설계와 구현을 통해 체험형 교육을 위한 활용방안에 대해 기술한다. 구현은 '뷰포리아 엔진'과 '유니티 3D'를 사용하였다.