• 한국과학교육학회지
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• 제13권3호
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• pp.389-395
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• 1993

Science textbooks which were compiled by CHOSUN Government General are known as books which appeared after 'Science Textbook for Common School' (1923-) compiled by CHOSUN Government General which are almost similar to state authorized textbooks and are also known as leaving the effect on 'Science Textbook for Elementary School' (1931-) which were focused on the subjects being issued since then and 'Science Text for Elementary Course' (1942-) being compiled by the Education Ministry, However in this research it was found out that there were publications in 1911, 1913 and 1921 and they were harbingers for 'Science Textbook for Elementary School' 0931-). For this reason it was decided to report overall picture on the science textbooks being compiled by CHOSUN Government General. And it was possible to illustrate that such textbooks can be classified into following 5 periods ; The 1st period:The time for search--'Science Textbook for Students of Common school' 1911 compiled by CHOSUN Government General. The 2nd period:Commencing separate compilation--'Science Textbook for Common School' 1913 compiled by CHOSUN Government General. (The 2'nd period:Final Separate Compilation-- Reissue after corrections of 'Science Textbook for Common School' compiled by CHOSUN Government General, 1921.) The 3rd period:Same as the state authorized science textbook of Japan--' Science Textbook for Common School' compiled by CHOSUN Government General, totally 3 books 1923-. The 4th period:Separate compilation, centered on subjects--'Science Textbook for Elementary School' compiled by CHOSUN Government General, 1931-. (The 4'th period:Changers of subjects--'Science Text for Elementary School' compiled by CHOSUN Government General, 1937-. The 5th period:Matched to compiled by the Education Ministry--'Observation of Nature' compiled by CHOSUN Government General, 1942-'Science Text for Elementary School'(Writing laterally) 1943-.

• 한국콘텐츠학회논문지
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• 제21권2호
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• pp.351-361
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• 2021

4차산업혁명의 도래와 더불어 대학의 교양교육은 그 내용과 방법에 있어서 근본적인 혁신을 요구받아왔다. H대학교는 시대적 변화에 부응하면서 교육수요자의 필요를 충족시키는 교양교육체계를 확립하기 위해 지속적으로 노력해 왔다. 크게 보아 H대학교의 개선 노력은 역량기반 교양교육과 전통적인 자유학예 교양교육을 조화시키는 방향으로 이루어져 왔다. 구체적으로 이는 핵심역량중심 교양교육 체계 확립이라는 교육부의 요구와 기초-교양-소양이라는 교기원의 교양체계를 발전적으로 수렴, 조화시키는 교양교육체계 확립으로 요약할 수 있다. 그 변화의 출발점은 2017년 말에 받았던 교기원의 기본 컨설팅이었다. 이에 근거해서 2019년도 교양이 수체계를 전면적으로 개편하였으며, 교양이수학점도 기존 22학점에서 28학점으로 대폭 확대하는 동시에, 배분이수체계를 도입하였다. 또한 교육부의 가이드라인을 참고하여, 핵심역량 제고를 위한 2020학년도 교양이 수체계를 확립하였다. 이를 위해 교과목과 역량을 매칭시켰으며, 3대 핵심역량을 균형 있게 함양하기 위해 몇 몇 영역과 과목들을 신설하였다. <사회봉사> 과목과 <글로벌 시민의식> 과목군은 그 대표적 예이다. 이런 변화를 통해 H대학교는 4차산업혁명 시대를 능동적으로 대처해 나갈 수 있는 역량을 갖춘 인재를 양성하는 교양교육이 되기를 기대하고 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제39권3호
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• pp.353-368
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• 2020

This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

• 수산해양교육연구
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• 제29권1호
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• pp.128-136
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• 2017

The purpose of this research is to analyze the effects of smart learning in both general education and fisheries & marine education through meta-analysis. To find the effects size, we had collected 112 studies from graduation theses and journal articles. Followings are the results of the research: (a) Smart learning turns out to be more statistically effective comparing to traditional education. The total effect size of smart learning is .768 and the value of U3 is 61.50%. (b) There is no significant difference between general education and fisheries & marine education in the view of effect size. (c) There is a significant difference in subjects, type of publication, and size of members in experimental group. High school student group has the most effect size of smart learning.

• 한국학교보건학회지
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• 제17권2호
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• pp.151-160
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• 2004

Purpose: The purpose of this study was to identify needs of health education of the students, parents, general teachers, and health teacher of the elementary, middle, and high schools. Method: 279 schools of elementary, middle, and high school were sampled nonproportionally during the period from June 28 to July 26, 2004 The data were collected by the questionnaire from 1,888 students, 1,876 parents, 1,695 general teachers, 279 health teachers. A frequency, % and $x^2-test$ were used to analysis by SAS program. Result: 1. It showed that 98.1% of elementary school students, 92.3% of middle school students, 89.6% of high school students answered that they need health education. The most of students, parents, and general teachers had high interests in health education. 2. In the case of students, main causes of needs of health education was 'to prevent diseases or accidents'. But parents answered that it was 'to build up a healthier behavior'. General teachers answered that it was 'more effective systematic and continuous health education'. 3. Over 80% of students, parents, and general teachers about the question of who qualified person is to teach health education as a regular class responded that health teacher is available. Especially 93% of elementary school students answered like that. 4. The most of students, parents, and general teachers answered that health education in the classroom is favorable 1 to 2 hours per week. Conclusion: As results of the study, the majority of students, parents, general teachers agreed needs of health education. Therefore, on the basis of this study, systematic and continuous health education is necessary. Additionally the establishment of independent health subject is required certainly.

• 한국비블리아학회지
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• 제26권4호
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• pp.245-262
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• 2015

대학의 교양교과 주제가 다양한 영역으로 분화되고 복합적인 주제로 융합되면서 점차 교양교육의 주제를 파악하는 것이 어려워지고 있다. 이 연구의 목표는 A 대학의 교양교육과정으로 개설되어 있는 교과목의 주제적 영역을 계량정보학적으로 분석하여 시각화하는 것이다. 분석을 위하여 수집된 계획서는 총 214개이며 분석에 적용된 요소는 교과목명, 교과개요, 목표, 주별 수업계획이다. 분석 대상에서 추출된 주제어는 모두 278종이며 총 8개의 주제 클러스터로 군집화 되었다. 주제 클러스터간 관계를 네트워크기법으로 분석한 결과 개인적 영역, 사회적 영역으로 나뉘어지는 것으로 나타났다. 개인적 영역은 다시 14개 하위 주제 클러스터로, 사회적 영역은 11개 하위 주제 클러스터로 분류되었다. 개인적 영역에서는 '언어', '과학', '인성'이 주요 주제 클러스터로 파악되었고 사회적 영역에서는 '다문화' 주제 클러스터가 4개의 다른 주제 클러스터와 다각적인 관계를 맺고 있는 것으로 분석되었다. 주제 네트워크로 교양교과목의 주제 영역을 분석한 방법은 교양교육을 강화하고 개선하거나 대학도서관이 교양교육을 위한 장서개발을 하는데 필요한 기초자료를 생산하는 목적으로 활용될 수 있을 것이다.

• 수산해양교육연구
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• 제27권2호
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• pp.505-515
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• 2015

This study aimed at identifying the differences between gifted students and general students in parental attitude toward science and trust perceived by them and their science self-efficacy. To achieve this purpose, a quantitative research was carried out for elementary gifted and general students. The results were as follows. Firstly, Gifted students recognized more positively their parents' attitude toward science than general students, and both of groups perceived more positively their mothers' than fathers'. Secondly, Parents' trust by gifted students was perceived more positively than by general students, but showed no difference between fathers and mothers. Thirdly, The average of science self-efficacy for gifted students was statistically meaningfully higher than for general students.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.130-148
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• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• 한국과학교육학회지
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• 제33권2호
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• pp.345-358
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• 2013

이 연구에서는 전국 사범대학의 공통과학 교사양성 교육과정 운영 및 공통과학 교사의 임용 실태를 조사하였다. 또한, 과학교육계열 교수들의 공통과학 교사양성 교육과정 및 교사임용의 개선방안에 대한 의견을 조사하였다. 대부분의 학과에서는 공통과학 복수 전공이 필수가 아니었고, 학과별로 공통과학 교육과정 이수인원 비율에 큰 차이가 있었다. 심화과학 전공 교사자격증만 취득할 때 다른 전공의 과학 과목의 이수가 필수인 학과는 없었으며, 일부 학과만이 과학사와 융합교육, 과학창의성과 융합교육, 통합과학교육의 실제 등과 같은 통합과학적 성격의 과목을 개설하고 있었다. 공통과학 교사양성 교육과정과 관련하여 교수들은 공통과학 복수전공 의무화에 대해 부정적으로 인식하고 있었다. 또한, 통합과학 관련 과목을 선택과목으로 개설할 필요가 있다고 생각하는 경우가 많았다. 공통과학 전공 교사임용과 관련하여 교수들은 공통과학 교사자격증의 필요성은 공감하지만, 공통과학 전공의 임용이 따로 필요하지는 않다고 생각하는 것으로 나타났다. 심화전공 교사자격증만 취득하는 경우에는 다른 전공의 과학 과목을 이수할 필요가 있다는 인식이 높았다. 이러한 연구 결과를 바탕으로 공통과학 교사양성 교육과정 및 교사임용의 개선방안을 제안하였다.

• 수산해양교육연구
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• 제24권2호
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• pp.346-354
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• 2012

In this paper, we argue that for general education in engineering, humanistic education is important, thus we propose an illustration of course outline. Recent general education for engineering is focused on only more practical, socially oriented courses, for example, business, law, economics, and entrepreneurship. While these courses are helpful for engineering students, humanistic education is more fundamental for improving the students' capacity for insight, originality and constructing the holistic view. We propose a course "Philosophy of Time and Space" as an example which fit this purpose.