• 한국과학교육학회지
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• 제11권1호
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• pp.51-57
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• 1991

This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instruional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows : 1. Results from analysis of the instruction in the third grade are as follows : knowledge and comprehension (A. 0) objectives are found to be pursued. about 40%. scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives. about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued. about 31%, scientific inquiry process (B. 0-E. 0) objectives. about 38%, application of scientific knowledge and methods (F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows : Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives. 8%, manual skills(G. 0) objectives. 9.5%, scientific attitudes and interests (H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.

• 한국가정과교육학회지
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• 제2권1호
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• pp.123-142
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• 1990

The aim of this study is to apply lesson design of high school home economics to model which consists of six steps of instructional procedure among various models for instructional design, Through thesis, central content of each step was written as follows; 1) At the step of establishment of terminal instructional objectives, educational objectives, terminal instructional objectives was analyzed and specific instructional objectives was extracted. 3) At the step of diagnosis of entering behavior, ability of prior learning and ability of preliminary learning were evaluated, which was used as establishing instructional strategy and doing individual guidance. 4)At the step of determining instructional strategy, instructional strategy should be extracted by considering instructional event which is adequate to content of instruction. Instructional strategy consists of five main factor, factors, those are, activity of introduction of instruction, presentation of content of instruction and information, participation of learner and learning activity, identification of learning result, and subsequent treatment after evaluation. 5)Specific activity at the step of selection and development of instructional media consists of reidentification of instructional objectives determination of learning type, drawing up instructional media analysis sheet, synthesis of selected media, and explanatory note of selected media. In order to increase efficiency of instruction at the step of determining instructional strategy, this step should be considered simultaneously. 6)The step of try-out and evaluation of instructional design should be efficient when designed instruction was inputted at class after evaluation of each step of instructional design.

• 공학교육연구
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• 제9권1호
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• pp.43-60
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• 2006

이 연구의 목적은 공학교육의 교육목표에 맞는 교수목표 및 교수방법의 질 개선에 있어서 현재 재학 중인 공과대학의 학생들이 인식하고 있는 교육목표에 따른 교수목표 및 교수방법의 중요도를 조사 분석하는 것이다. 이 연구의 모집단은 전라북도 지역에 소재하는 공과대학생이고, 표본은 유층 임의표집으로 종합대학 5개교를 3개 계열로 분류하여 표집하였다. 이 연구의 결과는 다음과 같다. 첫째, 학생들은 엔지니어 및 사회 구성원으로서의 자질 교육을 위해서 교수목표 및 교수방법에 대해 태도 견해의 학습이 다른 교수목표에 비하여 중요하다고 인식하였다. 둘째, 특성화된 전문가 및 자율적 자기발전을 추구하는 자질 교육을 위해서 기능 작업의 학습이 다른 교수목표에 비하여 중요하다고 인식하였다. 이러한 결과는 학생들이 인식하는 공학교육의 교수목표와 방법의 중요도 수준은 변인에 따라 조금씩 차이가 있었으나, 모든 영역에서 3점(중요함)과 4점(매우 중요함) 사이에 분포되었다.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.91-101
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• 1998

The purpose of this study was to find out how to be pursued elementary teachers' science instruction according to their understanding toward science. Sixty elementary teachers were involved in the questionnaire, investigating understanding on the nature of science and the science teaching. Two elementary teachers' science classes are observed. Their instructional objectives were analyzed. And their understanding toward science was measured. Teacher A had consistent modern philosophical views of science on the nature of science and science teaching, and teacher B had not consistency Klopfer's science educational objectives category was used to analyse instructional objective. The ideal proportions of the instructional objectives of the observed classes were established from science education specialist group. You ideality index was calculated. You ideality index indicate how far from the ideal proportions of the instructional objectives the observed instruction is. Relative proportions of instructional objectives appeared in science classes were compared with ideal instructional objectives. Instructional objectives containing the modem views appearing classes observed were compared according to teachers' understanding toward science. As results, teachers' understanding toward science showed lack of consistency, which is consisted of modern philosophical view of science on science teaching: modem and classical philosophical view of science on nature of science. Teacher A's instruction was approached more closely to the ideal proportions of the instructional objectives, showing fewer You ideality index. Instructional objectives containing the modern views are more appeared and closer to ideal proportions in teacher A's classes than in teacher B's. A teacher having modern understanding on nature of science would instruct science with modern scientific philosophical perspectives. Therefore teacher preparation programs should include more contents about modern philosophical understanding on the nature of science.

• 한국초등수학교육학회지
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• 제14권3호
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• pp.523-545
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• 2010

수학적 의사소통이 학습과정에서 뿐만 아니라 수학교육의 목표로 강조되고 있으나 실제적으로 초등학교에서 수학적 의사소통 수업에 대한 구체적인 지도방법이나 수업 사례 분석 등의 연구가 미흡한 실정이다. 이에 본 논문에서는 수학적 의사소통 중에서 담화 중심 의사소통 수업의 성취 요소와 목표를 고려하여 2 4 6학년 수학 수업을 실시한 후, 수업에서 나타난 성취수준을 분석하고 교사와 학생 간의 언어 상호작용을 분석하였다. 담화 중심 수업을 실시한 세 교실에서 나타나는 공통점과 차이점을 분석하여 담화 중심의 수학수업 구현에 관한 시사점과 논의거리를 제공하고자 한다.

• 한국조명전기설비학회:학술대회논문집
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• 한국조명전기설비학회 2002년도 학술대회논문집
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• pp.363-368
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• 2002

Performance-based course design on the job of receiving substation installations is presented to achieve a work based curriculum development. It includes a job analysis method called ISD(Instructional Systems Design & Development) and DACUM(Developing a Curriculum) which is designed to accept various requirements of industrial fields. It is provided with course profile, key contents, terminal learning objectives, intermediate learning objectives, instruction strategy, instruction sequence, case study, action learning and lesson plan.

• 한국조명전기설비학회:학술대회논문집
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• 한국조명전기설비학회 2001년도 학술대회논문집
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• pp.151-156
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• 2001

Performance-based course design on the job of receiving substation installations is presented to achieve a work based curriculum development. It includes a job analysis method called ISD(Instructional Systems Design & Development) and DACUM(Developing a Curriculum) which is designed to accept various requirements of industrial fields. It is provided with course profile, key contents, terminal learning objectives, intermediate learning objectives, instruction strategy, instruction sequence, case study, action learning and lesson plan.

• 한국학교보건학회지
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• 제9권1호
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• pp.31-41
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• 1996

School health promotion is related to reinforce on various roles of school health teachers including health instruction, health services, healthful school living. In this aspects, there would be necessory for qualified continous education proceed to activate roles of school health teachers. So the objectives of this study are first, to develop curriculum framework for inservice training of health school nurses, second, to descrive of curriculum objectives, third, to state of curriculum objectives and learning methods. There were used study methods as literature review, expert conferencing and workshop. Major results are as follows; 1. Curriculum framework for inservice training of health school nurses was constitute of major variables of health care model and direct services role of school health teacher such as health service, health instruction and healthful environment area. 2. The curriculum for health instruction were different from elementary school and middle school. 3. Time distribution for curriculum was composed of that health service is 12hours, health instruction is 96 hours and healthful environment is 12 hours. 4. The learning methods for inservice training were suggested to intensify positive attitude through the discussion and practical exercise. 5. The curriculum objectives were classified by total, area and a course of study and time summary table was suggested. In conclusion, the developed curriculum would be contribute to improve of practical ability for school health teachers. And to increase of inservice training effect, there should be operate in order to participate trainees activately and to be educate concurrently. Also, there are necessary for execute in series of the program such as standized text developing by course, evaluation index developing and instructor education etc.

• 한국치위생학회지
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• 제12권4호
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• pp.751-758
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• 2012

Objectives : This study aimed to seek the national health insurance coverage and the efficient direction of toothbrushing instruction and to contribute to establishing policy as auxiliary data, targeting 373 dental hygienists who are working in some areas of Jeonnam. Methods : A research method was questionnaire survey by individually self-administration method. Results : It was indicated to agree to the national health insurance coverage of toothbrushing instruction in the better understanding and cooperation level with toothbrushing instruction, in case of carrying out toothbrushing instruction, and in the higher age group. Conclusions : There will be a need of allowing the national health insurance coverage to be formed in the direction at which the dental service providers and the dental service consumers can be satisfied, by being performed a comprehensive and sufficient research for this.

• 한국문헌정보학회지
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• 제58권2호
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• pp.57-80
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• 2024

아이즈너는 교육과정 개발에 있어서 행동목표 외에 문제해결목표, 표현목표의 중요성과 언어적, 시각적, 청각 모드 등 멀티 모달에 의한 의사소통을 강조하였다. 본 연구는 정보활용교육을 위해서 개발된 교과서인 '도서관과 정보생활'을 교육목표 유형(행동목표, 문제해결목표, 표현목표)과 멀티 모달(언어적, 시각적, 청각적, 공간적, 행동적)을 기준으로 분석하여, 정보활용교육을 위한 교육목표 설정과 교과서 개발을 위한 시사점을 도출하고자 한다. '도서관과 정보생활' 교과서는 초등학교 저학년용, 초등학교 고학년용, 중학생용, 고등학생용의 4책으로 구성되어 있다. 교과서로부터 교육목표를 추출하여, 사서교사 3인에게 교육목표 분석을 의뢰하였다. 본 연구의 주요 결과와 시사점은 다음과 같다. 첫째, 교육목표 유형별로 볼 때, 행동목표의 비중이 지나치게 높게 나타났으며, 문제해결목표와 표현목표의 비중을 강화할 필요가 있다. 둘째, 문제해결목표는 행동목표와 중복되는 경향이 있으며, 조건과 해결책의 요건을 갖춘 진정한 의미의 문제해결목표를 개발할 필요가 있다. 셋째, 특정 대-단원에 집중되어 있는 표현목표는 다른 대-단원에서도 고르게 배치할 필요가 있다. 넷째, 멀티 모달의 경우 언어적 모드의 비중을 줄이고, 시각적, 청각적, 공간적, 행동적 모드의 비중을 높여야 하며, 각 모드의 특성이 명확한 교육목표를 설정할 필요가 있다.