• 한국과학교육학회지
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• 제24권2호
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• pp.258-266
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• 2004

본 연구는 EQ(Emotional Quotient)향상 프로그램을 과학교과에 도입하여 학생들의 정의적 영역의 능력을 향상시켜 보다 효과적인 과학교육을 하기 위해 수행되었다. EQ 향상 프로그램을 적용한 수업이 학생들의 EQ, 과학적 태도, 과학 불안도, 학업성취도에 어떤 효과를 주는지 알아보았다. 연구대상은 경기도 안산시 소재의 중학교 1학년 남 녀 학생 168명이었으며 두개 학급은 전통적인 수업을, 두 개 학급은 EQ 향상 프로그램을 적용한 수업을 하였다. 본 연구에서 사용한 EQ향상 프로그램은 한국교육 개발원의 수업과정 일반모형을 근거로 개발하였다. 본 연구는 사전-사후 검사 통제 집단(pretest-posttest control group) 설계에 기초하였으며 약 14주간 42차시에 걸쳐 수업처치를 하였다. 연구결과는 이원공변량분석(2-way ANCOVA)과 상관분석으로 처리하였다. EQ향상 프로그램을 활용한 수업은 학생들의 정서지능을 높이고 과학 불안도를 낮추는데 전통적 수업보다 효과적이었다(p< .05). EQ향상 프로그램을 활용한 수업은 학생들의 전반적인 과학적 태도를 향상 시키데는 효과적이지 않았으나(p> .05) 그 하위 영역 중에서 '과학수업의 즐거움'의 영역에서는 효과적이었다(p< .05). EQ향상 프로그램을 활용한 수업은 전통적 수업에 비해 학업성취도를 향상 시키는데 효과적이었다(p< .05). EQ향상 프로그램을 활용한 수업을 통해서 학생들의 과학불안도를 낮추고 과학수업에 즐거움을 줄 수 있으며 따라서 학업성취도도 향상될 수 있음을 알았다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• 한국과학교육학회지
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• 제31권4호
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• pp.600-608
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• 2011

이 연구는 중학교 생식과 발생 단원에서 수업 중 교사가 학생들에게 요구하는 이해와 학생들이 수업을 통해 인식하는 이해를 알아보기 위한 것이다. 이를 위해 수업 중 학생들에게 하는 질문, 과제 또는 학생 활동을 87명의 교사를 대상으로 예비 조사하여 Wiggins & McTighe(1998; 2004)가 제시한 이해의 여섯 가지 측면을 토대로 36문항의 선택형 설문을 개발하였다. 이를 90명의 교사와 370명의 학생을 대상으로 조사한 결과는 다음과 같다. 첫째, 교사들이 요구하는 이해의 측면은 설명 항목이 가장 많았고, 그 다음 해석, 적용, 관점, 공감, 자기지식 순으로 나타났다. 학생들이 인식하는 이해의 측면은 설명 항목이 가장 많았고, 그 다음 해석, 관점, 적용, 공감, 자기지식 순으로 나타나, 적용이 관점보다 많았던 교사의 경우와 차이를 보였다. 이해의 각 측면에 대한 교사의 성별 간 유의미한 차이는 없었으나, 학생의 경우 설명과 적용 항목에서 유의미한 차이를 보여 여학생이 남학생보다 민감하게 인식하는 것으로 나타났다. 둘째, 교사와 학생 두 집단 간 이해의 측면을 비교한 결과, 설명, 적용, 공감에서 교사가 요구하는 이해와 학생들이 인식하는 이해에 차이를 보였다(p<0.05). 반면, 해석, 관점, 자기지식에서는 교사가 요구하는 이해대로 학생들이 인식하고 있음을 알 수 있었다. 학교 교육의 궁극적인 목적은 교과의 진정한 이해를 기반한 학습자의 전인적 성장에 있다(강현석, 유제순, 2010). 따라서 교사는 자신이 가르치는 교과 내용에 대한 충분한 이해를 토대로 학생들의 이해에 대한 인식을 고려하여 여섯 가지 이해의 측면이 고르게 반영되도록 학습내용을 다양하게 제시함으로써 진정한 이해에 도달할 수 있도록 해야 할 것이다.

• 한국치위생학회지
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• 제12권1호
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• pp.93-101
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• 2012

Objectives : The purpose of this study was to examine the educational effect of cooperative learning, which enables learners to make portfolio by taking advantage of their knowledge and skills acquired through practice, on an oral prophylaxis practice course in an attempt to stir up the spontaneous learning of learners, their learning interest and problem-solving skills. Methods : The selected dental hygiene students engaged in cooperative learning in oral prophylaxis practice III class in the second semester of their sophomore year by utilizing portfolio that was prepared by altering an inclusive dental hygiene practice model. They completed all the 15-week practice course, and then their portfolio was evaluated. They were divided into eight nonequivalent groups whose members were all different in academic standing, and their learning strategies and academic self-efficacy were checked before and after the instruction was provided. And their satisfaction with the class was investigated after the instruction was provided. Results : 1. There were significant gaps to $0.36{\pm}0.07$ in the charge of learning strategies after they engaged in cooperative learning(p<0.01). There were the broadest differences in cognitive strategies to 3.61, followed by metacognitive strategies to 3.19, and significant differences were found in all the subfactors(p<0.01). 2. There were significant gaps in the charge of self-efficancy to $0.13{\pm}0.06$ after they engaged in cooperative learning(p<0.01). There were the widest differences in self-regulating efficancy to 3.49, followed by confidence to 3.03 and task difficulty preference to 2.97, and significant differences were found in all the subfactors(p<0.01). 3. When their satisfaction level was analyzed after engaging in cooperative learning, there were significant gaps to 3.94 in the satisfaction level with all of the lectures(p<0.01). There were significant gaps in the satisfaction level with lecture to 4.20, with ensuring academic achievement to 4.13 and with cooperative learning to 3.48 (p<0.01). Conclusions : The above-mentioned findings indicated that cooperative learning had a positive impact on the learning strategies, academic self-efficacy and class satisfaction of the learners, and this study is expected to lay the foundation for the development of new teaching methods for dental hygiene.

• 교육공학연구
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• 제33권1호
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• pp.105-135
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• 2017

이 연구는 수업코칭, 수업장학, 수업컨설팅의 공통적 속성과 차별적 속성을 밝힘으로써 각각의 수업개선 활동을 개념적으로 구분하고 용어 간 관계를 살펴보는데 목적이 있다. 수업 개선을 위한 지원 활동으로서 수업코칭, 수업장학, 수업컨설팅은 수업의 개선과 교사의 수업전문성 신장을 근본적 목적으로 한다는 점에서 공통의 속성을 갖는다. 그렇지만 각각의 영역은 사회적 흐름과 교육현장의 요구에 따라 변화하며 고유한 활동 체계를 만들어 냈다. 따라서 각 활동의 개념과 속성, 영역을 구분해보는 것은 의미가 있다. 구체적인 연구문제로는 첫째, 코칭, 장학, 컨설팅의 유래는 무엇인가?, 둘째, 기존 국내 연구에서 수업코칭, 수업장학, 수업컨설팅은 어떻게 정의되는가?, 셋째, 수업코칭, 수업장학, 수업컨설팅의 공통적 속성과 차별적 속성은 무엇인가? 로 설정하였다. 연구 목적 달성을 위해 문헌분석을 실시하였으며 먼저 코칭, 장학, 컨설팅의 개념적 유래와 사전적 의미를 각각 살펴보았다. 또한 수업코칭, 수업장학, 수업컨설팅과 관련하여 국내에서 이루어진 선행 연구를 살펴봄으로써, 연구자에 따라 각 개념을 어떻게 정의하고 있는지 정리하였다. 수업코칭, 수업장학, 수업컨설팅 개념 간 양자비교도 하였는데, 우선 수업코칭과 수업컨설팅의 행위의 대상, 문제해결 방식, 컨설턴트와 코치의 역할에서 차이를 보였다. 수업코칭과 수업장학의 구분은 참여주체 간 관계, 장학담당자와 코치의 요건, 문제의 정의와 해결과정을 기준으로 볼 때 가능하다. 수업컨설팅과 수업장학은 분석대상, 참여주체 간 관계, 문제 원인과 해결방안, 실행에서 차이를 보였다. 마지막으로 수업코칭, 수업장학, 수업컨설팅의 기존 정의를 분석하여 공통적 속성과 차별적 속성을 찾아내고, 세 개념 간 구분과 관계를 설명하였다. 결론에서는 수업컨설팅의 개념이 활동의 성격을 보다 잘 담아낼 수 있도록 재정의 될 필요가 있으며, 수업장학과 수업코칭 간의 관계를 재고해 보는 연구가 필요함을 제안하였다.

• 한국정보과학회논문지:소프트웨어및응용
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• 제37권3호
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• pp.222-232
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• 2010

본 연구는 교수자들이 효율적인 수업활동을 전개하기 위해 수업설계 과정에 쉽고 빠르게 접근할 수 있도록 수업설계 시스템을 개발하는 것이 목적이다. 이를 위해 체제적으로 정교화된 Dick & Carey 수업설계 모형과 매체 활용을 위한 ASSURE모형을 수업설계 시스템 개발에 적용하였다. 이 시스템의 모듈은 과목별 수업설계 모듈, 차시별 수업설계 모듈, 포트폴리오 모듈 등 3단계로 정의하였으며 각각의 단계별 모듈을 활용하여 수업설계에 필요한 요소들을 입력할 수 있도록 개발하였다. 각 단계별 수행 시 정의와 예시 등을 안내하여 교수자의 이해를 돕도록 하였다. 포트폴리오 모듈에서는 수업설계 작업을 모두 데이터베이스화 하여 개별 교수자의 수업설계 결과를 축척할 수 있도록 하였고 지속적인 수업개선자료로 활용될 수 있도록 하였다. 이로서 이제까지 수업활동에 대해 교수자 개인별 경험 및 주관적 판단에 의해 수업설계가 이루어지는 것을 체제적으로 수엽설계를 할 수 있도록 지원하는 웹기반 수업설계 시스템을 구현한 것이다. 개발 후 지속적인 워크숍을 통해 만족도를 조사하였고 실제 수업현장에서 사용한 것에 대한 반응을 조사하여 분석하였다. 분석 결과 전공별 특성에 따라 다양하고 세분화된 수업설계 시스템의 요구와 수업설계 시 단계별 선택 방법을 사용자 중심으로 가능하도록 요구하였으며 나만의 공간인 포트폴리오 기능을 더욱 강화해야하는 등의 다양한 의견이 제시되었다.

• 한국치위생학회지
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• 제10권1호
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• pp.173-183
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• 2010

Objectives : The purpose of this study was to provide basic materials for defining educational direction of dental hygiene department and establishing the instruction to improve direction consulting and academic effect of dental hygiene department student. Methods : The researcher surveyed the relation among job aptitude, academic ability and academic performance by selecting 131 dental hygiene department students of P university as study targets. Results : For high school classifications, direction searches and academic abilities of dental hygiene department students of P university, it was found that classical high school was 68.7% and vocational high school was 31.3%. For job aptitude, social type was 58.0% and artistic type was 26.0% so they were usual. For academic ability, interpersonal relation($12.78{\pm}1.34$), music/rhythm was($12.32{\pm}1.09$) and natural($12.32{\pm}1.00$) showed high scores in order over the first, the second and the third field and language/vocabulary(22.6%) and music/rhythm(21.6%) was the next. For academic performance depending on high school classification, job aptitude and academic ability, there was a significant difference in high school classification by classical high school($86.55{\pm}8.21$) and vocational high school($85.34{\pm}11.31$)(p<0.05) and there was also a significant difference in job aptitude by social type($85.45{\pm}9.42$) and artistic type($88.41{\pm}6.93$)(p<0.05). In the mutual relation between academic ability and academic performance, the high academic ability score in the first field was led to the high score in the second and the third field, showing significant mutual relation(p<0.00). Conclusions : This research has been accomplished by college students of dental hygeine department, so you have to consider before generalizing these results. Therefore it is required to research more, likewise using a comparison with other students or it should be conducted by general people.

• 한국치위생학회지
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• 제14권3호
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• pp.363-370
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• 2014

Objectives : The purpose of the study is to investigate the effect of the oral hygiene care program in stroke patients. Methods : The subjects were 62 stroke patients of rehabilitation department in Youngnam University Hospital in Daegu. The study was carried out from January, 2010 to October, 2010. Intervention group was 35 and the control group was 31 patients. Tooth brushing instruction, oral health education and scaling were implemented in all patients at baseline. This program was conducted 5 times during hospitalization in intervention group. Results : In the intervention group, the mean age was 59.2 years, and women accounted for 66.7% and the control group consisted of 72.4% of women and mean age was 58.5 years. The average of the number of permanent teeth with experience of dental caries, the values of dental calculus index, plaque index, bleeding index and tooth mobility were 11.88, 11.79, 9.91, 3.16 and 1.16, respectively. The control group showed 10.21, 11.79, 9.91, 3.16 and 1.16, respectively. The proportion of subjects whose CPI was higher than 3 accounted for 97%, and the O'Leary index score was 38.6 in the intervention grou. The control group showed 100% and 38.79. Conclusions : Oral condition improved significantly in the intervention group in the third session. These findings may provide essential information for oral health program planning and implementation.

• 한국치위생학회지
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• 제7권2호
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• pp.167-176
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• 2007

Objectives: The purpose of this study was to investigate the dental caries activity of some commercial drinks. Methods : Acidity levels were recorded as pH values of original drinks and amount of 50%-sodium hydroxide(NaOH) required to neutralize by titration 50.00ml of the drink(It was called titratable acid). Acidity of the drinks with S. sobrinus was measured at an interval of one hour after incubating ($37^{\circ}C$) the test drinks and control solution which was composed 20.00ml of neutralized drinks as pH 7.0 with 0.2ml of a pooled suspension of S. sobrinus. Results : The drink with the highest pH value was the Cow's milk(pH $6.70{\pm}0.01$), and the most acidic was the Carbonated drink(pH $2.40{\pm}0.02$). The drink with the highest buffer effect was the Fruit juice($139.78{\pm}0.76$), and the lowest was the Glucose solution(control, $4.42{\pm}0.20$). The drinks with S. sobrinus during incubation at $37^{\circ}C$ for 24h were decreased to below critical pH 5.5. Spending times from pH 7.0 to pH 5.5~5.0 were Glucose solution(less than 1h). Carbonated drink(3h), Fruit juice(5h), Cow's milk(8h) and Mixed drink(21h). Conclusions: These results show that some commercial drinks with S. sorbrinus have the possibility of tooth decalcification. Thus, it is suggested that the people who have the low salivary secretion rate and the children who sleep without toothbrushing after drinking need the instruction for diet control and oral health education.

• 대한간호학회지
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• 제17권1호
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• pp.52-63
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• 1987

Il-primigravidas who visited antenatal clinic and their husbands were taught lamaze childbirth education by the investigator in the third trimester of pregnancy. Lamaze childbirth educational course consisted of six weekly class totaling twelve hours of instruction. A questionnaire was adminstered to subjects for the evaluation of Lamaze educational Program. 21-questions were rated on a Likert-type scale containing five responses and subjects described the advantages, the disadvantage, and the difficulties of lamaze childbirth education course. The results of the study were as follows; 1. The core contents of lamaze childbirth educational Program were Process of labor, anatomy and physiology of the female body, the care of newborn, maternal-infant attachment, breathing patterns to be used at the appropriate stage of labor, techniques for conscious relaxation of muscles during labor and delivery, and exercise to limber and prepare the body for the work of labor and delivery. All couples understood the above core contents very well and there were not significant differences between the understanding scores of wives and those of husbands (p>0.05). 2. 81.8% of couples Practiced breathing pattern to be used at the appropriate stages of labor one or three times a day and 72.7% of couples practiced conscious relaxation of muscles one or three times a day. 3. The contents of Lamaze childbirth educational program were easy for the couples to understand, and the total length, the amounts and the structures of 6-classes were appropriate. 4. Lamaze childbirth educational program was very useful, necessary, interesting, and successful to achieve the couples' objectives. 5. The couples expressed that they had positive attitude and high self-esteem, and reduced their anxiety on the pregnancy and labor.