• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권3호
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• pp.441-463
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• 2015

본 연구의 목적은 스토리텔링을 적용한 2009개정 교과서로 직접 수업을 진행한 중학교 담당교사들을 대상으로 스토리텔링에 대한 인식을 조사하고, 수업의 활용 실태를 분석하여 스토리텔링의 효과적인 현장 적용을 위한 기초 자료를 제공하고자 하는 것이다. 이를 위해 스토리텔링 교과서에 대한 중학교 교사들의 인식과 스토리텔링 수업의 활용 실태를 알아보는 설문지를 구성하였고, 경기도 김포시와 일산, 부천 지역에 근무하는 중학교 1,2학년 담당교사 48명을 대상으로 설문 및 면담을 통한 조사 연구를 실시하였다. 연구결과, 교사들은 스토리텔링 교과서의 다양한 소재와 활동에 따른 창의력과 사고력 증진에 대해 긍정적인 반응을 보였으나 스토리텔링에 대한 깊이 있는 이해가 부족하였고, 교과서의 내용과 구성의 부자연스러움을 지적하였다. 또한 여러 가지 형태의 스토리텔링 자료들이 활용되고 있었는데, 특히 동적인 자료가 수업에 많이 활용됨을 알 수 있었다. 교사들은 단원의 도입부분에 스토리텔링을 가장 많이 활용하고 있으며, 교사와 학생간의 문답활동을 통하여 수학 개념이 전달되는 형태로 스토리텔링 수업이 많이 진행되는 것으로 나타났다.

• 한국과학교육학회지
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• 제17권1호
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• pp.55-64
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• 1997

Experiments done in traditional physics laboratories have been criticized for giving too detailed instruction so that student could follow the experimental procedure without understanding. This type of experiment is often called "cookbook experiment." Cookbook experiment was known to be little help to understand the physics concepts and to increase student interest. To solve these problems with traditional cookbook experiment, non-directive introductory physics laboratory was designed and tried with the freshmen of Department of Physics Education of Seoul National University. Non-directive laboratory was characterized by the lack of step by step instruction for students to follow. The instruction students received consisted of the goal of experiment, a short introduction, and a list of suggested materials to be used. Student designed the experimental procedure and decided what material they wanted to use. One group submitted one lab report as a group to encourage cooperation among students. Lab report could be written in any form students wanted and no penalty point was given to poor data or inappropriate theory, etc to encourage taking risks. Penalty points were given if the students did not get involved during class hours. Student received extra point for being creative and / or working hard. Teaching assistants used Socratic dialogue in helping students to find their own way instead of explaining what they had to do. Students' interest about the non-directive experiment was studies at the of the semester. A questionnaire was made for students to answer. The questionnaire consisted of four categories, the equipment and the laboratory, the experimental procedure, the lab report, and teaching assistant. For each category, student were asked to explain the differences from other laboratory classes, features they liked and the reasons why they do, features they did not like and why they did not. At the end of the questionnaire, students were asked what hey wanted to change and what they did not. They also could put any opinion they had other than the questions asked. Student overall opinion was very positive. All the students said they liked the lack of detailed experimental procedure because it gave them the feeling of achievement, made them feel challenged and think in more diverse and creative ways. Students liked the lab report because group report forced them to discuss more and the free form lab report helped them to focus on the what they did. Student responses about the teaching assistant was also positive but not as enthusiastic as the experimental procedure or lab report. However students recognised that the role of the teaching assistant was as a guide, a supporter, or a facilitator.

• 한국과학교육학회지
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• 제22권3호
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• pp.466-477
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• 2002

본 연구에서는 바람직한 질문의 일반적인 예를 제시하고 질문 만들기를 연습시킴으로써 학생 질문의 양과 질의 향상을 기대한 종전의 연구와 달리 적절한 물리 연습 문제 풀이를 통해서 학생의 질문이 향상될 것을 가정하였다. 이 연습에서는 전문가가 물리 문제를 풀 때 사용하는 방략을 단계적인 문제 풀이 안내의 형태로 구성하였는데 각 단계에서 조작적인 지시 사항을 사용하여 학생에게 기대되는 행동을 명시적으로 제시했다는 뜻에서 가시화 연습이라고 하였다. 이러한 문제 풀이 과정은 이해가 부족한 부분을 구체적으로 인식하도록 돕고 따라서 학생이 스스로의 질문을 정확하게 인식하고 표현하는데 긍정적인 영향을 미칠 것으로 기대되었다. 연구의 대상은 이공계 물리학 강좌를 수강하는 서울지역 대학 일학년 학생이었다. 수업의 대부분은 동일하고, 다만 연습문제 풀이를 할 때 실험집단은 전문가의 문제 풀이 방략을 가시화하는 연습 활동을 했고, 통제집단 학생들은 교과서에 있는 연습 문제를 전통적인 방법으로 풀었다. 학생들의 질문을 조사하기 위해 과제물을 부여할 때 또는 시험을 실시할 때 자신이 어려웠던 부분에 대해서 서술할 것을 요철하였다. 즉 본 연구에서 질문은 학생들이 자신의 경험한 어려움에 대해서 글로 서술한 것을 의미하며 의문문의 형태가 아닐 수도 있다. 수집된 질문을 질문의 양과 질, 두 가지 측면에서 분석하였다. 실험집단의 학생들은 통제 집단의 학생들보다 자발적으로 질문을 표현하는 경향이 있었다. 학생 질문의 내용에서 많이 관찰된 첫째 특성은 자신의 어려움에 대한 구체적인 표현의 중가이다. 두 번째 특성은 과정적 지식의 지식의 필요를 인식했다는 점이다. 구체적인 표현과 과정적 지식에 관한 인식은 모두 실험집단에서 다 많이 관찰되었다.

• KIEAE Journal
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• 제14권2호
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• pp.77-86
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• 2014

Plenty of efforts have been made in the traditional architecture of Korea, Hanok, to develop various elements such as restoration, the introduction of new design, and energy-saving while systemic setups on standard and evaluation of eco-friendly energy design of Hanok are lacking. If we evaluate energy performance based on current standards without reflecting unique features of Hanok on the system, Hanok will be included in the very low grade among the residential buildings being included in the approval system of eco-friendly architecture or the unique features will be modified and the burden of increased construction cost. Therefore, this study is to prepare the basic reference for the introductory evaluation system by evaluating the energy performance level of NEO-Hanok based on the current building energy rating system. The result for NEO-Hanok based on the building energy rating system, we propose the rating standard with scorecard elements of NEO-Hanok by considering the necessity of identity and standard for NEO-Hanok. As a result of infiltration test to check the tightness, it was measured as 10.81 times/h (50 ACH). As we switch from the main insulation for the wall from the glass wool 64k(0.035W/mk) to rigid polyurethane foam first class first unit (0.024W/mk), the result was slightly increased from the first demand quantity rating yield $249.8kWh/m^2{\cdot}yr$ to $235.0kWh/m^2{\cdot}yr$. Current certificate system is focused more on the heating load than the cooling load, it is disadvantageous for Hanok, which has less cooling energy consumption in summer. The rating result from the target building study is level 4.

• 수산해양교육연구
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• 제25권1호
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• pp.12-28
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• 2013

The purpose of this study was to develop storytelling Instructional model for promote problem-solving in a Blended learning Environment. To achieve the purpose, the study was performed by dividing into two stages. First, the draft of storytelling Instructional model was proposed by performing a literature survey and a case study. Second, the draft model was applied to the actual work. And the draft was modified and developed to the final model on the basis of the draft model's strength and implemented to 28 students who were the sophomore of child care education department and enrolled the profession class of at S University for 6 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying storytelling technique to the beginning stage of learning. Instructional model storytelling consists phases Preparing to perform Storytelling, Building the team and role sharing team, Problem providing, Planning for problem solving, Brend Story structuralization, Cooperative Learning and Problem solving, announcement of the results and evaluating and reflection of general. And then learning supporting components for a facilitator and a learner were prepared for each process. Established in a Blended learning Environment was created based on all-line, how to teach and learning supporting organization. Final Model was suggested as a blueprint for stages actual learning which was consisted of a introductory storytelling part, an main storytelling part and a post storytelling part.

• 한국지구과학회지
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• 제27권3호
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• pp.269-278
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• 2006

본 연구에서는 교양지구과학과목을 수강하는 36명의 예비과학교사를 대상으로 가상현실(VR)의 사용을 한 차시에 걸쳐 시도하였다. 수업을 하기 전과 후에 구성주의 학습환경 조사(CLES)를 실시하였다. CLES의 주된 초점은 수업이 학생중심 수업환경을 얼마나 잘 보조하고 지원하는가다. 학생의 자신의 수업환경에 대한 사전 및 사후검사는 여섯가지 하위 영역으로 나뉜다.: 학생적절성, 비판적 시각, 교실통제의 나눔, 학생 간의 타협, 과학적 불확정성, 태도이다. 아울러 가상현실에 대한 미래교사의 인식에 대한 설문지도 실시하였다. 미래의 과학교사들이 가상현실 자료를 교실에서 사용하는 것에 대하여 어떻게 생각하는가를 본 연구를 통해 알아보고자 했다. 이들 결과를 바탕으로 교사 주도의 수업환경을 학생의 적극적 참여를 유도하는 수업에로의 변화를 도모하는 것과 같은 기존에 연구되지 않은 측면을 제안하여가상현실의 잠재력에 대한 보다 완벽한 이해를 꾀하려 하였다.

• 한국과학교육학회지
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• 제29권3호
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• pp.329-347
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• 2009

Science curriculums for elementary schools were, traditionally, developed to be balanced in content and contain equal proportions of the four branches of science: physics, chemistry, biology, and earth science. To develop a successful science curriculum, we asked some questions about how elementary students recognize these branches and about what they think of the domains of science in the science curriculum. Our study was designed to investigate how elementary students classify the domains of science in the curriculum. Previous research (Lee et al., 2001) seemed not to be successful, because verbal expressions in that research might be inappropriate for elementary students who were unaccustomed to the technical language of science. For this reason, instead of using only words, we developed image card instruments, made of picture duplicates of the introductory covers of each unit in the 3$^{rd}$, 4$^{th}$, and 5$^{th}$ grades' science textbooks. We asked students to classify these cards into their own categories and record the reasons for classifying them. The ratio and distribution of the units was then analyzed to identify their view of the science domains. 30% of the 4$^{th}$ grade students created the following categories: 'nature,' 'observation,' 'seasons,' 'living things,' 'sounds,' 'separating,' and 'the things necessary for everyday life'. In the case of the 5$^{th}$ grade, over 30% created the categories of 'living things,' 'weight,' and 'water.' Over 30% of the 6$^{th}$ grade created the categories of 'nature,' 'light,' 'water,' 'living things,' 'solution,' 'fire,' 'properties of an object,' and 'experiment.' Upon scrutinizing the above results, we discovered that the science domains selected by students into three types of domains: academic contents and concepts; activities related to a science class; and lessons and experiences in students ' lives. The last category was a new, complex kind of domain. We concluded that students did not utilize the four branches of science when constructing their own domains of science. Instead, they created many alternative domains, which reflected students' thoughts of and their experiences. The educational needs of elementary students suggest that when organizing science curriculum as 25 % allocation of the four science branches, newly-created domains should be considered.

• 한국조경학회지
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• 제45권3호
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• pp.80-91
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• 2017

본 연구는 최근 젊은 층을 중심으로 확산되고 있는 한복나들이의 행위 주체인 한복나들이객과 그들이 방문하고, 선호하는 장소의 특성을 밝힘으로써 경복궁에 한복나들이객이 집중되는 요인을 규명하는 것이다. 한복나들이객의 자발적 취미활동을 경관 프로슈머적 관점에서 해석하고, 도시경관적 의의를 고찰하고자 한다. 한복나들이객을 대상으로 심층인터뷰, 현장인터뷰, 현장관찰조사를 실시한 결과, 한복나들이객은 다양한 층위가 있었다. 한복나들이객은 한복에 대한 인식, 이용방식, 활동에 따라 선도그룹, 진입그룹, 단순체험그룹으로 구분되며, 선도그룹과 진입그룹은 한복나들이 활동의 지속성에 따라 자발적 취미계층으로 분류된다. 한복나들이 장소로서 경복궁 방문 목적과 요인에 그룹별 차이가 있었다. 선도그룹은 홍보, 모임, 문화 활동을 위한 장소와 주변 목적지에 방문하기 위한 집결장소로 경복궁을 방문하는 경우가 많았다. 이 경우, 경복궁의 전통적인 경관 외에 교통 편리성, 경복궁과 주변지역의 전통문화 전시 및 행사가 주 요인으로 나타났다. 진입그룹은 경복궁의 전통적인 경관과 주변 문화시설 이용을 목적으로 방문하는 경우가 많았다. 단순체험그룹은 경복궁의 전통적인 경관과 한복 착용자가 많은 점이 방문 요인으로 작용했다. 단순체험그룹은 한복나들이 장소로 경복궁을 최초로 방문하고 있어, '한복나들이 입문 코스', '한복놀이터'로서 경복궁의 새로운 장소성을 확인하였다. 한복나들이 향유계층은 오프라인의 실제 장소에서 장소와 경관을 소비하고, 동시에 새로운 경관을 생산하며, 소셜미디어와 1인 미디어 등 온라인에서 경관 이미지를 생산함으로써 '경관 프로슈머'적 성향을 지닌다. 이들의 다채롭고 자발적인 움직임은 도시경관에 역동성을 부여하며, 이는 도시의 새로운 문화자산이라는 의미를 지닌다. 그동안 국내외 소비자학 및 마케팅 분야에 국한되어 연구된 프로슈머의 개념을 한복나들이객이라는 자발적 취미계층을 통해 '경관 프로슈머'를 개념화하고, 도시경관적 의의를 고찰하였다는 점에서 본 연구의 의의가 있다.

• 한국환경교육학회지:환경교육
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• 제3권1호
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• pp.141-152
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• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

• 한국직업건강간호학회지
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• 제6권2호
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• pp.144-155
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• 1997

In December 1990, Occupational Safety and Health Law was amended to reinforce employer's responsibilities on employees' health and safety. Among the amended law it was important to expand the role of an occupational health nurse to the role of an occupational health manager. An occupational health manager should take charge of coordinating periodic health examination and environmental hazard evaluation, providing primary care, monitoring employees' health status, giving the workplace walk-through, selecting safe protection equipment, providing health information, counseling and health education, independently. This position of occupational health nurse is equivalent to the role of doctors or occupational hygienists. In 1991, government made a master plan to prevent occupational disease and injury. Under the plan, Korea Industrial Nursing Association (KINA) was established in 1994 with the purpose of improving health services and upgrading career opportunities for members. Therefore, this study was designed to analyze the transition of occupational health nursing education with the changes of law and policy in Korea between 1991 and 1996. In details, it was to analyze the rate of school providing occupational health nursing practice based lecture, lecture hours, lecture contents in undergraduate curriculum, program contents of graduate school, kinds of continuing education, etc. For this purpose, we conducted survey two times. In February 1991, baseline study was conducted with all nursing programs in Korea (19 BSN programs and 43 nursing departments of junior college). From April to May in 1996, the second survey was conducted with all nursing programs (38 BSN programs and 69 junior colleges). The first response rate was 66.1% and the second was 40.6%. Structured questionnaires were mailed to the deans or the community health nursing faculties. In the case of graduate school, telephone survey was conducted with 10 school of public health or environmental health area. Data from the yearbook of Industrial Safety Training Institute (ISTI), the history of Korea Industrial Health Association, and the journals of KINA were also included in the analysis. As the results, we found that there were remarkable improvement in undergraduate and graduate programs, obligatory as well as voluntary continuing education in terms of occupational health nursing expertise between 1991 and 1996. 1) The number of school providing occupational health nursing practice-based lecture was increased with the rate from 7.3% to 25.6%. The rate of school giving over 15 class-hours was increased from 33.3% to 46.6%. 2) Content areas were composed of introduction of occupational health, occupational epidemiology, industrial hygiene, occupational disease and injury, law and policy, health education, concept of occupational health nursing, role of occupational health nurse, occupational health nursing process, etc. Of content areas, occupational health nursing process was more emphasized with the increased rate from 43.9% to 88.4%. 3) In the case of graduate school, occupational health programs were increased from 4 to 10. One of them has developed occupational health nursing program as an independent course since 1991. 4) The law increased educational hours from 28 hours to 36 hours for introductory course at the time of appointment, and from 14 hours to 24 hours every 2 years for continuing education. Course contents were Occupational safety and health law, introduction of occupational health, health education methodology, planning and evaluation, periodic health exam, occupational disease care, primary care, emergency care, management, industrial environment evaluation, etc. In 1996, Korea Industrial Nursing Association has begun to provide continuing education after Industrial Safety Training Institute. 5) Various educational programs in voluntary base were developed such as monthly seminar, CE articles, annual academic symposium, etc. It was shown that changes of law and policy led rapid growth of occupational health nursing education in various levels. From this trend, it is expected that occupational health nurse expertise be continuously to be enhanced in Korea. Legal and political supports should proceed for the development of occupational health nursing in early stage.