• 한국지구과학회지
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• 제29권7호
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• pp.626-639
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• 2008

고등학교 과학교과서의 개선을 위한 제안을 제시하기 위해 한국과 미국 고등학교 지구과학 교과서의 지질학 영역에 있는 탐구 활동이 탐구내용, 탐구과정, 탐구상황 면에서 평가되었다. 탐구활동의 내용에서, 한국 교과서는 단원 당 5.8개로 미국 교과서의 단원 당 4개보다 더 많은 탐구활동 개수를 포함하고 있었다. 한국 교과서는 대부분 도표나 그래프 등 자료해석에 관련된 탐구활동을 포함하고 있고 미국 교과서는 스스로 조작하는 실험이나 자료변형 그리고 직접설계 할 수 있는 탐구활동 기회를 제공하고 있다. 탐구활동 1개당 사용된 탐구과정 개수는 한국 교과서가 평균 1.8개인 반면 미국 교과서는 3개로 미국 교과서가 한국 교과서보다 더욱 다양한 탐구과정을 사용한다는 것을 알 수 있다. 모든 교과서에서 가장 많이 사용된 탐구과정 요소는 추리와 자료해석으로 이 두 요소의 비율은 한국 교과서는 평균 73.3%이고 미국 교과서는 46.2%였다. 즉 한국 교과서는 특정 탐구과정 요소만을 강조하였고, 이런 고르지 못한 탐구과정 요소의 분포는 학생의 통합능력 신장에 저해요인으로 작용할 수도 있을 것으로 판단된다. 특히 통합적 탐구과정에서 미국교과서는 7개의 모든 요소가 다 제시되었지만 한국 교과서는 단지 2개 내지 4개의 요소만이 제시되어 한국 교과서가 미국 교과서보다 학생들이 다양한 탐구능력을 함양할 수 있게 하는 탐구활동을 제공하는데 있어 취약점을 갖고 있다는 것을 말해 준다. 탐구상황 분석에서 한국교과서는 다소 단편적 인이고 실생활과 관련이 낮은 탐구 상황이 제공되었고, 미국 교과서는 좀 더 실생활과 관련되어 적용된 탐구 상황의 내용들로 구성되어 있음을 보여주었다.

• 한국산학기술학회논문지
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• 제21권10호
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• pp.530-540
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• 2020

생태순간평가(Ecological momentary assessment)는 대상자의 현재 경험과 행동을 일상생활 환경에서 실시간으로 반복 측정하는 연구방법으로 수집된 자료를 통해 시간과 맥락에 따른 경험과 행동의 변화를 알 수 있다. Trier Inventory for Chronic Stress (TICS)는 순간 스트레스를 측정하기 위한 도구로써 대상자가 일상생활에서 경험하는 스트레스를 측정할 수 있다. 본 연구의 목적은 축약형 TICS를 한국판으로 번역 후 생태순간평가를 적용하여 수집된 자료로 타당도와 신뢰도를 검증하고자 함이다. 연구대상은 수도권 지역에 위치한 경찰서, 지구대에 근무하는 89명의 경찰 공무원으로 본 연구를 위해 개발된 순간 스트레스 측정 애플리케이션을 대상자 소지의 스마트폰에 설치하도록 하였다. 자료 수집은 1명의 대상자당 총 7일간 하루 4번 순간 스트레스 설문을 통해 수집하였고, 자료 분석은 수집된 총 1163회의 순간 설문 자료를 이용하여 분석하였다. 타당도 검증은 전문가 타당도 분석, 확인적 요인 분석, 한국인 직무 스트레스 점수와 상관관계 분석으로 하였고 신뢰도 검증은 Cronbach's α 값을 확인하였다. 연구 결과 순간 스트레스 측정 도구의 타당도와 내적 일관성 신뢰도는 도구로 활용하기 적합한 수준이었다(I-CVI=.83-1, RMSEA=.104, SRMR=.104, CFI=.948, TLI=.919, Cronbach's α =.839). 따라서 본 도구는 대상자의 순간 스트레스 측정에 유용하게 사용될 수 있을 것이다.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.81-109
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• 1999

This study aims to reflect the basic principles and teaching-teaming principles of Realistic Mathematics Education in order to suppose an way in which mathematics as an activity is carried out in primary school. The development of what is known as RME started almost thirty years ago. It is founded by Freudenthal and his colleagues at the former IOWO. Freudenthal stressed the idea of matheamatics as a human activity. According to him, the key principles of RME are as follows: guided reinvention and progressive mathematisation, level theory, and didactical phenomenology. This means that children have guided opportunities to reinvent mathematics by doing it and so the focal point should not be on mathematics as a closed system but on the process of mathematisation. There are different levels in learning process. One should let children make the transition from one level to the next level in the progress of mathematisation in realistic contexts. Here, contexts means that domain of reality, which in some particular learning process is disclosed to the learner in order to be mathematised. And the word of 'realistic' is related not just with the real world, but is related to the emphasis that RME puts on offering the students problem situations which they can imagine. Under the background of these principles, RME supposes the following five instruction principles: phenomenological exploration, bridging by vertical instruments, pupils' own constructions and productions, interactivity, and interwining of learning strands. In order to reflect how to realize these principles in practice, the teaming process of algorithms is illustrated. In this process, children follow a learning route that takes its inspiration from the history of mathematics or from their own informal knowledge and strategies. Considering long division, the first levee is associated with real-life activities such as sharing sweets among children. Here, children use their own strategies to solve context problems. The second level is entered when the same sweet problems is presented and a model of the situation is created. Then it is focused on finding shortcomings. Finally, the schema of division becomes a subject of investigation. Comparing realistic mathematics education with constructivistic mathematics education, there interaction, reflective thinking, conflict situation are many similarities but there are alsodifferences. They share the characteristics such as mathematics as a human activity, active learner, etc. But in RME, it is focused on the delicate balance between the spontaneity of children and the authority of teachers, and the development of long-term loaming process which is structured but flexible. In this respect two forms of mathematics education are different. Here, we learn how to develop mathematics curriculum that respects the theory of children on reality and at the same time the theory of mathematics experts. In order to connect the informal mathematics of children and formal mathematics, we need more teachers as researchers and more researchers as observers who try to find the mathematical informal notions of children and anticipate routes of children's learning through thought-experiment continuously.

• 과학교육연구지
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• 제44권3호
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• pp.331-344
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• 2020

본 연구는 한국과 캐나다의 수학 교과서 중 수와 연산 영역을 초등학교 5, 6학년을 중심으로 비교·분석하여 한국 초등학교 수학교육과정 및 교과서 개발에 의미 있는 시사점을 찾는 데 목적이 있다. 이를 위해 한국과 캐나다 초등학교 수학과 교육과정 및 수학 교과서의 교과서 구성 체제를 비교·분석하고, 수학 교과서 수와 연산 영역의 학년별 도입 시기 및 초등학교 5, 6학년 수와 연산 영역의 학습 내용을 비교·분석하였다. 본 연구의 결론은 다음과 같다. 첫째, 학습한 수학적 개념과 연산을 사칙연산의 종류나 수학 영역에 구애받지 않고, 실생활과 밀접하게 연관된 문제 상황 속에서 자연스럽게 도입하여 통합적으로 문제를 해결할 수 있는 교과서 구성이 필요하다. 둘째, 실제 사진과 수학, 과학, 기술, 공학, 예술 등의 소재를 사용한 문항 구성 및 읽을 거리로 수학의 필요성과 유용성을 느낄 수 있도록 하는 교과서 구성이 필요하다. 셋째, 다양한 실제 교구 및 수학 모델의 사용을 통한 충분한 수학 원리 학습, 공학 도구를 사용하여 문제해결 전략에 초점을 맞춘 교과서 구성이 필요하다. 넷째, 분수와 소수 학습에 대한 학습 지도 시기나 학습 내용 구성 및 전개 방법에 대한 깊이 있는 논의가 필요하다.

• 이베로아메리카
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• 제13권1호
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• pp.123-152
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• 2011

The long standing people's culture of Latin America based on social solidarity of the communities makes the political relations between the leader and the people very different from them of the european societies based on the representative democracy. At any rate, the main stream of the Populist Discourses sees the real populist political processes with the pejorative senses attributing the demagogue style of the leaders. In these sense, it is very important to re-consider the populism discourses of Ernesto Laclau who thinks that the populism is a way of interpreting the emergence of the people to establish the social demands in the context of populist real politics. According to Laclau, "the populism seeks for the radical reconfiguration of the revolt of the 'Status Quo' and new order". This work will confirm if this interpretation of Laclau can be applied to Peronist political regime. Meanwhile the first group of the orthodox line of the discourses on populism including Gino Germani shows that the populism is a political movement based on the manipulation and demagogue by the charismatic leader of the irrational mass during the period in transition after the crises of the traditional oligarchy in Latin America. And another line of the main stream of discourses on populism including Cardoso and O'Donnell says that the populism is a political phenomena in a period of transition towards the modernization and the national development by means of the industrialization through the substitution of the imports and the alliance between the classes after the 1930's. But these principal interpretations on populism disregards that in Argentina many urban poor working class people had lived under the racist, unequal painful social relations due to the underestimation and the discrimination by the upper and the middle class with many intellectuals. But Peronism had considered them as the new social subjects with human dignities. And so we have to rethink the clientelism also with another meanings. In this sense, the theories of Ernesto Laclau on populism is very helpful to illuminate the sensitive and ambiguous meanings of Peronism. Especially Peronism makes the urban working class maintain their life styles more tended to them of the traditional communities and go towards the anti-Status Quo. That is a key of success of Peronism not only that time but until these days. And so this study will show that it is the most important thing that Peronist regime had made the emergence of the 'people' in the meaning of advancing the democracy in Argentina.

• Spatial Information Research
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• 제21권5호
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• pp.83-91
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• 2013

정보통신기술(ICT)의 발전에 따라 실시간성, 이동성 및 맞춤성 등의 특성으로 대표될 수 있는 오늘날 스마트 사회에서는 공간정보 분야가 보다 적극적으로 사회적 필요성에 대응할 수 있는 방안 마련이 요구된다. 왜냐하면 공간정보는 모든 사람활동의 기반이 되는 매우 중요한 기반인프라로서 정보통신의 발달과 더불어 매우 중요한 사회적 기반(Social Infrastructure)으로까지 승화되고 있기 때문이다. 이러한 추세에 발맞춰 이미 공간정보를 기반으로 다양한 콘텐츠와 기기 등이 결합된 융복합 공간정보 관련 제도기반으로서 공간정보산업진흥법이 마련되어 있다(법제2조7항, 법제4조5항). 그러나 보다 구체적으로 융복합 공간정보서비스의 명확한 정의 및 세부 지원방안 등이 향후 발전과제로 남이 있다. 이상과 같은 시대적 배경 하에 본 연구수행의 목적은 스마트사회에 요구되는 공간정보서비스로서 융복합 공간정보서비스의 추진방향과 실현방안을 제시하는데 있다. 특히, 최근 공간정보 수요는 글로벌, 국가 및 지역 등 다양한 공간위계에서 융복합화의 필요성이 재기되고 실제 실행서비스들이 구현되고 있는 추세에 있다. 따라서 이러한 수직적 공간위계별로 스마트사회의 특성과 공간정보의 역할변화를 고찰하고, 사회적 수요에 대응한 융복합 공간정보서비스 추진의 기본방향과 실현방안을 제시하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권1호
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• pp.145-174
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• 2009

아동들이 형식 교육을 받기 이전에도 수학을 이해하고 있으며 학습능력에 따라 이런 이해에 차이가 있을 것이라는 가정을 검증하기 위해서 본 연구를 실시하였다. 이를 위해서 초등학교 1, 2, 3 학년 학생들이 분수를 학습하기 전에 형성하고 있는 분수에 대한 개념 그리고 학년 및 학습능력에 따른 분수 개념들의 이해 정도를 알아보았다. 학습능력은 추론능력 및 학업성취도를 조합한 것으로 조작적 정의를 하였으며, 학습능력에 따라 학년별로 6명씩(상, 중, 하 각 2명)을 연구 대상으로 선정하였다. 분수개념에 대한 과제를 개발하고, 구조화된 면담을 실시하였으며, 질적 분석을 위해 비디오 녹화, 면담 프로토콜, 관찰 등을 통해 아동의 반응을 수집하고, 아동들의 반응은 유형에 따라 분석하였다. 분석 결과로부터 다음과 같은 결론을 얻을 수 있었다. 아동들은 형식 교육을 받기 이전에 분수에 대한 다양한 비형식적 지식을 형성하고 있었으며, 이 중에는 분수의 형식적 학습에 바탕이 될 수 있는 것과 오개념을 유도할 수 있는 것이 존재하였다. 또한 아동이 형성한 비형식적 지식에는 학년, 학습 수준에 따라 차이가 존재하였다. 이는 비형식적 지식이 다양한 학습 경험과, 일상생활의 경험에 영향을 받기 때문인 것으로 분석되었다.

• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.97-104
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• 2022

European integration processes have acted as a catalyst for the emergence of a new type of educational environment, which is characterized by competent flexibility of specialists. Therefore, the article focuses on professional training of teachers in the context of European integration processes using information technology and the search for innovative methods of training specialists. One of the educational priorities in Europe is to create a new model of a teacher who has an academic education, knows innovative methods, is able to perform functions and tasks efficiently and professionally, adequately, quickly and correctly respond to changes and innovations. The tasks facing education in the European dimension are formulated. The main trends in the education of teachers in modern Europe are described: the need to deepen and expand subject training programs in pedagogical institutions of Higher Education, which will allow autonomy of activity, awareness of responsibility for independent creative decisions, create favorable conditions for the development of professionalism through the use of Information Technology and the search for innovative methods of training specialists. At the present stage, various models of teacher training are being developed based on the University and practical concept using information technology and searching for innovative methods of training specialists. On this basis, two different theories of perception of teacher education were formed: as preparation of teachers for work throughout their professional career; as preparation for the first years of professional work, which is periodically repeated in the process of continuous professional training and improvement. Among the advantages that the use of Information Technology and the search for innovative methods of training specialists to implement the learning process, it is worth mentioning the following: simultaneous use of several channels of perception of the student or student in the learning process, thanks to which the integration of information processed by different sensory organs is achieved; the ability to simulate complex real experiments; visualization of abstract information by dynamic representation of processes, etc.

• 대한지리학회지
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• 제38권
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• pp.15-36
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• 1988

In this paper, I consider the development of methods in contemporary human geography in terms of a dialectical relation of action and structure, and try to draw a new horizon of method toward which geographical research and spatial theory would develop. The positivist geography which was dominent during 1960s has been faced both with serious internal reflections and strong external criticisms in the 1970s. The internal reflections that pointed out its ignorance of spatial behavior of decision-makers and its simplication of complex spatial relations have developed behavioural geography and systems-theoretical approach. Yet this kinds of alternatives have still standed on the positivist, geography, even though they have seemed to be more real and complicate than the previous one, The external criticisms that have argued against the positivist method as phenomenalism and instrumentalism suggest some alternatives: humanistic geography which emphasizes intention and action of human subject and meaning-understanding, and structuralist geography which stresses on social structure as a totality which would produce spatial phenomena, and a theoretical formulation. Human geography today can be characterized by a strain and conflict between these methods, and hence rezuires a synthetic integration between them. Philosophy and social theory in general are in the same in which theories of action and structural analysis have been complementary or conflict with each other. Human geography has fallen into a further problematic with the introduction of a method based on so-called political ecnomy. This method has been suggested not merely as analternative to the positivist geography, but also as a theoretical foundation for critical analysis of space. The political economy of space with has analyzed the capitalist space and tried to theorize its transformation may be seen either as following humanistic(or Hegelian) Marxism, such as represented in Lefebvre's work, or as following structuralist Marxism, such as developed in Castelles's or Harvey's work. The spatial theory following humanistic Marxism has argued for a dialectic relation between 'the spatial' and 'the social', and given more attention to practicing human agents than to explaining social structures. on the contray, that based on structuralist Marxism has argued for social structures producing spatial phenomena, and focused on theorising the totality of structures, Even though these two perspectives tend more recently to be convergent in a way that structuralist-Marxist. geographers relate the domain of economic and political structures with that of action in their studies of urban culture and experience under capitalism, the political ecnomy of space needs an integrated method with which one can overcome difficulties of orthhodox Marxism. Some novel works in philosophy and social theory have been developed since the end of 1970s which have oriented towards an integrated method relating a series of concepts of action and structure, and reconstructing historical materialism. They include Giddens's theory of structuration, foucault's geneological analysis of power-knowledge, and Habermas's theory of communicative action. Ther are, of course, some fundamental differences between these works. Giddens develops a theory which relates explicitly the domain of action and that of structure in terms of what he calls the 'duality of structure', and wants to bring time-space relations into the core of social theory. Foucault writes a history in which strategically intentional but nonsubjective power relations have emerged and operated by virtue of multiple forms of constrainst wihthin specific spaces, while refusing to elaborate any theory which would underlie a political rationalization. Habermas analyzes how the Western rationalization of ecnomic and political systems has colonized the lifeworld in which we communicate each other, and wants to formulate a new normative foundation for critical theory of society which highlights communicatie reason (without any consideration of spatial concepts). On the basis of the above consideration, this paper draws a new norizon of method in human geography and spatial theory, some essential ideas of which can be summarized as follows: (1) the concept of space especially in terms of its relation to sociery. Space is not an ontological entity whch is independent of society and has its own laws of constitution and transformation, but it can be produced and reproduced only by virtue of its relation to society. Yet space is not merlely a material product of society, but also a place and medium in and through which socety can be maintained or transformed.(2) the constitution of space in terms of the relation between action and structure. Spatial actors who are always knowledgeable under conditions of socio-spatial structure produce and reproduce their context of action, that is, structure; and spatial structures as results of human action enable as well as constrain it. Spatial actions can be distinguished between instrumental-strategicaction oriented to success and communicative action oriented to understanding, which (re)produce respectively two different spheres of spatial structure in different ways: the material structure of economic and political systems-space in an unknowledged and unitended way, and the symbolic structure of social and cultural life-space in an acknowledged and intended way. (3) the capitalist space in terms of its rationalization. The ideal development of space would balance the rationalizations of system space and life-space in a way that system space providers material conditions for the maintainance of the life-space, and the life-space for its further development. But the development of capitalist space in reality is paradoxical and hence crisis-ridden. The economic and poltical system-space, propelled with the steering media like money, and power, has outstriped the significance of communicative action, and colonized the life-space. That is, we no longer live in a space mediated communicative action, but one created for and by money and power. But no matter how seriously our everyday life-space has been monetalrized and bureaucratised, here lies nevertheless the practical potential which would rehabilitate the meaning of space, the meaning of our life on the Earth.

• 복식
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• 제37권
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• pp.253-273
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• 1998

The culture reflects the ideology of a particular period in time and such values change according to the needs and requests of that time which eventually becomes an important factorin forming the exterior. The clothing is part of a way that composes and expresses the inherent substance of society and culture. Also, the clothing itself manifests the artistic values and behavior of mankind as an external structure maintaining its place as a big part in culture. The purpose of this study are to elucidat the concept of naturalism, which is discussed in many facets in the modern era; I studied the concept as well as the history of naturalism in order to manifest the meaning of clothing in the context of culture and I explained the concept in terms of the modern era. On such ground, I explained the naturalism expressed through clothing and characterized the exter-nal form of clothing. Also, in order to know the stream of naturalism in the modern context, I referred to the Vogue magazine of the 90s, using Delong's ABC method. Naturalism, in the context of modern fashion is a way to express the nostalgia of nature's vi-ability and purity of ecology apart from the artificial and structural appearance that resulted form scientific enhancement and hence, the ecological crisis. Naturalism pursues the soft- ness and comfort of the natural silhouette, color and material of the human body and it can be said that naturalism emphasizes the mix-ture of three substances : human, nature and clothing. The naturalism can be characterized by the factors expressed in clothing as follows. First, the naturalism shown in the form it-self draws the beauty of the bodyline without any reduction nor exaggeration. Without any distorttion of the human bodyline it shown the curve as one moves along, using the soft material. Second, the naturalism shown in color most-ly uses the natural tone with added white color and other color low in intensity and value like the receded colors of the earth that could be compared to the beauty of ecru. Third, the naturalism shown in the material is thin, light and soft in texture. In order to bring out the most natural curve of the human body, the natural fiber becomes the main material, sometimes, using crude materials. Due to the lindustrial improvement, softness and elasticity is added to the natural fibers giving them an important role as materials. Fourth, the naturalism shown in textile depicts the real natural objects in life. According to my study, the personality of naturalism in modern clothing was shown to be most strong in material and then in the order of form, texture and textile. The material com-posed of the natural silhouette and natural fibers were used to make soft color. In form, Paul Poiret made appearance expressing the natural beauty of the human body without the corset ; it continued with the inner lining making the clothing hard but in the 90s, lining-less, extremely exposed clothes and knit wear is used to emphasize the natural beauty of the body. In color and textile, the tendency spok-en above is not as strong but in color, instead of high intensity or value, the usage of neutral colors with added white color or ecru color, ear-th tone is increasing. In textile, the usage of flowers as natural material is seen frequently. As a whole, naturalistic trend in the 90s is increasing and the modern fashion is breaking out from the artificial and architectural form and conforming to a form that can realize the natural beauty of the human body. And the natural color and textile that conforms to such ideas are being used to pursue the human oriented trend that has appeared due to the increase in usage of soft natural fiber. Nowadays, the idea of returning to nature, defying the artificiality, desiring the leisure and psychological abundance that can be explained as naturalistic way of thinking is necessitated in this modern era as long as humans coexist with nature, this tendency will continue in clothing.