• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.265-280
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• 2012

This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.

• 한국학교수학회논문집
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• 제8권1호
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• pp.77-87
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• 2005

본 고는 실재 학교 상황 내에서 교사의 실재를 위한 전문성 향상 프로그램에의 기여를 위한 실험 수업을 제시하는 데 그 의의를 두고 있다. 이러한 전문성 신장을 위한 프로그램의 고안은 Dewey의 반영적 사고와 이론과 실재의 연계에 그 지향하는 바를 두고 있다. 또한 색심적 구저적 특성은 Garet, Porter, Desimone, Birman & Kwang (2001)이 제안한 전문성 신장을 위한 프로그램에 따라 시도되었으며, 교사들이 자신의 실재에 반영할 수 있고 자신의 교수-학습을 자가 생성(Carpenter & Leher, 1999)될 수 있게 함을 그 궁극적인 목적으로 둔 실험수업을 제안하였다.

• 한국과학교육학회지
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• 제12권3호
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• pp.77-89
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• 1992

According to many previous researches on the students' physics conceptions, in spite of school science learning the students' preconceptions were either not changed or reinforced. Although many researchers argued that the presentation of conflict situations which can not be explained by the students' preconceptions is prerequisite to their conceptual changes, some other researchers argued that such a presentation could be useless. In this study, a model of students' conceptual change in physics, which encourages students to recognize actively the conflicting situations and to control the process of their conceptual changes, was developed. In this model, the critical discussion on rival concepts and the reflective thinking were regarded as two important factors for students' conceptual changes.

• 한국초등수학교육학회지
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• 제20권2호
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• pp.311-331
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• 2016

본 연구는 학습자 스스로 수학적 오류를 분석하고 반성적 문제 만들기 활동을 하도록 한 것이 문제해결력과 수학적 태도에 미치는 영향을 알아보기 위한 것이다. 본 연구를 위하여 서울특별시 강서구에 소재한 초등학교 5학년 2개 반(62명)을 대상으로 실험집단과 비교집단을 선정하였다. 연구 결과 반성적 문제 만들기 활동은 학생들로 하여금 구하고자 하는 것을 파악하는 능력과 문제를 해결하는데 필요한 조건을 선별하여 활용하는 능력을 향상시켜 학생들의 문제해결력 향상에 효과적이었다. 또한, 학습자가 가지고 있었던 수학적 오개념을 수정하고 올바른 수학적 개념을 정립하는데 도움을 주었다. 그리고 반성적 문제 만들기 활동은 학생들의 수학적 의지를 향상시키고 반성적 사고를 촉진시키며, 반성의 과정에서 자연스럽게 스스로 자신의 문제를 풀이 과정을 점검하는 습관을 갖도록 하는데 도움을 주었다. 학습자는 반성적 문제가 올바르게 만들어졌는지 점검하고 이것을 바르게 해결하기 위해, 토의 활동에서 타인과의 수학적 의사소통에 적극적으로 참여하는 모습과 함께 끝까지 스스로 문제를 해결하고자 하는 과제집착력을 강하게 나타냈다.

• Human Ecology Research
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• 제54권4호
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• pp.365-384
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• 2016

The purpose of this research is to apprehend what the power of professional learning community (PLC) to make home economics teachers participate is and how PLC activity contributes to reflective practice and change of participating home economics teachers by experiencing reflective practices. For this, self-reflective action research of Kemmis and McTaggart was conducted. Six home economics teachers participated voluntarily and totally 18 PLC sessions from May 31, 2013 to May 19, 2014 were held. Two themes of 'looking in classes' as a main practice theme and 'designing classes together' as a supporting theme were carried. Findings and conclusions of this study are as following. First, participants of PLC to get data and information on teaching and to solve problems with fellow teachers for better classes at first. However, they have become to comfort and sympathize each other about difficulties in school as home economics teachers. Second, through the PLC activity, they found they had uncomfortable belief about teaching and tried to practice solutions by critical and reflective thinking. Third, they put efforts in finding alternative framework of looking inside their classes for the fundamental improvement in teaching. For this, they formulated questionnaire to describe their own reflective practice through the alternative framework from a critical perspective in teaching, a view of student's learning, and a teacher's inner view for improvement of practice. Fourth, PLC activity for a year allowed them to combine theory and reality though reflective process by designing classes together and reflectively practicing them in classes.

• 한국초등과학교육학회지:초등과학교육
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• 제17권1호
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• pp.61-73
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• 1998

This research suggests science inquiry play of analogy as a teaming method to help the students in concrete operational stage to develop scientific thinking skills and to understand abstract science conceptions. The research focuses on/considers the characteristics and merits of the science inquiry plays, and the learning method by analogical reasoning. This learning through the science inquiry play of analogy can be considered as a meta-model for scientific thinking skill. The learning has the following processes: 1) Students analogize the abstract science conceptions and facts into play-type activities including the concrete contents such as students themselves, their physical-sensory motions, concrete objects, play methods, and play rules. 2) Students as analogized objects play a role physically and sensuously according to the methods and rules analogized in the play. 3) Students find out the concrete contents included in the science inquiry play of analogy, draw the results, and deduce the new conceptions from the results by reflective thinking and analogical reasoning.

• 한국보육학회지
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• 제19권3호
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• pp.13-30
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• 2019

본 연구의 목적은 만2세 일일보육일지에 나타난 연간 미술영역의 운영현황을 분석하고, 분석결과를 제공하여 보육교사의 반성적 인식에 도움을 주어 관련 연구의 기초자료를 제공하는데 있다. 6명의 보육교사의 일일보육일지 1년 분량을 분석하고, 그 결과를 담임교사에게 제공하여 자신의 미술영역 운영에 대한 반성적 인식을 도모하였다. 연구결과를 살펴보면 첫째, 일일보육일지에 나타난 미술영역의 운영현황으로 예술경험에서는 예술적 표현하기가, 표현유형별로는 평면표현이, 미술도구에서는 가위와 테이프가, 평면 바탕재료에서는 종이가, 평면 채색 재료에서는 색연필이, 입체 표현재료에서는 인공재료 사용이 가장 많이 나타났다. 둘째, 만2세 미술영역 운영현황 분석결과에 대한 교사의 반성적 인식은 감상이 빠진 영아미술, 미술재료의 편중, 영아미술의 모호함, 획일적인 미술활동이라는 한계로 나타났다. 본 연구의 시사점은 보육계획상의 문서와 실제의 통합적 인식을 도왔다는 점, 보육교사 자신의 일일보육일지 분석자료가 자기장학에 도움을 줄 수 있다는 점을 보여준 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.46-57
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• 2015

The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)' which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, 'thinking and feeling', 'question,' 'one's own thinking of question' which are the components of science note promote the reflective thinking of elementary school student gifted for science.

• 한국지구과학회지
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• 제34권5호
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• pp.428-434
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• 2013

In this commentary, I examined the implications of Existentialism for science teaching and teacher education. Existentialist thoughts and premises can be used to explore the human element in an educational system. Before emphasizing the pragmatic and technical aspects of teaching, we need to rethink why we teach and recognize our learners as unique beings in a continual process of becoming. By incorporating the existential perspective into curriculums and pedagogies of science education, we can help learners to make their existences and experiences meaningful. This paper consists of three parts. In the first part, I drew on relevant aspects of Existentialism and its implications on the views of the learner. In the second part, I examined the competency-based curriculum in light of Existentialism. Existentialism aims, in part, to develop an educated person who possesses a clear sense of personal identity, a critical attitude, and the inclination to be a life-long learner, and so on. These characteristics are consistent with the implications developed from the competency-based curriculum. In the third part, I explored pedagogical activities consistent with existentialist thinking the ultimate goal of which is to create authentic individuals who can take responsibility for being humans. In the conclusion, I discussed how existentialist ways of thinking and teaching call for the science teacher's reflective practices, where the teacher needs to integrate personal and professional knowledge as the situation demands.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.15-26
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• 2016

The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.