• 의학교육논단
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• 제23권3호
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• pp.176-184
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• 2021

The aim of this study was to analyze the research trends in articles published in the Korean Journal of Medical Education (KJME) and Korean Medical Education Review (KMER) using keyword network analysis. The analyses included 507 papers from 2010 to 2019 published in KJME and KMER. First, keyword frequency analysis showed that the research topics that appeared in both journals were "medical student," "curriculum," "clinical clerkship," and "undergraduate medical education." Second, centrality analysis of a network map of the keywords identified "curriculum" and "medical student" as highly important research topics in both journals. Third, a cluster analysis of 20 core keywords in KMER identified research clusters related to academic motivation, achievement, educational measurement, medical competence, and clinical practice (centered on "learning," while in KJME, clusters were related to educational method and program evaluation, medical competence, and clinical practice (centered on "teaching"). In conclusion, future medical education research needs to expand to encompass other research areas, such as educational methods, student evaluations, the educational environment, student counseling, and curriculum.

• 한국과학교육학회지
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• 제28권3호
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• pp.187-196
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• 2008

In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers' colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the 'space conception'. A conception of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the 'hydration' conception was not firmly established in the student teachers' cognition. Therefore, it can be inferred that the conceptions of dissolution as 'hydration' were transformed into the conceptions of dissolution as 'space' after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.

• 가정과삶의질연구
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• 제28권6호
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• pp.143-156
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• 2010

This research examines the importance of self-leadership and manners in enhancing the adjustment to school life in adolescents. The findings are used as part of a practical strategy to develop strong high school cultures. The data were obtained by administering a self-reported questionnaire to high students adolescents residing in Seoul and Gyeonggi. A total of 316 questionnaires were used as the final data for this study. Statistical analyses were carried out using SPSS/PC. The main results of the study are as follows: First, the adolescent's self-leadership greatly influenced the student's manners. Second, the relationship between self-leadership, manners and the adjustment to school life showed a significantly positive correlation. Third, a stepwise regression analysis showed that self-leadership competency and implementation of manners made a comparatively high contribution to the adolescents' adjustment to school life. Therefore, the degree of the student's self-leadership and use of manners in order to maintain harmonious relationships with others leads to a healthy and happy scholastic life for the student.

• 지역사회간호학회지
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• 제12권1호
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• pp.71-80
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• 2001

In an attempt to measure the needs of sexuality education according to sex. grade. type of school. this study was carried out. For this study, the questionnaires were given to 600 students of 4 high-schools in Seoul from March to April. 1999. Students never being received sexuality education were 32.5%. Even though in students being received sex education, the answer of being very instructive was only 2.2%. The needs of sexuality education in boy-student was high in sexual behavior and relationship domain as compared with the girl-student, especially high in masturbation and sexual dysfunction. In girl-student, the needs of sexuality education were high in abortion. sexual damage. In third-grade, the needs of sexuality education were high in personal skill domain as compared with the first and second-grade. And the second-grade's needs were high in sexual behavior domain. In academic school students, the needs of sexuality education were high in sexual behavior and sexual health domain as compared with vocational school. In conclusion, a variety of systematic sex education programs suitable for each characteristic of adolescence should be in need of being developed to the base on the sex educational needs of the students.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.217-239
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• 2001

To lessen the ratio of under achievers is one of the most urgent task which recent school mathematics education is confronted with. To cope with this problem efficiently, math. teachers should know more specifically and concretely the causes that make the students dislike mathematics. But actually, there are too many reasons for these situations. So, in this paper, we tried to devise a tool to analyze and measure each student's math. disliking status. We proceeded this research via the following procedures. 1. Grasping the causes which make the students dislike mathematics as specifically as possible. To obtain this, we asked more than 300 of secondary school students to write down their thoughts about school mathematics. 2. Analyzing the responses, we abstracted 74 numbers of items which were supposed to be the causes for secondary school students'mathematics disliking. 3. With these items we made a test to measure students'aptitude for each item. 4. With this test paper, we tested over 800 of secondary school students. Through factor analysis and theoretical argument, we categorized the 74 items into 11 groups whose names were defined as factors of mathematics disliking. 5. For each of these 11 factors, we developed a norm which could serve as standard of comparison in measuring each student's mathematics disliking status. Using this tool teachers were able to describe each student's traits of mathematics disliking more specifically.

• 한국학교보건학회지
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• 제17권2호
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• pp.63-71
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• 2004

Purpose: This study was conducted to identify the epidemiological characteristics of school accidents in middle school students. Methods: The subjects in this study were the students of a middle school in Gangnung. The study period was one semester, from March 2 to July 15, 1999. Data were collected by one of the authors using a structured questionnaire, and the subjects who had school accidents and visited the school health care office were interviewed. The data was analyzed using the SPSS and SAS programs. Results: The semester incidence rate per 100 students was 31.6 cases. The daily accident rate was 2.8 cases, and the accident incidence density was 2.6 cases per 1,000 students days. The mean of accident incidence was 1.7 per student. The incidence was the highest in June. The most frequent cause of accidents was carelessness, and the accidents were most frequent at recess. Conclusion: It is necessary to conduct the analytic epidemiological study to identify the risk factors of school accidents.

• 영어어문교육
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• 제5호
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• ETRI Journal
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• 제41권2호
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• pp.242-253
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• 2019

We devise a layer-wise hint training method to improve the existing hint-based knowledge distillation (KD) training approach, which is employed for knowledge transfer in a teacher-student framework using a residual network (ResNet). To achieve this objective, the proposed method first iteratively trains the student ResNet and incrementally employs hint-based information extracted from the pretrained teacher ResNet containing several hint and guided layers. Next, typical softening factor-based KD training is performed using the previously estimated hint-based information. We compare the recognition accuracy of the proposed approach with that of KD training without hints, hint-based KD training, and ResNet-based layer-wise pretraining using reliable datasets, including CIFAR-10, CIFAR-100, and MNIST. When using the selected multiple hint-based information items and their layer-wise transfer in the proposed method, the trained student ResNet more accurately reflects the pretrained teacher ResNet's rich information than the baseline training methods, for all the benchmark datasets we consider in this study.

• 교육심리연구
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• 제31권2호
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• pp.215-237
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• 2017

본 연구에서는 고등학생의 정당한 세상에 대한 믿음과 학교 참여의 관계에서 교사 정당성 경험과 정서적인 측면의 교사-학생 관계가 어떠한 역할을 하는지 살펴보고, 이에 따른 성차를 탐색하고자 하였다. 서울 소재 고등학교 재학생 총 383명을 대상으로 분석한 결과, 정당한 세상에 대한 믿음이 강할수록 학교 참여 수준이 높은 것으로 나타났다. 또한 정당한 세상에 대한 믿음은 교사 정당성 경험을 매개로 교사-학생 관계를 강화시키고, 교사 정당성 경험은 교사-학생 관계를 매개로 학교 참여를 향상시키는 것으로 확인되었다. 특히 여학생(N=213)의 경우 정당한 세상에 대한 믿음이 교사 정당성 경험과 교사-학생 관계를 순차적으로 이중 매개하여 학교 참여에 직?간접적 영향을 미치는 반면, 남학생(N=168)의 경우에는 정당한 세상에 대한 믿음과 학교 참여 간의 관계를 교사 정당성 경험과 교사-학생 관계가 순차적으로 완전 이중 매개하는 것으로 나타났다. 정당한 세상에 대한 믿음이 학교 참여로 연결되는 경로에서 성별에 따른 차이가 나타난 본 연구결과는 청소년이 지닌 정당한 세상에 대한 믿음의 교육적 순기능을 이해하는데 도움을 줄 수 있을 것으로 기대된다.

• 과학교육연구지
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• 제47권1호
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• pp.88-106
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• 2023

본 연구에서는 초등학교 경력교사를 대상으로 그가 인식하는 자신의 과학수업과 수업 관찰 도구인 RTOP을 활용해 평가한 과학수업을 비교하여 교사의 과학수업에 대한 인식과 학생 중심 탐구수업의 실행에는 어떤 차이가 있는지를 알아보고자 하였다. 이를 위해, 연구 대상의 '온도와 열' 단원 수업 녹화 자료와 교사 면담 자료, 그리고 연구 참여자의 교실 수업 스타일 설문 결과를 수집하였다. 녹화된 수업은 RTOP을 이용하여 분석하였고, 교사의 교실 수업 스타일 설문 결과와 비교하였다. 연구 결과, 연구의 대상 교사는 탐구 지향/학생 중심 수업을 실천하고 있다고 인식하고 있었지만, RTOP 점수로 판단한 결과는 근소한 차이로 과도기적/학생 영향 수업인 것으로 밝혀졌다. H교사는 교육과정에 대한 높은 이해와 내용 지식을 바탕으로 수업을 계획, 실천하였으며 학생과 학생, 학생과 교사의 활발한 상호작용을 촉진하는 과학 교실문화를 조성하였다. 하지만 교수 설계 및 실행에서 여전히 교사 주도적인 측면이 강조되었으며, 프로젝트 주제와 내용이 학생들이 과학 탐구에 대한 전반적인 경험을 하기에는 부적합한 면이 있었다. 결국 탐구 지향/학생 중심 과학수업을 위한 교사의 인식과 실제 수업 실행 사이의 근소한 차이는 '교수 설계 및 실행'이 얼마나 학생 중심적인가, 어떻게 학생의 과학 탐구 과정 경험을 위한 '절차적 지식'이 뒷받침되는 수업을 계획하고 실행할 것인가와 관계있는 것으로 나타났다. 이러한 결과는 교사의 의도와 노력이 실제로 실행되고 있는가를 파악하는 일은 교사의 자기 평가만으로는 부족하며, 외부 관찰자에 의한 과학수업의 객관적 분석과 평가, 결과에 대한 논의가 함께 이루어질 필요가 있다는 점을 말해준다.