• 대한간호학회지
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• 제28권3호
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• pp.650-661
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• 1998

The purpose of this study was to provide fundamental data for determining contents of Fundamental Nursing Practice and developing desirable bedside nursing techniques for clinical nursing areas. Subjects for this study were 86 nurses who were employees of two university hospitals located in Seoul and a district area. Data were collected by questionnaires. Items of Fundamental Nursing Practice were classified into 72 items according to the result from content analysis of 9 textbooks of Fundamental Nursing. The results are as follows : 1) Items which above 80% of respondents practiced during the school inside practice or clinical nursing practice course were axillary temperature measurement, radial pulse measurement, respiratory rate measurement, application of oral hygiene, hand-washing technique, application of hot and cold bags, intramuscular injection technique, open bed-making, soap enema method, application of nelaton catheterization and oral and nasal suction methods. 2) Above 90% of respondents replied that all items except temperature measurement and bed-making were requisite contents for Fundamental Nursing Practice. Above 10% of respondents replied oral and rectal temperature measurement and bed-making were unnecessary content. 3) Above 90% of respondents replied that operating methods of all items except isolation technique, admission and discharge procedures, and retention enema in the Fundamental Nursing Practice course and clinical situation were consistent. The main reasons that respondents did not apply methods which they learned in the Fundamental Nursing Practice course to the clinical situation were 'insufficient time', 'colleagues were using different methods', 'insufficient supply of instuments' or 'inappropriate appliances'.

• 한국자기학회지
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• 제19권2호
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• pp.74-79
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• 2009

과학 교육의 출발점이라 할 수 있는 초등학교의 교육과정에서 자기학 단원이 어떻게 교육되는지 검토하였다. 초등학교에서 자기학은 3학년 1학기 자석놀이 단원과 6학년 1학기 전자석 단원에서 다루어지는 것을 알 수 있다. 과학 과목에서 자기 단원이 적절한 학년에서 교육되는지 검토하였고, 교과서의 내용을 분석하여 문제점과 대안을 제시하였다.

• 한국가정과교육학회지
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• 제17권2호
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• pp.183-195
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• 2005

본 연구의 목적은 가정과교육의 이론적 체계에 기초하여 의생활 영역의 교육목표와 내용 체계를 구안하는 것이다. 본 연구에서는 문헌 분석, 의생활 교육내용에 대한 요구도 조사, 전문가 협의 및 워크샵을 실시하였고, 이를 교육목표와 내용기준의 개발에 반영하였다. 교육목표는 대영역 목표와 하위 목표로 제시하였으며, 개발된 하위 목표에 따라서 각 내용 체계를 개발하였다. 의생활 내용 체계는 내용기준의 형태로 개발하였으며, 각 내용기준에 따라 내용요소를 개발하였다. 본 연구에서 개발한 내용요소는 내용기준에 적절한 최소의 핵심적인 내용만을 제시하였기 때문에 앞으로의 교육과정이나 교과서를 개발할 때 융통성을 가질 수 있다.

• 한국과학교육학회지
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• 제21권5호
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• pp.924-943
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• 2001

The purpose of the study is to analyze and compare the primary science curricula of Korea, China, and Japan. Science textbooks for Korea and China and national science curriculum guides for Korea and Japan were analyzed in terms of the scope and sequence of the topics. The number of primary science topics dealt with is greatest in China, followed by Korea, then Japan. In addition to the wide range of topics, the Chinese curriculum also shows more in-depth coverage of topics. On the contrary, the Japanese curriculum has the least number of topics and shallowest depth of coverage. Korea seems to be in the middle between China and Japan. The similarities of the curricula in these East Asian countries is greatest between Korea and China. and the least between China and Japan. The similarities between Korea and Japan is somewhere in the middle. Korean primary science curriculum shows a comparatively even distribution of topics across grades. A relatively smaller number of sub-topics are introduced at each grade level, especially in the area of earth science and physics. On the contrary, in the Chinese curriculum, sub-topics tend to be concentrated at a certain grade level, thus major topics are dealt with in a grade or two. The Japanese science curriculum has fewer topics than those of the other countries, and generally one or two sub-topics appeared in a grade or two.

• 정보교육학회논문지
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• 제18권2호
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• pp.275-284
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• 2014

초등학교와 중학교에서의 정보과학 교과를 위한 알고리즘 교육을 위해 선행 연구 자료와 국내외 초중등교육 과정을 분석하였다. 그 결과를 토대로 알고리즘 교육을 반복적이고 점진적으로 학습할 수 있도록 나선형 교육과정을 기반으로 구성하였다. 즉, 알고리즘 교육 영역을 알고리즘의 이해, 알고리즘의 표현, 알고리즘의 평가, 알고리즘과 생활 등 4개 영역으로 구분한 후 그것을 다시 학년별로 의미알기, 체험하기, 분석하기, 원리알기 등 4단계로 제시하였다. 향후 알고리즘 교육이 체계적으로 이루어지기 위해서는 교육대학교에서 알고리즘 강좌를 개설하고, 관련 교재와 교구를 개발해야 하며, 정보 과학 과목이 초등학교에 신설되어야 할 것이다.

• 컴퓨터교육학회논문지
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• 제7권1호
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• pp.15-25
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• 2004

본 논문에서는 제7차 교육과정에 따른 고등학교 '정보사회와 컴퓨터' 교과의 평가도구를 제시한다. 제시된 평가도구는 제7차 교육과정의 목표와 '정보사회와 컴퓨터' 교과의 특성을 모두 반영할 수 있도록 개발하였고 현장 교사들이 구체적으로 활용할 수 있도록 하였으며, 궁극적으로 교육과정의 질을 향상시키도록 하였다. 이를 위하여 먼저 분석된 교과내용을 영역별로 분류하고 성취기준과 평가영역, 평가기준을 개발하였다. 또한 개발된 평가 모델 기반의 예시 평가도구를 제시함으로써 학교현장에서 교육목표가 구현된 평가 활동이 이루어지게 하였다. 현장 전문가의 타당성 검증을 통하여 제시된 평가 도구의 현장 활용도를 높이고자 하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.15-26
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• 2006

This study investigated the characteristics of contents of the Atmosphere and Weather in the elementary science curriculum. For this study, elementary science textbooks reflecting the elementary science curriculum from 1st to 7th were analyzed with a number of tools. The results were as follows: Several parts of the contents about Atmosphere and Weather were dealt continuously through the all of science curriculum. Atmospheric Pressure, Humidity and Atmospheric Pressure and Weather were applied at the fifth grade above continuously. And Cloud$\cdot$Fog$\cdot$Dew was applied at the third and fifth grade. Quantity of learning about Atmosphere was more than it's of Weather always. Especially, Movement of Atmosphere and Temperature Change were maintained continuously above $10\%$ of the contents about Atmosphere and Weather. Some of the detailed learning themes related Atmosphere and Weather were dealt commonly through the all of the elementary science curriculum. Finally, the results showed that the contents of Physical Nature of Atmosphere, Atmospheric Pressure, Movement of Atmosphere, Temperature and it's Change and Cloud$\cdot$Fog$\cdot$Dew had been learned always with the experiments and practical training.

• 한국과학교육학회지
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• 제9권1호
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• pp.75-89
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• 1989

Secondary schools in Korea have been faced with several critical problems with regard to science education. Among them one of the most fundamental problems is associated with laboratory-based science education. There fore as a part of research project for the improvement of science education in secondary schools, this study had its abjectives to inquire into the following areas related to laboratory experiment. ${\circ}$Survey and analysis of theoretical backgrounds for science teaching focused on laboratory experiments. ${\circ}$Status survey of experiment-based science teaching in high schools. ${\circ}$Development of model for improving experiment-based science teaching. In order to fulfill these objectives this study used methods of eiterature review, survey, and interviews. The major finding are as follows : ${\circ}$Some topic for laboratory experiments as oppeared in the textbooks are not appropriate in the light of sience curricular operations in high schools. ${\circ}$In some schools equipments and facilities of school laboratories are for from sufficiency. ${\circ}$Laboratory experiments are not financially supportel for ideal science teach in both middle schools and high schools. These are not on exhaustive list of findings from this study More finding and teaching model for improvement of science education are also described in this paper.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제15권3호
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• pp.189-199
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• 2012

제7차 교육과정 이후로 학습자 중심 수업이 지속적으로 강조되고 있음에도 불구하고, 초등수학교과서에 제공되어 있는 수업자료로 수업을 할 때 학습자 중심 수업의 진면목이 들어나고 있지 않은 것이 현실이다. 이에 학습자 중심 수학 수업을 실천에 옮기기에 적합한 수업자료가 지녀야 하는 몇 가지 특징에 대하여 살펴보았다. 지속적으로 교육과정을 개정하고 그에 따른 수학교과서 개발시에 본 고에서 논의한 특징들이 반영된 수업자료가 개발되기를 기대해 본다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.386-397
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• 2012

The purpose of this study was to find a way to improve the science textbook graph through analyzing teachers' interpretation process with eye movement tracking when they try to read the science textbook graph. Participants in this project were 10 elementary school teachers while bar graphs, line graphs, pie charts in 2007 revision science textbooks were used as materials. SMI (SensoMotoric Instruments)' iView X TM RED 120 Hz was used in order to collect eye movement data. Although subjects paid attention to the title of the graph at first, the consequence of the eye fixation was changed by the composition of the graph in case of the rest of areas. In particular, the flow of visual attention and fixation time were affected by the form and configuration of the graph. The diversity of graph construction caused confusion in interpreting graphs; the manner of presenting title, the difference of background colors, size of characters, the name of X-axis and Y-axis. Out results showed that the conformation of graphs as well as the presentation of each factor should be composed in accordance with the educational purpose for helping users to easier understanding.