• 대한수학교육학회지:수학교육학연구
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• 제15권2호
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• pp.147-176
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• 2005

이 글에서는 PISA 2003(Programme for International Student Assessment 2003)에 나타난 우리나라 학생들의 수학적 소양의 특징을 자세하게 살펴보고자 한다. 우리나라 학생들의 수학적 소양 평균 점수, 수학적 소양 수준의 분포, PISA 평가틀에 따른 수학적 소양 수준, 수학적 소양의 추이 분석, 남녀학생의 수학적 소양의 차이 등을 분석함으로써 우리나라 학생들의 수학적 소양의 인지적 측면을 조사하고자 한다. 또한, 우리나라 학생들의 수학 학습에의 참여, 학생들의 자신에 대한 신념, 수학에 대한 불안감, 수학 학습 전략 등을 중심으로 수학적 소양의 정의적 측면에 대해 살펴보고자 한다 그리고, 이를 바탕으로 수학교육 및 교육 정책적 시사점을 도출하고자 한다.

• Asian Journal of Business Environment
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• 제9권3호
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• pp.27-38
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• 2019

Purpose - The aim of this study is to explore the effectiveness in educational differences between students of the government's financial-funded groups and the non-financial-funded groups at a university in Korea. Research design, data, and methodology - The study was conducted using a survey tool of National Assessment for Student Engagement in Learning. In total, 334 participants were surveyed, of which 290 students were participants in economic support program and 44 were nonattendance program students. The general characteristics of all of the participants were investigated by frequency analysis. The analysis of participants' collective characteristics used independent t and f-test, and one-way ANOVA with IBM SPSS Statistics package program 22.0. Results - The number of participating students is higher than that of non-participating students in relation to in-activities of university immersion, but the number of participating students is lower than that of non-participating students in relation to in-quality of student support. However, there was no statistical significance. The confidence coefficient of the university-immersion and student support questionnaire is 0.860 and 0.913, respectively. Conclusions - There is no significant difference in the activities of university immersion and student support between students who participate in the economic support program and those who do not.

• 한국과학교육학회지
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• 제35권4호
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• 한국의류학회지
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• 제28권5호
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• pp.591-602
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• 2004

This research examines the attributes of the Korean costume culture inherent in the expression of "-like" by focusing on the professional roles implied in the style of clothes. Based on a random sampling, the sample was comprised of 315 male and female college students who reside in Seoul and Gyeonggi area. The results were as followed: 1. Subjects preferred the blouse as the most "female student-like" upper wear. The female students recognized the Y-shirts as the "male teacher-like" upper wear while the male picked the Y-shirts for this category. For the "student-like" sleeve length, the female selected the cap sleeves and the three-quarter sleeves for the female and selected the short sleeves for the male. Subjects preferred the Peter Pan and the sailor collars for the "female student-like" category and selected the shirt collars as the most "male teacher-like" and "male student-like" style. 2 Subjects perceived the A-line and the flared skirts as the "female student-like" dresses. For the lengths of skirts, subjects agreed that the above-knee. the below-knee and the midi length were all proper for female teachers. For the length of pants, subjects selected the 9/10 as the most "female teacher-like" style. 3. Subjects selected black, white, light purple and beige as the preferred colors for female teachers. Subjects chose white and yellow as the most "female student-like" colors and picked the colors, navy blue, light blue and blue, as the "male-like" and "male teacher-like" colors.

• 한국과학교육학회지
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• 제24권1호
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• pp.146-156
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• 2004

The purpose of this study is to look at the use of heuristics when a sixth grader solves a problem. Two research questions have been formulated: The similarities and differences in the use of heuristics when a student solves two problems that are science-knowledge-based and not science-knowledge-based, and the different types of prompts. A male sixth grade student participated in this study. All of the information for the study was collected in three interviews. The interviews began with observing the student's solving problems. The student was asked how and why he solved problem that way. There were some interactions between the researcher and the student during the interview procedures. As results of this study, eight general heuristics were used in both solutions: Check examples for support of an idea: check examples for exceptions to an idea: restate the problem: compare to known examples or patterns: make a hypothesis; check the relevance of other information present; use analogy: and recognize patterns/similarity. There seemed to be more similarities than differences in the type of general heuristic that were used in the two problem solutions. The student was systematic and consistent in his use of the general use of heuristics. Five types of interviewer prompts were detected in the two problem solutions, directional cues, modeling, clarity, problem posing, metacognition and validation.

• 교육녹색환경연구
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• 제11권3호
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• pp.36-45
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• 2012

Analysis of the case of the German school acceptance plan was to help complement the limitations of the nation's student accommodation plan will be judged. Therefore, the present study in order to determine what the content covered in the plan of the German student acceptance of Potsdam, Germany, which contains information from the Potsdam school development plan (Schulentwicklungsplan) were analyzed. A scheme suggested in this study was based on the analysis of survey to elementary school in Potsdam and actually surveyed data on educational environment, the result can be summed up as follows; Korea's plan to accommodate students and school development plan (Schulentwicklungsplan) is called, as shown in the case of this study in Potsdam(Germany) student acceptance of the educational environment plans, as well as accommodate students like us, school facility planning and school facilities dealing with the financial investment plan. In addition, the plan as a long-term plan that will ensure the predictability of long-term school facilities to finance investment plans. This study, there are limits to Potsdam, Germany, to analyze the characteristics of Germany's student accommodation plan to represent the characteristics of the students of other cities in Germany and an acceptance plan.

• 한국지구과학회지
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• 제29권1호
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• pp.78-90
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• 2008

수업 중 발화의 대부분을 차지하는 것은 교사의 발화이다. 그러나 교사는 항상 교사의 입장에서만 말하는 것이 아니라 학생 발화와 유사한 발화를 통해 학생들의 수업에 도움을 줄 수 있을 것으로 생각되나 이에 대한 연구는 아직 부족한 것이 현실이다. 따라서 본 논문에서는 이러한 발화 형태를 유사학생발화라 명명하고, 유사학생발화가 다수 관찰될 것으로 예상되는 방송 수업(EBS의 2005학년도 중 1 과학 수업 중 지구과학 부분)을 연구하여 유사학생발화를 '수업 중, 학생 발화와 같은 역할을 하나, 교사를 통해 이루어지는 모든 발화의 통칭'이라 정의하였으며, Lemke(1990)의 학생발화분류를 토대로 연구 대상인 수업 중 나타난 유사학생발화를 교사가 개입하는 형태의 유사학생발화와 교사가 개입하지 않는 유사학생발화로 크게 유사학생발화를 나누고 교사 개입 유사학생발화로 유사 교사-학생 간 협의(Pseudo Teacher-Student Conferences), 유사 삼단계 담화(Pseudo Triadic Dialogue), 유사 교재 활용 담화(Pseudo External Text Dialogue), 유사 학생 질문 담화(Pseudo Student-Questioning Dialogue), 유사 교사-학생 간 담화(Pseudo Teacher-Student Dialogue), 유사 교사-학생 간 토론(Pseudo Teacher-Student Debate), 유사 실 담화(Pseudo True Dialogue), 유사 학생 상호 담화(Pseudo Cross Dialogue), 유사 동료 학생 발화 (Pseudo classmate talk)를, 그리고 교사 미개입 유사학생발화로 유사 학생 독백/유사 수업 중 잡담(Pseudo student monologue/Pseudo side talk)을 분류하였다. 또한 이러한 분류와 함께 각 유사학생발화의 실례를 소개하고 그 특징을 기술하였다.

• 서비스연구
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• 제9권3호
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• pp.73-86
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• 2019

본 연구는 중국에 소재하는 대학들을 연구 대상으로 분석하였으며 대학교육서비스 품질요인이 학생 만족도에 정(+)의 영향력을 미치는지를 검정하는 것을 1차 목적으로 설정하였다. 이어서, 대학교육서비스 품질요인과 학생 만족도 간의 관계에 대해 대학의 교수방법과 교수과정 변수가 각각 긍정적인 조절효과를 갖는지를 확인 및 분석하는 것을 연구의 2차 목적으로 하였다. 첫째 대학교육서비스 품질요인은 학생 만족도에 긍정적인 영향을 미친다는 연구가설1은 채택되었다. 본 연구의 두 번째 분석과정으로서, 교수방법과 교수과정이 대학교육서비스 품질요인과 학생 만족도 간의 관계에 대해 조절 효과를 갖는지를 조절적 회귀분석의 방법으로 검증하였다. 두 변수를 조절변수로 한 분석하였을 시, 그중 교수과정은 유의미한 긍정적인 조절효과를 갖는다는 결과가 나타났으며 교수방법은 학생 만족도 성과에 상생협력 적합성과 시너지 효과를 기대하기 어렵다는 결과를 도출하였다. 본 연구의 이론적 관점의 공헌은 대학교육서비스 품질요인과 학생 만족도에 간의 관계를 중국 대학을 연구 대상으로 하여 분석하였다는 점과 교수방법과 교수과정을 유기적으로 연계시켜 학생 만족도에 대한 영향을 분석하였다는 점이라고 볼 수 있으며, 실무적 측점에서 교수과정에 대한 심층적인 분석을 통해 대학 운영에 추가 요인으로 분석하는 것이 보다 효과적일 것이라는 시사점을 제공하고 있다.

• 한국가정과교육학회지
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• 제7권1호
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• pp.11-27
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• 1995

The purpose of this research is to study the middle and high school student’s value on the family life of the contemporary society. The data for this study has been collected for 808 students of kangwon-do by Liert-scale Type questionnaire. The data were processed by SPSS-X Program. Frequency, Percentage, Mean, Standard Deviation, One-way ANOVA, Pearson’r coefficient, Step-wise multiple regression and Cronbach’coefficient have been calculated and analyzed. The Summary of this research is described as follows. Firstly, the overall average of value of family life was 3.25 points which reflected more or less modern tendency. Secondly, significant difference in the student’s value of family life affected by environmental variables were such as sex(P<.001) school years(P<.001) group(P<.01). Thirdly, the overall average of the student’s interest in the home economics was 3.74 points which reflected heigher tendency, Significant difference in the student’s interest in the home economics according to environmental variables were such as sex(P<.001) school years(P<.05), living standard(P<.01), residential area(P<.001). Fourthly, the student’s overall interest in the home economics and their view on the family life were correlated as follows; Spare time(r=-1.3), parents-children(r=.12) relatives and neighbors(r=0.8) show lower correlation and household work(r=.07) show higher correlation. Fifthly, the area which has closest correlation with the value on the family life was the value on family economics, whereas is has been shown that the field with least correlation was the area of supporting the spare time. Sixthly changes that affect the student’s value of the family life were such as sex (${\beta}$=.43), school years(${\beta}$=.18), group(${\beta}$=.15) and interest degrees(${\beta}$=-.12). These whole explanatory power was 21%.

• 공학교육연구
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• 제11권3호
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• pp.70-77
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• 2008

이 연구는 친환경 개념에 대한 건축공학 대학생의 친숙함과 흥미의 정도, 태도, 그리고 친환경 개념에 대한 학생들의 태도를 향상시키기 위한 요인들을 조사하고 있다. 연구의 목적을 이루기 위해, 이 연구는 저자들에 의해 개발된 설문 조사 방법을 채택하고 있다. 이는 미국 버지니아주 버지니아 공대의 건축공학과 학생들을 대상으로 하는 설문조사를 기반으로 한 기술/상관 연구이다. SPSS를 이용한 기술통계와 다중회귀분석을 통하여 다음과 같은 결과를 제시하고 있다. 첫째, 건축공학 전공 학생들은 대체로 친환경 건축에 대한 높은 친밀감과 흥미를 가지고 있다. 둘째, 친환경 개념에 대한 건축공학 전공 학생들의 태도는 친환경 건축 수업, 친환경 관련 수업과 연구를 담당하는 교수진, 친환경적인 학생들의 학습환경 또는 시설들, 그리고 친환경 건설 관련 학교 행사와 실천과 같은 요인들에 기반해 달라지는 것으로 나타났다. 마지막으로, 친환경 개념에 대한 건축공학 학생들의 태도는 특히, 건축공학 프로그램에서 친환경 건축관련 수업을 제공함으로 향상될 수 있다.