• 한국과학교육학회지
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• 제28권2호
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• pp.111-119
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• 2008

과학 영재교육 대상자 선발방법으로써의 교사 추천제를 객관적으로 분석하기 위해, 과학 교사가 추천한 학생들의 과학적 태도, 탐구력, 논리적 사고력, 창의적 문제 해결력, 창의성 점수를 과학 영재원 재학생 및 일반학급 학생들의 점수와 비교하였다. 분석 결과, 과학 영재원 재학생과 교사 추천 학생은 일반 중학교 학생보다 모든 영역에서 높은 점수를 얻었으며, 과학 영재원 재학생과 교사 추천 학생 사이에는 유의미한 차이가 없었다. 이는 과학 영재학생 선발을 위해 교사 추천제를 적극적으로 활용할 필요가 있음을 시사한다.

• 한국생활과학회지
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• 제23권2호
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• pp.281-292
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• 2014

This study was designed to examine the influence of gratitude enhancement program on preschoolers' aggression perceived by their teacher and mother. The subjects in this study were 40 four-year-old children in kindergarten in U city. This study employed a pre/post-test control group design, and so all subjects were assigned to an experimental group(gratitude enhancement program) or comparative group(general education program according to the year curriculum). Preschoolers' aggression was measured by the teacher and mother of the subjects and the collected data were analyzed by independent and paired t-test. This study also computed Cohen's d to estimate effect size of gratitude enhancement program on preschoolers' aggression. The findings of this study were as follows. Firstly, gratitude enhancement program and general education program were all effective in reducing preschoolers' aggression(aggression against things, verbal aggression and total aggression) perceived by their teacher except of aggression against others. But gratitude enhancement program was more effective than general education program in reducing these sort of aggression. Meanwhile, only gratitude enhancement program was effective in reducing preschoolers' aggression against others. Secondly, gratitude enhancement program was effective in reducing preschoolers' aggression(aggression against things, aggression against others, verbal aggression and total aggression).

• 한국산림과학회지
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• 제109권3호
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• pp.341-349
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• 2020

본 연구는 2017년 8월 국립횡성숲체원에서 진행된 교원 산림교육 직무연수에 참가한 유치원 및 초·중·고등학교 교사 46명을 대상으로, 사전·사후 설문조사를 통해 프로그램의 효과성을 분석한 것이다. 연구결과, 직무연수 참여 전과 후에 교사들의 환경감수성과 자연친화적 교수태도, 교사효능감이 통계적으로 유의하게 상승하여, 프로그램의 긍정적인 효과를 확인할 수 있었다. 그러나 교사효능감과 관련해 교사의 자신감은 다소 줄어든 것으로 나타나, 교사들이 자신감을 가질 수 있는 실질적인 교수역량 개발을 위한 연수의 필요성이 확인되었다. 본 연구는 학교 현장에서 학생들의 환경감수성과 자연친화적 태도 발달에 중요한 영향을 미치는 교사들을 대상으로 산림교육의 효과성을 확인하고, 보다 효과적인 직무연수 프로그램을 개발하기 위한 시사점을 도출하였다는 데 의의가 있다.

• 정보교육학회논문지
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• 제23권2호
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• pp.117-129
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• 2019

본 연구는 메이커 교육에 대한 교원 역량 강화 프로그램의 사례를 살펴봄으로써, 향후 메이커 중심 교육을 위한 교사 연수 프로그램 설계 및 실행에 대한 시사점을 도출하고 메이커 교육이 교육 현장에 정착하기 위한 방향을 탐색하는데 목적이 있다. 이를 위해 S구 교육지원청에서 제공한 메이커 교육 교원 연수 프로그램을 연구 문맥으로 설정하고, 5일간 구성된 교사 역량강화 연수 프로그램에서의 효과 분석과 연수 프로그램 후 교사들이 제안하는 메이커 중심 교육의 현장 정착 및 활성화를 요구사항을 도출하고자 양적 및 질적 연구를 수행하였다. 본 연구의 결과로부터 교육현장에서 혁신적인 교수 방법과 정책을 도입할 때 가장 중요한 역할을 담당하고 있는 교사들이 참여한 교원 연수 프로그램의 사례를 통해 교원 양성 프로그램 설계 방향과 메이커 중심 교육의 활성화를 위한 시사점을 도출하였다는 점에서 의의가 있다.

• 한국환경교육학회지:환경교육
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• 제20권2호
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• pp.54-66
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• 2007

The purpose of this study is to find identity of the elementary environmental education and inquire elements of professionalism in environmental education that elementary teachers should have. This study performed a half-structured interview in twice to the eight of elementary teachers who completed the environmental education curriculum course in a graduate school or participated in the teacher training program before. As a result, this study found that the identity of the elementary environmental education consists of the unification comprehending various subjects, the well-rounded sensitivity balancing intellectual, emotional and behavioral aspects, and the grounding in forming environmentally friendly living-habit and academic basis of environments. Moreover, this study found that the teacher training program for the specialty of the elementary environmental teachers should comprise of the following twelve components: the knowledge of overall environmental curriculum, environmental life guidance and environmental classroom management, environmental teaching skills and function, the passion and commitment about environmental education, environmental sensitivity, understanding of education studies, the values and attitude about environment, environmental behavior, understanding the relationship between environmental psychology and developing stage of child, the general education and communication/cooperation with colleagues or local community, understanding of the role as an teacher for the elementary environmental education. More importantly, it would be very crucial that the teachers themselves who are the main body of education system should recognize the their role as the professionals in order to improve the quality of education.

• 한국컴퓨터정보학회논문지
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• 제24권4호
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• pp.185-193
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• 2019

In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher's self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher's self-efficacy beliefs for technology integration.

• 영어어문교육
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• 제16권1호
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• pp.259-281
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• 2009

The ICELT(In-Service Certificate in English Language Teaching) is a highly practical course-based English teacher education program which integrates classroom teaching and off-site teacher training. This case study analyzes the three-year implementation of the ICELT program in Korea and discusses its effects and the implications for improving the inservice English teacher education system. It has been found that the course participants were satisfied with the quality of its execution, thinking that it contributed to their professional development in the areas of teaching practice, methodology and language competence. The study has identified several success factors as shared program goals among the course participants, including systematic selection of course participants, well-qualified tutors and the proper provision of resources including syllabus, teaching materials and course assessment system. Nonetheless, it has been suggested that attention needs to be paid to generalized application of the ICELT for English teacher education due to the limitations such as the heavy workload caused by the program, lack of course participants' collaboration with other teachers at their schools and tutors' poor understanding of the Korean education context. Bearing this in mind, the implications for improving the inservice English teacher education system in Korea have been discussed. Finally, further studies have been suggested, which are concerned with in-depth investigation in exploring the division of roles between native English speaking tutors and Korean ones and the impact of the program on the sustainability of course participants' professional development and the impact on schools.

• 정보교육학회논문지
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• 제13권1호
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• pp.23-30
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• 2009

이 연구에서 제안한 교육프로그램은 예비교사들을 대상으로 인지심리학의 개념습득 이론 중 원형이론과 본보기 이론의 상호보완을 통하여 정보교육의 필요성과 개념을 습득하도록 하였다. 또한 언플러그드형 수업사례 시연활동을 통하여 컴퓨터과학에 관한 지식이 부족한 학습자들에게 교수-학습 설계능력을 향상시키고, 컴퓨터과학의 개념과 원리를 습득할 수 있도록 하였다. 예비교사들에게 적용해본 결과 효과성이 높은 유의미한 결과를 얻을 수 있었다.

• 한국과학교육학회지
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• 제9권1호
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• pp.1-17
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• 1989

From the investigation perfomed by this writer in 1986, it was recognized that many science teachers are in difficulty in teaching the intergrated science in secondary schools and then the present teacher preparation programs need improvement to advance the quality of science teachers. To set up the improvement model, the preservice programs in the departments of science education in Korea were intensively analyzed and compared with that in the department of science education in Hiroshima university. The results of analysises on the programs showed the needs for improvement. A improvement model of the program for secondary science teacher preparation was set up as follows; 1. The improvement program is set up to emphasize the basic science course such as, general physics, chemistry, etc. 2. More emphasis is put upon the intergrated science course. 3. The improvement program is a practical one which is suitable to apply directly as a program in the department of science education.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권3호
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• pp.357-381
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• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.