• 한국실천공학교육학회논문지
• /
• 제4권2호
• /
• pp.67-74
• /
• 2012

직업훈련교사를 대상으로 하는 자격연수과정의 면대면 집체교육과 이러닝의 블랜디드 교육의 효과를 비교하여 블랜디드 교육을 개선할 수 있다. 주요한 교육환경의 특성을 분류하고 이에 적합한 블랜디드 교육의 특성을 도출하는 것이 필요하다. 이를 위해 본 연구는 블랜디드 교육과 집체교육의 만족도와 평가 점수를 비교하였고 교육효과에 영향을 미치는 블랜디드 교육의 특성요인으로 학습자 특성, 교수 학습 설계, 교수 학습 환경의 세 요인을 검토하였다. 본 연구 결과에 의하면 집체교육의 평가 점수가 높고, 만족도는 통계적으로 유의미하지 않지만 블랜디드 교육의 점수가 높으며 블랜디드 교육의 지원경쟁률이 높게 나타났다. 블랜디드 교육의 효과성을 제고하기 위해 온라인 교육의 교수 학습 방법 및 환경 변화가 필요하며, 구체적으로는 블랜디드 교육에서 교수 학습활동의 다양화, 교육생의 참여를 활성화할 콘텐츠 설계, 다양한 수준의 콘텐츠 등을 개선방법으로 제시하였다.

• 수산해양교육연구
• /
• 제24권5호
• /
• pp.653-661
• /
• 2012

The purpose of this research is to analyze teacher's lesson language pattern based on robot class. For this research as an analytical tool AF (Advanced Flanders) was utilized. Actually ClassReport ver 1.0 computer program was used in the process of input data. From the results of the Flanders index, The major instruction sequences were 4-8-3 in elementary school and 4-8 in middle school. The teacher's remarks in robot class in the elementary school rank 'instruction', 'question'. And In the middle school rank 'instruction' and 'positive advice' are very high ratio, but 'indication' is low ratio. The teacher constantly teach and ask question ratio in the middle school was higher than elementary school. But a tendency for non-indication was low ratio in the middle school than elementary school. These results could provide effective cues and information on how to to improve instruction.

• 보건교육건강증진학회지
• /
• 제17권2호
• /
• pp.35-56
• /
• 2000

This study is research on physical health and mental health(physical and mental symptom at school) in perceived school environment among adolescents. The study subjects ere selected by senior high school students in seoul and random sampling. The 3,060 subjects were selected 18 schools. The duration for survey was for Nov. 25-Dec. 13, 1998. The reliability of Questionnaire was Cronbach's $\alpha=0.95$. This study used multiple regression through Factor Analysis in SPSS programs. The major findings of this study are as follows: (1) All of Multiple Regression Models were significant. (p<0.001). (2) Physical Mental health is related to gender, personal environment, and economic status. (3) Physical Health is related to perceived school environmental variable (therapeutic teacher-student relationships, classrom climate, and school life satisfaction) among adolescents. (4) Mental Health is related to perceived school environment variables(therapeutic teacher-student relationships, classroom climate, school life satisfaction, teachers' climate, and classmates' attitudes) among adolescents. This study could be used as the basis for the development of educational program, counseling, teacher in-service training, student teacher training and the establishment of educational and health policy.

• 한국보육지원학회지
• /
• 제12권4호
• /
• pp.131-149
• /
• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• 인간식물환경학회지
• /
• 제24권5호
• /
• pp.509-517
• /
• 2021

Background and objective: Problems currently occurred in the environment are caused by a lack of environmental awareness of the community. Biology students learn the environment in ecological learning. Students must explore environmental knowledge (EK) and are expected to have high environmental awareness (EA) and then apply their knowledge in daily life with pro-environmental behavior (PEB). There is a need for designing climate-change book serials for university students (CCBS-US) towards contextualized learning. This study aimed to determine the relationship between EK and EA and the PEB of biology students as a baseline for designing CCBS-US. Methods: The study used a quantitative descriptive method with a correlational design. Total 136 biology students from a state university in Jakarta, Indonesia served as samples of the study. Results: Research results revealed a positive relationship between EK and PEB of biology students. There was a positive relationship between EA and PEB of biology students and between EK and EA and PEB of Biology students. Moreover, 77% of students reported their EK is very high, 55% of students reported their EA is medium, and 46% of students reported their PEB is medium. Ecological learning has a vital role in shaping the EK, EA, and PEB, thus CCBS-US needs to be developed. Conclusion: The study concluded that there was a relationship between EK, EA, and PEB. The study recommends the development of CCBS-US based on the survey results.

• 한국가정과교육학회지
• /
• 제24권1호
• /
• pp.85-104
• /
• 2012

본 연구는 중학교 3학년 기술 가정 "산업과 진로" 단원의 수업에서 커리어포트폴리오형과 교사주도형 진로탐색 프로그램을 실시한 후 이들 각각의 진로탐색 프로그램이 진로성숙도와 진로정체감에 미치는 효과에 차이가 있는지를 알아보고자 하였다. 본 연구에서는 대구광역시에 소재하는 중학교 3학년 학생들을 대상으로 하여 커리어포트폴리오형에 60명, 교사주도형에 60명을 분류 배정한 후 각각 총 9차시의 진로탐색 프로그램을 진행하였다. 또한 진로탐색 프로그램에 참여하지 않는 통제집단에도 60명을 배정하였다. 측정도구로는 진로태도 성숙도 검사(CAMI), 진로정체감 척도, 그리고 가정환경조사서로 구성된 질문지를 사용하였고, 자료분석으로는 공변량분석(ANCOVA)과 Scheff$\grave{e}$의 사후검증을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 커리어포트폴리오형과 교사주도형 진로탐색 프로그램에 참여한 중학생들이 진로탐색 프로그램에 참여하지 않은 중학생들보다 진로성숙도가 유의하게 더 많이 향상된 것으로 나타났다. 특히 커리어포트폴리오형 진로탐색 프로그램에 참여한 중학생들이 교사주도형 진로탐색 프로그램에 참여한 중학생들에 비해 확신성과 준비성의 진로성숙이 유의하게 더 많이 향상되었다. 둘째, 커리어포트폴리오형과 교사주도형 진로탐색 프로그램에 참여한 중학생들이 진로탐색 프로그램에 참여하지 않은 중학생들보다 진로정체감이 유의하게 더 많이 향상된 것으로 나타났다. 특히 커리어포트폴리오형 진로탐색 프로그램에 참여한 중학생들이 교사주도형 진로탐색 프로그램에 참여한 중학생들에 비해 안정성, 목표지향성, 자기주장의 진로정체감이 유의하게 더 많이 향상되었다.

• 수산해양교육연구
• /
• 제26권2호
• /
• pp.382-391
• /
• 2014

The purpose of this study was to confirm the relationship between teacher's resilience and job satisfaction and observe the mediating effect of organization in the relationship. For the study, a survey about resilience, job satisfaction, and organization was conducted on 913 elementary, middle, and high school teachers working at Busan and Ulsan. The result was statistically treated using SPSS 18.0 program. The results of this study are as follows: First, there were as positive relationships among teacher's resilience, job satisfaction, and organization. Second, the mediating effect of organization in the relationship between teacher's resilience and job satisfaction was shown by the partial mediating effect. The result of the study shows that teacher's resilience is the variables influencing job satisfaction but organization is more important variables. Therefore, it suggests to establish organizational ethical climate for active communication among school members in order to improve teacher's job satisfaction.

• 한국보육지원학회지
• /
• 제17권2호
• /
• pp.121-142
• /
• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• 대한가정학회지
• /
• 제41권2호
• /
• pp.199-210
• /
• 2003

The purpose of this study was to investigate the effects of perceived relationships of the adolescents with their parents, peer and the teachers on their school adjustment. The data were collected from 385 male and female high school students in Seoul through the questionnaire method. The major result of the study were as follows: 1. About sixty percents of the respondents came from middle-class families who were being brought up by their parents. 2. Analysis of data revealed that degrees of relationship of the respondents with their parents and peer were higher than moderate, while the degrees of relationship with teacher was found to be moderate. 3. The adolescent' overall level of school adjustment was found to be at a moderate level. 4. The adolescents' levels of school adjustment were differed by birth order, father's occupations, family structures, economic status of the family, grade point average and religion. 5. The stepwise regression analyses yielded the results that relationship with the teacher, relationship with the peer, father's caring, birth order and economic status of family were significant factors in explaining the adolescents' school adjustment. On the base of the results of the study, the following suggestions were made in order to enhance adolescents' school adjustment: 1. Teacher education focused on guidance and counseling should be included in the teacher education and training program. 2. Parents education focused on fatherhood should be more emphasized.

• 과학교육연구지
• /
• 제38권2호
• /
• pp.317-330
• /
• 2014

본 연구에서는 운영방식이 다른 영재교육 기관의 보조교사 활동에 참여한 예비교사의 영재교육에 대한 인식을 분석하고자 하였다. C지역의 대학부설 과학영재교육원과 교육청 지원 기숙형 영재교육원의 보조교사 활동에 참여한 예비교사 74명을 대상으로 설문 조사를 하였고, 분석된 결과를 바탕으로 7명을 심층 면담하였다. 연구 결과, 학기 중에 이루어지는 두 영재교육원 간의 교육 분야, 교육 일정, 교육 방법의 차이에 따라 보조교사의 영재성과 영재교육 담당 교사의 자질에 대한 인식이 다르게 나타났다. 대다수 보조교사는 주요 역할인 수업 관찰에서 어려움을 가장 많이 느끼며 이와 관련된 체계적인 연수의 필요성을 제안하였다. 영재교육 현장에서 장기간의 실제적 지도 경험을 가진 보조교사의 영재교육에 대한 인식을 바탕으로 영재교육을 위한 예비교사 훈련 방법에 대한 개선책을 찾아보고 영재교육원의 운영 방향을 재조명하고자 하였다.