• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2021년도 학술논문집
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• pp.31-36
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• 2021

AI 기술로 대변되는 4차 산업혁명 시대를 맞이하여 교육 현장에서 다양한 AI 교육이 이루어지고 있다. 하지만 교육 현장에서 이루어지는 AI 교육은 단발적인 프로젝트 교육 혹은 교사 중심의 교육이 대부분을 차지하고 있다. 이에 학생 중심, 현장 중심 교육을 실천하기 위해 디자인 씽킹을 기반으로 인공지능 교육 프로그램을 개발하였다. 디자인 씽킹 기반 인공지능 교육 프로그램은 생활 속 문제를 AI로 해결하는 과정을 통해 AI에 대한 이해와 활용 능력이 향상될 것이며, AI에 대한 이해를 넘어선 새로운 가치를 창출하는 능력을 길러줄 것이다. 디자인 씽킹 기반 인공지능 교육 프로그램 등으로 교육 현장에서 다양한 AI 교육이 이루어지길 기대한다.

• 한국비블리아학회지
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• 제25권2호
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• pp.77-95
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• 2014

본 연구의 목적은 교류분석이론에서 제시한 이고그램(egogram)을 통해서 사서교사의 자아 상태 유형을 분석하는 것이다. 교사의 바람직한 자아 상태는 A(Adult)와 NP(Nurturing Parent) 그리고 FC(Free Child)가 CP(Critical Parent)나 AC(Adapted Child)보다 높은 것이다. 그러나 사서교사는 CP가 높고 A와 FC가 낮게 나타났다. 이것은 사서교사가 자신의 가치관과 신념을 바른 것이라고 여기고 있음을 의미한다. 또한 양보하려 하지 않고 규칙과 규범을 강조하는 완고한 태도를 가지고 있다고도 볼 수 있다. 이러한 사서교사의 자아 상태는 학생의 자주적 학습을 강조하는 구성주의 학습 환경에서 교수자로서의 역할 수행에 걸림돌이 될 수 있다. 따라서 사서교사 양성과정에서 교수자는 물론 교수 파트너로서의 역량을 기를 수 있도록 교육정보봉사 영역과 교육용 콘텐츠 및 수업용 자료 개발 프로그램을 강화할 필요가 있다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권3호
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• pp.277-297
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• 2020

본 연구의 목적은 수학교육적 가치에 대한 예비 초등교사와 현직 초등교사의 인식을 확인하고 비교하는데 있다. 이를 위해 설문지를 활용하여 자료를 수집하고 주성분 분석(PCA)을 실시하여 요인 6개를 도출하였다. 이 요인은 체계적인 라벨링 과정을 거쳐 6가지 수학교육적 가치 즉 '재미', '문제 해결', '표현', '계산', '능력', '설명'으로 명명되었다. 예비 초등교사와 현직 초등교사 모두 '문제 해결'을 가장 중요하게 생각하였으며 이 요인에 대해 통계적으로 집단 간 유의미한 차이는 없었다. '설명'을 제외한 모든 수학교육적 가치에 대해 1학년 예비 초등교사, 4학년 예비 초등교사, 현직 초등교사 순으로 더 중요하게 여기는 경향이 있었다. 특히 예비 초등교사와 현직 초등교사 사이에 각 가치에 대한 인식의 차이가 두드러지는 것으로 나타났다. 이와 같은 연구 결과를 토대로 교사 교육 프로그램에서 수학교육적 가치의 구현과 관련하여 더 중요하고 의미 있게 다뤄야 할 것이 무엇인지 논의의 필요성을 강조하였다.

• 대한간호학회지
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• 제15권2호
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• pp.34-48
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• 1985

The purpose of this study was to find out healtk education activities of the 435 school nurses in the secondary schools in Seoul. A questionaire was sent by mail on March 11, 1985 and received a total of 252 responds till April 4, 1985. Among them, 230 were included in final analysis. Those of 22 school nurses who have worked not more than one year were excluded. The results of the findings obtained of this study are summarized as follows: 1. An average number of health education activities carried out by the school nurses turned out to be 31.7 times/nurse/year. 2. The practice rates of health education activities by contents of health education were revealed as follows: on parasite disease 89.6%, hepatitis 89.1%, physical examination 87.3%, influenza 84.3%, etc. Health education on drinking and smoking, drug abuse were the lowest rate as 37.8% and 40.9%. 3. The practice rates of health education by the school nurses according to the health education methods were shown as follows: instruction by the teacher 90.9%, bulletin boards in the classroom 73.0%, message to home notices 72.676, etc. 4. Difficulties in carrying out health education programs by the school nurse were analysed accord-ing to Likert's five point scale. The scores on item to the no availability of teaching tools and tips were 3.90, no availability of audiovisual aids 3.801 lack of understanding from the school principals 3. 30, insufficient time of the school nurse 3.26, no guidance or unproper form of health education material 3.20, lack of knowledge of educational method 3.18. As a conclusion of this study, the development of the supporting system to health education activities and programs for improvement of school health education is strongly needed from policy making level.

• 한국과학교육학회지
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• 제28권6호
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• pp.664-674
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• 2008

본 연구는 문헌 연구와 전문가집단의 논의를 통해서 가설검증방법 고안의 교수-학습 절차를 개발하였고, 이에 따라 과학교사를 위한 가설검증방법 고안 교수-학습 프로그램을 R&D 방식으로 개발하여 투입하였으며, 과학교사들이 사전과 사후에 고안한 가설검증방법의 유형 및 가설 검증력 변화를 분석하였다. 연구 결과에 의하면 사전 검사에 비교해서 사후 검사의 가설검증방법의 정교성, 설명요소의 다양성, 검증구조의 논리성등이 증가된 유형으로 변화되었다. 그리고 사전 검사에 비교해서 사후 검사의 가설검증방법의 수, 정교성지수, 검증구조지수, 가설 검증력 등의 평균이 향상되었다. 이러한 결과는 가설검증방법 고안 교수-학습을 통해서 과학교사의 가설검증방법이 보다 포괄적이고 정교하게 변화되었음을 의미한다. 뿐만 아니라 이 연구의 결과는 과학교사들의 탐구능력 향상의 가능성, 기존의 수업 모형 개선, 검증방법고안 능력 평가를 위한 도구 개발에 시사점을 제공하였다.

• 지역사회간호학회지
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• 제21권4호
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• pp.419-428
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• 2010

Purpose: The purpose of this study was to measure the effects of a school safety education program based on the PRECEDE-PROCEED model for upper grade elementary students. Methods: One hundred ten 6th-grade students sampled from an elementary school in D City were divided into the education group (n=55) and the non-education group (n=55). School safety education was provided to the education group for 8 weeks and a questionnaire survey about safety knowledge, safety practice and the frequency of safety negligence was carried out before and after the education from March 2 to July 13, 2010. Results: After the application of the safety education program, the education group got a higher safety knowledge score than the non-education group (p<.001). Both the education and non-education groups showed a significantly increased safety practice score (p<.01). In the comparison of safety negligence, the education group showed lower frequency (p<.01). In addition, according to the results of ANCOVA and t-test, the school safety education program influenced safety knowledge significantly (p<.001). Conclusion: This result shows that a school safety education program based on PRECEDE- PROCEED can improve safety knowledge. Further studies will be required to develop continuous and systematic safety education programs.

• 영재교육연구
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• 제14권4호
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• pp.1-13
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• 2004

Although over - 600 students in Incheon has been participated in the gifted education programs under the colleges and Office of Education Department every year, it is reported that the number of teachers have insufficient teaching abilities in primary, advanced, and after-advanced gifted classes. The Gifted Education Research Institute in Incheon University introduced R&E activities for the improvement of teachers' abilities in science research and student guiding. Professors in science department conducted the R & E activities to select the research thesis. The professors and the guidance teachers decided the directions of the research, and the guidance teachers who learned from the professors taught 3-5 students to practice the research. Five professor-teacher-student research teams in math, physics, chemistry and biology conducted the research after school and during the vacation for 7 months. The results of the research were submitted to the journals of research activities and the result papers were presented to the seminar. On this research, the possibilities and the difficulties of the R&E activities based of the journals of research activities, oral presentation and the research results reports were analyzed with a purpose of improving the professionalism of the science gifted teachers. Although the professors proposed many difficulties or problems about the R&E activities, the teachers reported that the R & E activities he1ped them to improve their research activities and student guiding techniques. The teachers acquired more knowledge on the principles of the science related areas than before. Moreover, they thought it was very meaningful experience in using the science related instruments, guiding the students' research and writing the research reports. The students also gave the positive responses with the increased interests in new science studies and with the experience of learning the way of research.

• International Journal of Computer Science & Network Security
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• 제21권7호
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• pp.63-69
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• 2021

Flipped learning is necessary for modern education but quite difficult to implement. In pedagogical science, the question remains to what extent the practical work of the teacher in combination with the technologies of flipped learning will improve the quality of higher education. The aim of this article is to study the effectiveness and feasibility of using flipped learning technologies, assessing their perception by students (advantages and problems), identified an algorithm for introducing flipped learning technology in higher education institutions. Research methods. The main method is an experiment. An evaluation of the effectiveness of the study was conducted using a questionnaire and observation method. Statistical methods were used to evaluate the results of the experiment. The research hypothesis is that flipped learning allows the teacher to spend more time on an individual approach, to understand the real needs of students, and provide effective feedback, thereby improving the quality of learning and motivation of students, especially while studying complex material. The results of the study are to prove the effectiveness of the technology of flipped education in the study of complex disciplines, courses, topics. The use of flipped learning strategies improves the self-regulation of the educational process, group work skills, improves students' ability to learn, overcome difficulties. The technology of flipped learning in the presence of modern technical means and constant work on improving the level of digital literacy is an effective means for students to master complex topics and problematic issues that require additional consideration and discussion. The perspective of further research is the consideration of integrated approaches to the application of flipped learning technologies to the principles of STEAM-education, multilingual and multicultural programs, etc. It is also worth continuing to develop a set of methods aimed at enhancing the student's learning activities, the formation of group work skills, direct participation in creating the foundations of higher education.

• 한국학교보건학회지
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• 제5권1호
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• pp.74-83
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• 1992

The purpose of this study is to provide the basic data in developing environmental education curriculum by searching the consciousness junior-high school teachers in Seoul. 28 junior-high schools in Seoul were randomly selected and again selected 547 teachers to answer this questionnaire. The major findings of this study are as follows; 1. Teachers recognized the seriousness of environmental problems in the national level(about 54%) and Seoul level(about 90%) 2. Teachers recognized the need of environmental education at junior and high school(85%). 3. Only 17.5% of respondents marked to be selected Environmental Education at the 6th curriculum revision in their school. 4. If Environmental Education was selected at the 6th curriculum revision, about 58% of respondents recognized that Environmental Education Teacher should be responsible Environmental Education course. 5. If Environmental Education course was not selected at the 6th curriculum revision in their school, about 45% of respondents recognized that Environmental Education course should be done the whole subjects. 6. About 57% of respondents recognized that effective method of Environmental Education should be used audio-visual material. 7. About 25% of respondents recognized that environmental education should be prevented by Enterance-exam oriented education. Several improvements should be made on the following aspects; 1. At the 6th curriculum revision, Environmental Education course should be selected a required course. 2. At the Collage of Education, Environment-related course should be established. 3. Programs of environmental education should be urgently designed and improved so that teachers can proceed it more effectively.

• 한국식품조리과학회지
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• 제28권2호
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• pp.183-193
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• 2012

In this study, data was collected on the dietary life education at elementary schools according to the Food Education Support Act using elementary school teachers as subjects. A survey was conducted on 258 elementary school teachers at seven elementary schools located in Seoul, Gyeonggi, and Daegu, Korea from April 14-17, 2010. Most teachers reported that dietary life education was very much needed. The appropriate individuals to teach dietary life education were nutrition teachers, charge teachers, and dietary life education tutors, in that order. The most appropriate time to conduct dietary life education was during dietary life-related subject hours, dietary life education hours, food service hours, and discretionary and extracurricular activities, in that order. The most effective materials and methods used for dietary life education were projection materials and dietary life-related special lectures. Efficient dietary life education methods can be used to develop dietary life education programs. Based on these results, elementary school teachers recognize that dietary life education is very much needed and believe that it would be desirable to conduct dietary life education using nutrition teachers in cooperation with other related teachers.