• 한국과학교육학회지
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• 제15권2호
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• pp.233-240
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• 1995

The purpose of the study is to certify the validity and effectiveness of the learning hierarchy and to define the effective teaching order in life continuity. To achieve this purpose, two experimental groups which were instructed varying the sequence of the instructional units. Teaching order based on the learning hierarchy was given to experimental group and descriptive order of current text was given to control group. The findings of the study are as follows: 1. Learning Hierarchy before learning had differ with order of the textbook, but hierarchy of both group has showed similar to the sequence of textbook, after learning. 2. The effect of learning hierarchy represented no significant different between control and experimental group.

• 한국수학사학회지
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• 제25권2호
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• pp.57-70
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• 2012

데자르그 정리와 무한원점이라는 사영기하학의 내용에 대하여, 반례의 수학사적 역할에 대한 Lakatos의 관점을 반영한 중등 영재학생용 교수단원을 개발하였다. 본 교수단원에서는 먼저 데자르그 정리의 반례를 인식하고, 이러한 반례를 제거하기 위해 무한원점을 도입하여 정리를 일반화한다. 그리고 다시 변환을 도입하여 반례가 사실 일반적인 경우와 대등한 것임을 재인식하도록 전개하였다. 이 교수단원에서 영재학생들은, 반례로 인하여 데자르그 정리라는 수학적 지식이 어떻게 변화하고 성장할 수 있는가를 경험할 수 있었다.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.111-144
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• 2000

The purpose of this study is to develop instruction sequence and teaching units for secondary school geometry using dynamic computer software like CabriII, GSP, Wingeom, Poly. For this purpose, literature was reviewed on various issues of geometry education and geometry curriculum using dynamic software. By the literature review, instructional sequence for teaching geometry in middle schools was designed. And, based on the newly developed instructional sequence, one sample teaching unit was developed. The basic principles for the development were to connect intuition geometry and formal geometry, and to emphasize students' investigative experience. Finally, experiment to check out teachers' response to the newly developed material was conducted by using questionnaire.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.103-117
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• 1999

The importance of pedagogical content knowledge(PCK) has been recognized in learning science teaching. PCK is based partly on the essence of subject matter knowledges. Therefore, the effective teaching of science content knowledges is fundamental in preservice education of student teachers. But, particularly the science curriculum of primary teachers' colleges is composed of less lessons than needed. This research was executed to identify the content and context of earth science which were contained in questions by student teachers These questions which were written by the students about the earth science content in elementary science texts and teachers' guide books were collected and analyzed. Frequency and context concentration of questions about the themes of contents were obtained. In each unit of the text books, scatter diagrams of question frequency and context concentration of themes showed various features. The main results were as follows. first, in case of the units which contents ate composed of themes expected to be experienced in everyday life, the question frequency and context concentration showed positive correlation between them. But, other units, which everyday life experiences are not expected to influence, did not show distinct correlation.

• 한국실내디자인학회논문집
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• 제14권4호
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• pp.79-86
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• 2005

According to the new multi-media appeared as a result of rapid growth of the information and science technique, the school library must be changed to the integration of the teach-study media resource from the existing print media. It means that the school library has to play a role of the study center with a different media from the existing teaching material, teaching instrument, facility and opportunity. The Information education must be conducted in the way of an integrated education course and able to do both information transaction and problem settlement. The education facility to solve this problem is the school library. Therefore, the school library becomes important more and more. It means that the school library is the center of entire study and education material for the teacher and student is focused on it. It is urgent to make the standard of the school library In order to cope with the new education and information environments. And especially it is very important to make a plan about the location and scale of the school library to improve the quality of the children's studying activity. The location of the school library is decided under consideration of the relationship with other room of school house and the proper scale of it is between 2.5units and 7.0units of classroom based on the number of class.

• 한국과학교육학회지
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• 제15권1호
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• pp.39-53
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• 1995

The purpose of this study was development of 'Environmental Science' of high school appropriate to Sixth Natinal Education Curriculum. In view that ultimate aim of environmental education is forming responsible environmental behaviors and the goals of values and behaviors are as important as knowledges and skills, A new environmental text of high school level was developed and it was based on analysis of seven texts and environmental education in Fifth Korean Curriculum. This text have seven units, 1.Habitates : What're the Meanings?, 2.Nuclear Energy: Can't be Avoid?, 3.Acid Rain : What're the Messages", 4.Ethanol : Is this Future Fuel?, 5.Wastes : A New War!, 6.What're the National and Global Environmental Issues? and 7.Our Water: Can Drink, Really? This text was stressed equally in goals of four environmental education and avoided from the array of knowledges. Therefore included various teaching strategies and independent actions of students. 'Open-ended value learning' and 'free behavior learning' in text were special learning parts for aquisition of values and formation of behaviors. To verify the effects of new developed environmental text, the direct learning was carried out by 286 students in total. Post test scores of experimental groups per each units were significantly higher than those of control groups about four goals, respectively. The Results of questionnaires by 50 teachers from five different schools were as follows. For validity of selecting contents for units, 74% of respondents replied positively. For classification and presentation of four goal-groups, 90% replied positively in validity and 82%, in utility. For validity of various teaching strategies, 88% and for the degree of including student-centered independent actions, 86% replied positively. For importances and expected effects of 'open-ended value learning' and 'free behavior learning', showed positive responses respectively, 88%, 92%. Therefore this text is effective to acheive four goals of environmental education equally.

• 한국학교수학회논문집
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• 제19권2호
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• pp.177-196
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• 2016

본 연구에서는 수능의 수학영역의 출제 유형이나 난이도 등이 고등학교 문과계열 수학 교수 학습과정에 어떠한 영향을 미치는지 알아보기 위하여 최근 5년간(2012~2016학년도) 수능 수학 A형(나형)의 출제유형과 난이도를 살펴보고, 출제유형과 난이도가 고등학교 문과계열 수학 내신 상위권 학생들의 수학 학습 내용에 어떠한 영향을 미치는지에 대해 연구하였다. 그 결과 다음과 같은 결론을 얻었다. 첫째, 고등학교 수학 내신이 상위권인 학생들의 수능등급을 결정하는 오답률 90% 이상인 문항은 지수함수와 로그함수 단원에 편중되어 출제되었다. 둘째, 수능 상위권 학생들은 수능 등급 향상을 위하여 지수함수와 로그함수 단원을 중점적으로 학습해야 할 단원으로 인식하고 있었다.

• 직업교육연구
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• 제37권2호
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• pp.101-127
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• 2018

이 연구는 NCS 기반 교육과정을 편성 운영하는데 교원에게 요구되는 역량을 구명하고 이 역량들의 상대적 중요도를 분석하여 직업계고에서의 NCS 기반 교육과정 운영에 시사점을 제공하고자 한다. 연구의 결과는 다음과 같다. 첫째, NCS 기반 교육과정 편성 운영 역량은 4개의 대영역, 11개의 중영역, 35개의 요소로 구명되었다. 요구 및 환경 분석(대영역 1)은 2개의 중영역인 요구 분석, 학습 환경 분석으로, 교육과정 편성(대영역 2)은 4개의 중영역인 교육과정 협의회 조직 및 운영, 교육목표 및 인력양성 유형 설정, NCS 능력단위 및 학습모듈의 분석 선정, 교과목 편성 및 교육내용 결정으로, 교육과정 운영(대영역 3)은 3개의 중영역인 교수 학습 준비, 교수 학습 실행, 교수 학습 평가로, 교육과정 평가 및 피드백(대영역 4)은 2개의 중영역인 교육과정 평가, 교육과정 피드백으로 구성된다. 둘째, NCS 기반 교육과정 편성 운영 역량의 상대적 중요도는 교수 학습 실행(19.6%), 교수 학습 평가(14.2%), 교육과정 평가(12.5%), 교육과정 피드백(11.2%), 교수 학습 준비(9.2%), 교과목 편성 및 교육내용 결정(8.6%), NCS 능력단위 및 학습모듈의 분석 선정(7.5%), 교육목표 및 인력양성유형 설정(6.6%), 학습 환경 분석(5.4%), 요구 분석(3.9%), 교육과정 협의회 조직 및 운영(1.5%) 순으로 나타났다.

• 대한지구과학교육학회지
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• 제3권1호
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• pp.28-35
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• 2010

This study is aiming to determine the effect of learning dimensions oriented elementary science lecture on scientific attitude, academic achievement, and logical thinking based on 'Earth' section in the 2nd semester of the 5th grade. Analyzing sub-categories of dimension in each lecture before teaching, a teaching and a learning plans based on dimension 3 and 4 were devised and applied. The result of this study is as follows: Firstly, when sub-categories of Earth section in the 2nd semester of the 5th grade in elementary schools were examined, the unit '5-2-4. Volcanoes and Rocks' was missing 8 of total 28 sub-units, while '5-2-7. Solar families' unit was covering all sub-units of every learning dimension. Secondly, learning dimensions 3 and 4 centered elementary school teaching caused significant difference in scientific attitude. Especially, among other sub-categories of scientific attitudes, 'Social meaning of Science', 'Attitude toward Science lessons' were better improved. Thirdly, learning dimensions 3 and 4 based elementary school lectures didn't bring significant difference to academic achievement. Fourthly, learning dimensions 3 and 4 oriented elementary lessons didn't imply significant difference in sub-logics of logical thinking, however proved to be helpful for students of transitional age.

• 대한수학교육학회지:학교수학
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• 제19권3호
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• pp.513-531
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• 2017

본 연구의 목적은 우리나라 초등학교 수학교과서에서의 시각과 시간 내용을 종적으로 비교, 분석함으로써 교과서의 내용 구성 및 지도에 대한 함의점을 얻는 것이다. 구체적으로 1차 교육과정에서부터 2009 개정 교육과정까지의 수학 교과서를 분석 대상으로 하였다. 시각과 시간의 여러 가지 학습 주제 중 시계 읽기, 시간 단위, 시간 계산을 선정하여, 지도 시기, 지도 방법, 교수 표현을 기준으로 분석하였다. 분석 결과로서 우리나라 교육과정별 교과서의 시각과 시간 내용의 지도 시기 및 방법에 관한 특징 및 차이점을 제시하고, 이에 기초하여 시각과 시간의 지도 및 교과서 구성을 위한 교수학적 시사점을 도출하였다.