• 한국과학교육학회지
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• 제33권7호
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• pp.1300-1311
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• 2013

본 연구는 예비교사들의 탐구지도능력 향상을 위해 개발된 '탐구 멘토링' 프로그램에 참가한 예비 과학교사들이 겪은 어려움을 분석하는 것을 목적으로 한다. 본 연구를 위해서 예비 과학교사들이 고등학생들의 탐구를 지도하는 '탐구 멘토링' 프로그램을 개발하였다. '탐구 멘토링' 프로그램은 2.5개월 동안 적용되었는데, 45명의 예비 과학교사가 참여하여 고등학생 44명의 탐구를 지도하였다. '탐구 멘토링' 과정 동안 예비 과학교사들은 멘토 일지를 작성하였고, '탐구 멘토링'이 끝난 이후에 멘토링 보고서를 작성하였다. 또한 멘토링 과정 중과 멘토링이 모두 끝난 이후에 개별 면담을 실시하였다. 이를 통해 예비 과학교사들이 겪은 어려움을 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 예비 과학교사들은 학생들에 의한 어려움인 '멘티' 요인보다 자신들의 부족함에 의한 어려움인 '멘토' 요인이 더 컸다고 응답하였다. 둘째, 예비 과학교사들은 '멘토' 요인인 인지적 능력의 부족, 탐구 능력의 부족, 지도 능력의 부족 등에서 고르게 자신의 부족함을 인지하고 있었다. 셋째, '멘티' 요인에 의한 어려움에서는 학생들의 차이, 적극성 및 열의의 부족 등에 의하여 어려웠다고 응답하였다. 넷째, '상호작용' 요인에 의한 어려움에서는 물리적인 거리에 의한 어려움이 많았고, 감정적인 거리에 의한 어려움도 많이 제시되었다. 또한 지도의 범위를 선정하기 어려웠다는 의견과 온라인 상호작용에 의한 어려움도 제시되었다. 다섯째, '환경'요인으로 학생들의 탐구를 효율적으로 지원할 수 있는 지원체제에 대한 아쉬움이 많이 표현되었다. 아울러 '탐구 멘토링' 프로그램을 통한 예비교사 교육에 대한 시사점을 논의하였다.

• 한국지구과학회지
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• 제32권5호
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• pp.504-513
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• 2011

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.378-390
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• 1999

The purpose of this study is to investigate what are objects in environmental education and to develop the teaching model for environmental education. The major objects of environmental education is how to teach students who not only take knowledge/skill, but also change their behavior with responsibility for environment. In order to change students' behaviors for environment, Hungerford recommended that teachers have teaching strategies with recognition, evaluation, and adaptation. Also, McCarthy developed teaching model to engage immediate personal meaning, to raise intellectual awareness of a concept, to enhance skills that students can use in their lives, and to foster personal adaptations. Based on the Hungerford's teaching strategies, and Mccarthy's 4MAT system, a teaching model is developed to encourage thinking skill, problem-solving ability, interesting, and participation in the class. The basic steps of the teaching model in this study are experience/recognition, knowledge/skill, evaluation, and adaptation/new experience and 8 sub-steps for instructional methodologies are developed to match of all students' learning style types in a classroom. This model will make it possible to raise the efficiency of instruction, and contribute to changing students who have responsibilities for their environmental behaviors. This model will be supplemented in schools, and applied to developing other instructional issues.

• 영어어문교육
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• 제15권4호
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• pp.265-290
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• 2009

The present data-driven study attempted to explicate nonnative English teacher trainees' foreign language teaching anxiety in microteaching settings from their perspectives. It is assumed that nonnative English teachers or teacher trainees may experience anxiety not only as foreign language learners but also as foreign language teachers. In order to inquire into their anxiety, the researcher had 172 teacher trainees perform extended microteaching tasks and reflect on their teaching and anxiety through group discussion. Based on the analysis of their discussion, three aspects related to nonnative English teacher trainees' anxiety were identified. First, teacher trainees identified three main types of anxiety-provoking situations: communicative-competence-threatening situations, unexpected situations, and instruction-hindering situations. Second, they identified three sources of anxiety: limited ability to use English, lack of English teaching skills, and fear of criticism. Third, they were aware that they used diverse strategies to lower anxiety before and while teaching for different purposes. From their identification and awareness of anxiety-provoking situations, sources of anxiety, and anxiety-lowering strategies, they could reflect on professional qualifications as a foreign language teacher.

• 한국멀티미디어학회논문지
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• 제24권1호
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• pp.155-165
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• 2021

With the continuous development and progress of science and technology, the field of mixed reality applications has involved scientific research, medicine, entertainment, education, information dissemination, and people's daily lives; This paper will focus on the application of mixed reality in the field of education and teaching, relying on the characteristics of mixed reality technology. This article will use the combination of mixed reality and smart glasses to fully consider the characteristics of photography darkroom teaching, design and produce a mixed reality photography darkroom teaching software, and explore the feasibility of the application of mixed reality in teaching. This paper will use literature research methods, practical research methods, and survey methods as the main methods of research topics to determine the importance, feasibility, and necessity of the relevant theories studied in this paper. The application of mixed reality technology in photography darkroom teaching can not only solve many problems in the existing darkroom teaching methods, but also develop and expand students' Independent learning ability. It is concluded from this that mixed reality teaching software has the feasibility of sustainable development, which brings particular application value to the development and research of other education and art discipline software.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제10권1호
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• pp.57-70
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• 2007

수학사 관련 교수 학습 자료 개발에만 치중하였고 개발한 교수 학습 자료는 학습내용에 알맞은 수학사나 수학자의 일화로 실제 수업시간 중 흥미유발 자료로 사용하는데 그쳤다. 본 연구에서는 수학사를 보다 적극적으로 활용하기 위해서 문제 파악, 문제추구 및 해결, 적용 발전, 과제 파악 등의 각 학습 단계에서 활용할 수 있는 수학사 자료를 개발하여 실제 수업에 적용해 봄으로써 수학 사업을 개선하는데 도움을 주고자 하였다.

• 한국안광학회지
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• 제12권1호
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• pp.75-84
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• 2007

안광학 분야의 교수 학습개선을 위한 모형은 통합교과 동료와 교수자 멘토링(PIM:Peer & Instructor Mentoring) 경진대회를 활용한 연구 프로젝트 교수 학습모형으로 개발하였다. 이 모형의 적용하여 얻은 결과은 다음과 같다. 교과목간의 유기적 연계성을 고려한 통합교과 교수학습 모형은 학습 성취에 효과적이다. 동료 교수자 멘토링 시스템은 학습자의 연구 프로젝트 수행에 많은 도움을 제공한다. 협력학습 프로젝트 중심수업은 자기 주도적 학습능력 향상과의 의사 소통능력에 효과적이다. 경진대회를 활용한 연구프로젝트 수업은 학습자의 동기유발과 목표지향에 추진력을 부가한다. 연구 프로젝트 수업은 관련 이론과 개념 정립 학습에 유익하다. 이처럼 본 모형 프로젝트 수업은 학과목과 축제를 병합한 새로운 교수 학습 모형을 제안하였다.

• 대한가정학회지
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• 제18권4호
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• pp.47-63
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• 1980

In order to investigate the current curriculum activities of home economics education secondary schools and the satisfaction and consciousness of teachers in home economic education, 158 teachers I Youngnam district were randomly selected for a series of questionnaire concerning home economics education in the secondary schools. The conclusion obtained from the data based on the questionnaire are; (1) Most of the teachers were considering that the subjects of home economics education are essential parts in developing the fundamental ability of human beings and that the subjects, therefor, should be extended to boy students as well as girls students; (2) Most of the subjects in home economics education were controlled and taught by a teacher on the school-year basis and very few subject were taught by specialists having majored in the university; (3) One of the most prominent difficulties in teaching career was lack of facilities followed by lack of the most prominent difficulties in teaching career was lack of facilities followed by lack of finances, lack of understanding of principals' with the subjects; Lack of students(interest to the subject due to the current entrance examination system for colleges/universities, excessive number of students in class, and inability of student sand teachers for the subjects concerned about; (4) Most secondary school teachers of home economics education were comprehensively taking part in the education of sexual morality of students; (5) Most teachers of home economics education in secondary schools had the satisfaction of being successful in life due to the fitness of their interest, the contribution to the society with their ability and the economic independence resulted form the improved relationships of human beings and the better visions; (6) Teaching careers of housewives were considered a pride of the family and supported by their children and husbands; (7) The most concerned problem for the women in teaching careers was an educational work for their children and lastly (8) The women in teaching careers were considered to be respectable in the comprehensive society being included by children, senior staffs and colleagues.

• 정보교육학회논문지
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• 제13권4호
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• pp.451-459
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• 2009

정보통신기술의 급격한 발달은 새로운 정보와 지식의 양을 급속하게 증가시켜 지식기반사회로의 체제를 굳건히 만들고 있다. 지식기반사회에서 전통적 교수-학습 방법은 더 이상 학습자의 문제해결에 도움을 주기 어렵다. 이런 이유 때문에 전통적 교수-학습 방법을 대신할 수 있는 지식기반사회의 적합한 수업모형인 문제중심학습이 대두되고 있다. 본 논문에서는 e-러닝과 PBL(문제기반학습)을 결합시킨 수업모형인 온라인 기반의 e-PBL을 제안한다. 이는 전통적인 교수-학습 방법의 문제점을 극복할 수 있다. 따라서 본 논문에서는 초등학교 정보소양교육 분야에서 활용할 수 있는 e-PBL 수업모형, 수업문제를 개발하고 이를 실제 교육현장에 적용하여 타당성과 효과성을 검증하였다. 또한 e-PBL을 지원하기 위한 e-PAS 시스템을 구축하여 학업성취도 및 자기주도적 학습능력을 향상시키고 학습만족도를 신장시켰다.