• 한국과학교육학회지
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• 제11권2호
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• pp.13-21
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• 1991

For development of teaching model for observational experiment and the major contents of science education guide books published for secondary school teacher in America, the actual survey to the secondary schools and the investigation of science education guide were carried out. The results were summarized as follows. 1. The major concepts of contents in science education books are constituted of introduction(9.67%), ability(8.94%), activity(6.61%), curriculum(11.61%), instruction planning(5.25%), instruction strategy(l7.74%), materials and facilities(1O.97%), evaluation(8.62%), society and community(l0.55%), guidelines(4.76%), practice(3.54%), and index(1.74%). 2. The constitution of multimedia teaching model for observational instruction was developed and arranged in order of six steps as observation, materialization, broad understanding, advanced study, application, and synthesis. This model was thought as the most effective for the achievement of the instructive goal for observational unit and others.

• East Asian mathematical journal
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• 제32권2호
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• pp.153-174
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• 2016

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through focus group's investigations on the elementary mathematics teacher's guide books. First, We survey previous studies on the teacher's guide books to make the frame of investigation. Next, We compose focus group(8 teachers) for 3~4th grades, and analyze the teacher's guide books according to ready-made frame: compliance of curriculum, accuracy and fairness of contents, selection and organization of contents. As results of investigation, system of organization of the teacher's guide books is needed. Goal, contents, teaching methods, and evaluations have to be consistent in describing mathematical terms. And errors in mathematics and mathematics education are examined more carefully. The teacher's guide books afford teachers many materials and informations to teach mathematics through classroom lessons. So more study on the teacher's guide books and developmental study for the model guidebooks is needed along with the revised curriculum and new textbooks.

• 한국과학교육학회지
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• 제36권4호
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• pp.681-691
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• 2016

이 연구에서는 중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식을 분석하였다. 서울 소재 사범대학에 재학 중인 11명의 예비교사가 연구에 참여하였다. 예비교사들에게 교과서와 교사용 지도서 및 부속자료를 제공하고 이를 활용하여 일반적인 수업과 과학 교수학습 모형을 활용한 수업을 계획하도록 하였다. 예비교사들이 작성한 교수학습 지도안과 활동지, 면담 결과를 분석하였다. 연구 결과, 대부분의 예비교사들은 교사용 지도서의 차시 구분을 그대로 따랐으나, 전체 대단원의 차시 구성이나 교육과정 상의 내용 간 연계에 대한 고려는 부족하였다. 또한, 수업에 적용할 모형을 선정할 때 제시된 예시 지도안의 도움을 받는 경우도 있었다. 교수학습 활동 측면에서 일반적인 수업에서는 교과서의 탐구 활동에 제시된 질문을 변형하였고, 모형을 적용한 수업에서는 모형의 각 단계에 맞춰 교과서의 탐구 활동을 변형하였다. 대부분의 예비교사들이 부속자료로 제공된 활동지를 활용하지 않고 교사용 지도서와 부속자료를 응용하여 활동지를 제작하였다. 예비교사들은 예시 지도안에 제시된 평가 단계를 보고 교수학습 평가 요소를 인식하였으나, 교과서나 교사용 지도서, 부속자료를 응용하여 주로 내용 지식을 평가하기 위한 지필평가를 계획하였다. 예비교사들은 교사용 지도서에 제시된 소단원 도입 질문이 학생의 흥미 유발에 효과적이지 않다고 평가하여, 이를 변형하거나 새로운 내용을 추가하였다. 이러한 연구 결과를 바탕으로 예비교사 교육과정에서 예비교사의 PDC 향상을 위한 교사용 지도서의 효과적인 활용 방안과 교사용 지도서의 개선 방향에 대해 논의하였다.

• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.15-27
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• 2001

The purpose of this study is to understand and compare the characteristics of the content organization system of three Environment textbooks currently used, and to examine its connectivity with the teaching & teaming methods included in the Environment subject part of the 7th Korean National Curriculum. For the analysis three Environment textbooks for middle school and their teacher's guide books by three companies. published(A, B, and C) The result of the taxonomic analysis showed that three Environment books had different steps to get to the lesson class unit in the way that A of six steps, B of five steps and C of seven steps. The amount of main text was different In the domains of'Human and Environment','Environmental Problems and its Counter-plan'and'Environmental Conservation'of three textbooks each. All of three textbooks had the biggest percentage in sub-domains of'Living Environment to Keep'and'Global Environmental Problem'in 'Environmental Problems and its Counter-plan'domain. Considering teaching & loaming methods all of three textbooks contained many activities as 55 in A, 66 in H and 91 in C. Among 9 teaching 8E teaming methods and others listed in the Environment subject part of the 7th Korean National Curriculum, the investigation method is most frequently used in all of three textbooks. The drama, the paly and the case study were used rarely as teaching & teaming methods in activities In the consideration of the content amount regarding academic fields, it was revealed that three textbooks overemphasized the aspect of natural sciences comparing the aspect of human & social sciences aspect as a whole. Generally the appendix section of all three textbooks were well organized to support the teaching and teaming activities in main text.

• 대한수학교육학회지:학교수학
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• 제6권4호
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• pp.345-359
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• 2004

본 연구는 기존의 계산 오류 연구 결과가 초등수학 지도에 적극 활용되지 않는다는 점에 착안하여, 계산 오류 연구 결과가 최근의 초등 수학 교재에서 어느 정도 반영되고 있는지 그 실태를 파악하고, 더 나아가 미래 교재 개발을 위한 시사점을 도출하고자 하였다. 이를 위해 본 연구에서는 교재의 분석 기준을 마련하고, 이를 토대로 제6차와 7차 교육과정의 수학 교과서, 수학 익힘책, 그리고 교사용 지도서를 계산 오류 활용이라는 관점에서 분석하였다 분석 결과 수학 교과서에서는 제6차와 7차 공통적으로 계산 오류가 활용되지 않았으며, 7차의 경우는 수학 익힘책, 교사용 지도서에서도 그 활용도가 극히 낮은 것으로 나타났다. 마지막으로 분석결과를 토대로 차기 교육과정에서의 수학 교재 개발에 대한 시사점을 간략하게 정리하였다.

• 한국도서관정보학회지
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• 제38권4호
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• pp.19-44
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• 2007

이 연구에서는 학교도서관이 교육과정과 연계한 정보문해 서비스를 제공하기 위한 장애요인과 해결 방안을 탐색해 보았다. 장애요인으로는 정보문해를 ICT 활용능력으로 잘못 이해하고 있다는 점, 그리고 장서, 도서관 전담인력 등의 미비 등을 들었다. 정보문해에서 문헌정보의 중요성, 온라인을 이용한 도서관 이용지도, 정보문해 수업을 위한 Big6 문제해결 모형 및 교수-학습 과정안, 수업의 실천과정에서 필요한 서식 등을 제시하였다.

• 교육시설
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• 제17권1호
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• pp.21-29
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• 2010

This study is the purpose of plan principle establishment of the class room for individualization, oriented information of education and various teaching, learning activity. Since the 1990's, school facilities also need to change the educational environment. The 1990's is the time to prepare for the change such as individualization, an information-oriented society, the world-oriented society. Open education is the new form of school and needs the change that individualization diversification, oriented information. For above the reasons, in order to satisfy the demand of change of the new educational environment deviating from uniform education of the past environment improvement of both school education and studying facilities is the emergency theme. The process of education of Korea studies the character that before modem times after modem times under the Japanese rule. The process of change of act in relation to education process and facilities of Korea arranges and studies after establishing government. The plan principle synthesize and analyses school building refering to plan standard and principle of books of various architecture plan, is general classroom in the educational process of the elementary schools.

• 한국초등과학교육학회지:초등과학교육
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• 제35권1호
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• pp.1-12
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• 2016

The purpose of this study was to analyze question's patterns in elementary school science teacher's guide books of 5, 6th grade under the 2009 revised curriculum. A modified analysis framework based on Blosser's classified system was used to analyze 1,982 questions extracted from elementary science teacher's guide books by grade, by domain, and by teaching and learning stage. The findings of this study were as follows. First, of the 1,982 questions, the most prominent type of question was the propositional question and the following was the reproductive question. And, in comparing the question's patterns between 5, 6th grade, it was found that 6th grade had higher rate of close typed question, while 5th grade had higher rate of open typed question in its curriculum. Secondly, a comparative study about two domains, material and energy science domain and earth and life science domain, showed that the number of questions of each domain was not much different. However, it was found that propositional questions and applicable questions showed a higher rate in material and energy science domain, and anticipated questions and open typed questions including divergent and evaluative question showed higher rate in earth and life science domain. Moreover, although the total number of questions from integration and my fun research domain's contents was small, the rate of open typed questions was higher than any other domains. Finally, as a result of comparing and analyzing question's pattern in teaching and learning stages, the rate of reproductive question and anticipated questions was high at the stage of introduction. At the stage of development, the rate of propositional and reproductive questions was high. At the stage of conclusion, the rate of synthetic and applicable questions was high.