• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.192-199
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• 2003

The Journal of Korean Elementary Science Education has been developed in both quantitative and qualitative aspects during twenty years since first published year 1983. This study was intended to survey the research trend of the journals, which has been published so far. It will give an orientation of science education research and suggestions towards research to improve science education. The 243 articles of the journals, which were published from 1983 to 2002 by Korean Elementary Science Education Society, were classified into 7 categories including science teaching, science learning, assessment in science, science teacher education, science curriculum, educational facilities & materials, and general science education. The results are as follows: 1. The articles published last decade are increased four times compared with the first decade. 2. The half of articles published so far concentrated on science teaching and learning. The articles on educational facilities & materials or general science education are few. 3. During the last decade, the articles on science teacher education, educational facilities & materials, assessment in science, and science learning relatively increased than the first decade. The number of articles on science curriculum was fluctuated every five years. 4. Most of articles were focused on the narrow subject areas. For example, the articles on science teaching, science learning, assessment in science, science teacher education, science curriculum, and educational facilities & materials were largely focused on the teaching strategies, pupils' conception, affective assessment and teaching practice survey, teachers' appreciation about the nature of science or instruction, analysis of science textbooks, development of the experimental materials or the audiovisual aids respectively. 5. The subject areas highlighted so far in science education, for example, inquiry or experimental activities, STS instruction, environmental education, gifted education, instruction with multimedia, problem-solving or reasoning, experimental skill assessment, etc. were not much researched.

• 여성건강간호학회지
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• 제27권3호
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• pp.256-264
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• 2021

Purpose: This study investigated the impact of coronavirus disease 2019 (COVID-19) on women's health nursing clinical practicums in undergraduate nursing schools in Korea during the spring 2020 semester. Methods: A cross-sectional online survey on clinical practicum teaching experiences in the spring 2020 semester was distributed to members of the Korean Society of Women Health Nursing (KSWHN) who taught undergraduate nursing. One faculty member from each of 203 institutions was requested to respond and there were no duplicate participants. Seventy-nine participants (38.9%) responded and 74 responses were analyzed. Descriptive statistics were presented for all survey items. Results: Fifty-two faculty members (70.3%) belonged to universities and 22 (29.7%) taught at colleges. Thirty-eight (51.4%) answered that their institutions had affiliated teaching hospitals. More than half (52.7%) conducted hospital-based clinical practicums either entirely (n=20) or partially (n=19), whereas the rest of them (47.3%) conducted clinical practicums at school or home via online teaching. The typical teaching methods for offline or online education were case conferences, tests or quizzes, scenario studies, nursing skill practicums, (virtual) nursing simulations, and simulated patient education. Most of faculties (93.2%) supported the development of an educational platform to share educational materials and resources, such as case scenarios. Conclusion: Nursing faculty members utilized various teaching methods to enhance clinical skills and mitigate limited clinical exposure during the early stage of the COVID-19 pandemic. The KSWHN should move forward to develop an education platform and modalities for members who face many challenges related to the accessibility and quality of nursing education contents.

• 예술인문사회 융합 멀티미디어 논문지
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• 제8권6호
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• pp.417-426
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• 2018

본 연구의 목적은 외국인에게 중국어를 가르칠 수 있는 중국어 교사의 역량에 관한 현직 중국어 교사의 인식을 알아봄으로써 개선 방향을 제시하고자 한다. 따라서 본 연구는 중국 산동성 Q시에 외국인에게 중국어를 가르치고 있는 중국어 교사들 56명을 대상으로 설문조사를 실시하였다. 중국어 교사로서의 역량에 대해 그 중요정도는 중국어 교사들이 비교적인 높은 평균값으로 인식하고 있다는 것으로 나타났지만, 실제 보유정도는 평균 점수가 비교적인 낮은 것으로 나타냈다. 이런 결과를 바탕으로 내린 결론은 다음과 같다. 외국인에게 중국어를 가르칠 수 있는 중국어 교사의 역량이 시식, 기술, 소양 3가지 요소로 여길 수 있다. 중국어 교사 역량을 높이기 위하여 중국 문화에 관한 지식, 교수-학습 방법과 기능, 다문화 적응, 교학 연구 등 측면에 편중하게 노력해야 할 필요가 있다. 앞으로 중국어 교사 양성 및 연수 프로그램에서 중국 문화에 대한 지식 학습을 강화할 뿐만 아니라, 언어 교육의 다양한 교수-학습 방법에 대한 학습을 중시해야 한다. 양호한 심리적 소양을 유지하면서 다문화 적응 능력도 향상시켜야 한다.

• 한국가정과교육학회지
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• 제21권4호
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• pp.55-70
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• 2009

교육실습을 통해 교사자질에 어떤 변화가 있는 지 알아보고자 중 고등학교에서 교육실습에 참여한 교육실습생 98명(사범계열 40명, 일반 교직이수자 58명)을 대상으로 4주간에 걸쳐 교육 실습 전, 후에 따른 조사를 실시하였다. 연구결과, 교육실습 전 예비중등교사는 유능한 교사자질 5가지 영역에 대하여 교직관 영역에 대하여 가장 높은 점수를 보였으며, 사범계열 전공자들의 경우, 전반적으로 일반 교직 이수자들에 비해 유의적으로 높은 경향을 보였다(p<.001) 나타냈다. 교육실습 후 교사자질에 대한 5가지영역(교직전문능력, 교과지도능력, 학급관리능력, 교사인성, 교사태도)에서 모두 유의적으로 증가한 것으로 나타났다(p<.001). 사범계열 전공자의 경우, 교사자질에 대한 5가지 영역에서 모두 실습 후 유의적으로 증가한(p<.001) 반면, 일반 교직이수자는 교사로서의 태도 영역에서는 유의적인 차이를 보이지 않았다. 그러므로 예비 증등교원의 교사 자질 함양을 위하여서는 교육실습을 통한 교사교육 과정의 내실화가 요구되며 특히 일반 교직이수자들의 경우는 교사로서의 태도에 관한 영역의 강화가 필요함을 제시할 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권3호
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• pp.285-297
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• 2013

The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

• 한국산학기술학회논문지
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• 제15권10호
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• pp.6126-6133
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• 2014

본 연구는 시뮬레이션 기반 코어스킬 프로그램 교육을 보건계열 학생에게 적용한 후 임상지식, 문제해결과정, 자아존중감에 미치는 효과를 기존의 전통적 교육과 비교 검증하기 위해 시도된. 비동등성 대조군 전후설계를 적용한 유사실험연구이다. 대상자는 총 46명으로 J시에 소재한 D대학 응급구조과 2학년 학생이 참여하였다. 실험군 23명에게는 이론강의, 술기교육, 팀시뮬레이션과 디브리핑으로 구성된 시뮬레이션기반 코어스킬 프로그램을 교육하였고 대조군 23명에게는 이론강의와 술기교육만으로 이루어진 전통적 교육을 실시하였다. 2013년 5월부터 110분간 주 4회씩 총 12회로 실시되었으며 수집된 자료는 SPSS/Win 18.0을 이용하여 실수와 백분율, Chi-Square, t-test로 분석하였다. 본 연구 결과 시뮬레이션 기반 코어스킬 프로그램을 시행한 실험군에서 임상적지식, 문제해결과정, 자아존중감이 통계적으로 유의하게 높았다. 이상의 연구결과, 시뮬레이션기반 코어스킬 프로그램은 보건계열 대학생의 임상지식과 문제해결과정, 자아존중감 향상에 효과적인 교육프로그램으로 보건전문직으로서의 역량을 증진시키는데 기여함을 확인할 수 있었다.

• 한국도서관정보학회지
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• 제39권3호
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• pp.139-159
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• 2008

독서교육에 관한 최근의 연구에 의하면 독립적인 기능 중심의 교육보다는 독서전략을 중심으로 지도해야 한다는 주장이 폭넓게 수용되고 있다. 독서전략은 독자가 능숙하게 독서를 하는데 동원하거나 지도교사가 효과적인 독자가 될 수 있도록 지도하는 방법이나 의도적인 계획을 말한다. 그동안 학교도서관에서 제공하는 독서교육 프로그램은 독서촉진 혹은 행사에 치중해 왔다. 따라서 학교도서관에서 제공하는 독서교육은 독서촉진이나 행사보다는 독서전략 중심의 교육으로 전환할 필요가 있다. 이에 본 연구에서는 텍스트 종류, 텍스트의 구조, 독서의 과정, 인지전략 등 4개의 요소로 구분하여 독서교육에 필요한 독서전략을 범주화하였다.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.166-176
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• 2011

The purpose of this study was to examine the effect of the science gifted children's Science Process Skiils and Creativity development by Scientific Writing Program using Thinking maps. To verify research problem, the subject of this study were third-grade students selected from two classes of an elementary scientific gifted students located in Ulsan : the search group is composed of twenty students who were participated in TScientific Writing Program using Thinking maps, and the other is composed of twenty students (comparison group) who were participated in teacher map based instruction in comparison group. Pro-test showed following results: First, the search group showed a significant improvement in the science process skills compared the comparison group. Second, the search group didn't showed a significant improvement in creativity compared in the comparison group. In conclusion, Scientific Writing Program using Thinking maps was more effective than teaching model using the teacher map on science process skill and creativity.

• 한국문헌정보학회지
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• 제26권
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• pp.53-74
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• 1994

Creative thinking in education is a common assumption to be accomplish in this information age. Information education can contribute to build the ability to think creatively. The Author explored how information education conduces the creative thinking ability that is necessary to the development of independent and competent study for students themselves. The writer also expressed the integrated education makes students think synthetically and synthetic educational experience derives creative thinking. She based her arguments upon the theory of the psychology of memory and the Piaget's cognitive structure. To increase the effects of information education, it is necessary to integrate the curriculums and learning method of the information education and those of other areas of learning, i,e., languages, literatures, social sciences, sciences, mathematics, etc. Here, author asserted that the teaching of information skill within classroom curriculums for all subject areas can make the integrated effects on various classroom curriculums. On the basis of the findings of this study, the author recommended that every school needs to prepare enough books and other media for the students to drill information skill. Consequently, to build creative thinking ability for He students, librarians, classroom teachers and school principals who have influence on the information education, have to cooperate to initiate integrated information education for the student.

• 디지털융복합연구
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• 제6권2호
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• pp.127-134
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• 2008

The aim of this study is to show that using a Web-Based Instruction system is a better method to help counteract deficient teaching, learning conditions and facilities thus improving the students' interest, understanding, participation and skill development in Physical Education. The key findings of this study are as follows; The first advantage of using this system is that the theory of Softball is explained with the use of pictures rather than text, thus improving the students' understanding. The second is the method in which practical skills are explained and demonstrated. Action image sequences are used as opposed to the old method of using stationary pictures. This means that the learners can clearly see and understand why and, more importantly, how to use these skills. The third advantage is the technique used to teach the application of these skills. Using active rather than passive learning and thus engaging the student encourages improved participation and learning. The fourth advantage comes in evaluation: both subjective and objective questions are asked in theoretical evaluation, and the teachers can evaluate the students' understanding and skill development by filming their actual Softball games. The final advantage is the use of Self-Directed Learning to aid learners' development of understanding of the lesson content as interactions between teachers and learners are constructe