• 한국지구과학회지
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• 제31권5호
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• pp.500-520
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• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• 정보교육학회논문지
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• 제1권1호
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• pp.82-91
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• 1997

본 연구는 열린 교육 환경의 일환으로 초등학생이 문제해결 방법을 효과적으로 학습할 수 있는 인터넷 기반 코스웨어를 설계하고 구현하는 것을 목적으로 하였다. 코스웨어는 인터넷 서비스 중 GUI가 지원되는 웹 서비스를 이용하여 개발되었다. 시스템 구현을 위하여 문제해결의 의미 및 과정과 컴퓨터를 활용하여 해결학습을 할 때의 고려할 점을 살펴보았다. 그리고, 교육적 도구로서 웹의 효용성과 한계점을 파악함으로써, 웹을 교육에 효과적으로 이용할 수 있는 방안에 대해 모색하고 웹 애플리케이션을 개발하는 데 요구되는 원리 및 기술들에 대해 살펴보았다. 코스웨어의 주제는 문제해결학습에 적합한 SATIS의 학습 내용 가운데 하나를 선정하였다. 인터넷에 기반한 문제해결학습을 위해 코스웨어는 학습 활동 모듈, 교수 활동 모듈, 학습 도구 모듈로 구성되었으며, 코스웨어의 흐름을 제어하는 학습 활동 모듈에서는 문제중심학습의 학습과정에 따라 구현되었는데, 이 학습 과정은 순차적으로 학습해 갈 수 있지만, 임의적으로 어느 곳으로든지 옮겨갈 수 있도록 링크를 설정해 두었다. 이 임의적 접근은 학습자들이 각자의 경험에 맞게 학습해 나갈 수 있도록 하기 때문에 학습자들의 학습을 촉진시킨다. 교수 활동 모듈은 교사에게 학습자들의 학습을 조력해주기 위해 유용한 지식과 정보를 제공해주고, 학습자들의 학습 결과를 평가하여 적절한 피드백을 제공해 줄 수 있는 여지를 마련해 준다. 학습 도구 모듈에서는 토론장, 전자우편 주소록, 도움말, 검색 도구가 제공되어지는데 이것은 학습 활동 모듈과 교수 활동 모듈에 연결되어 있어서, 교사나 학생들이 그 학습 도구를 사용하여 교수-학습 활동을 활발히 진행해 나갈 수 있도록 하였다.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.164-182
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• 2015

The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.

• Human Ecology Research
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• 제61권1호
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• pp.15-28
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• 2023

The aim of this study was to develop, implement, and evaluate the use of Artificial Intelligence in the prevention of violence among middle-school students. The sample for this study consisted of 20 first-year middle-school students who participated in theme selection activities in a free semester program as part of their home economics studies. The data for the study consisted of nine class observation logs, four group activity outputs, 30 class results, an online survey, and in-depth interviews with three students. A program called "R.U.OK" was developed by setting problematic situation for school violence prevention linked to the contents of the Home Economics Education(HEE) curriculum. After the program was implemented, the survey on the students' class satisfaction content elements, with AI-based learning activities and PBL and interest, displayed high points, with an average of 4.0 or higher. Our qualitative analysis produced four significant results. First, students' concerns about school violence had increased and they showed a change in attitude, having more empathy with friends and more interest in their surroundings. Second, digital and AI literacy had improved, and students' interest in digital media learning had increased. Third, there had been an improvement in problem-solving ability in terms of being able to think more critically and independently. Fourth, the results also demonstrated that there had been a positive effect on self-direction and an improved capacity for teamwork. This study was significant in demonstrating the effectiveness of a program for the prevention of school violence based on the use of digital technology in the educational environment.

• 대한지구과학교육학회지
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• 제15권1호
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• pp.47-61
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• 2022

이 연구에서는 한국지질자원연구원에서 제공하는 빅데이터 플랫폼의 지오빅데이터를 토대로 가상현실 지질자료를 개발하고 이 자료를 중심으로 학생들이 직접 주제를 선정하고, 이에 대한 가상현실 자료를 개발하는 원격수업을 운영하였으며, 이에 대한 수업의 효과를 알아보았다. 따라서 지오빅데이터에서 제공하는 지질 주제도는 실제 한국의 지질노두를 가상현실을 바탕으로 재구성하여 수업자료를 제작하였고, 지형정보 데이터는 원격수업을 위한 자료 제작을 위해 활용하였다. 연구대상으로 무선표집에 의해 20명의 학생들을 선정하였고 가상현실 지질자료 개발의 원격수업에 대한 학생들의 인식의 변화 및 수업의 효과를 확인하기 위해 인터뷰를 포함한 설문조사를 실시하여 자료를 수집하고, 귀납적 범주화를 통해 자료를 분석하였다. 이 연구의 결과는 다음과 같다. 첫째, 가상현실 지질자료 개발 원격수업에 대한 흥미도, 활용도 및 지식활용도에서 학생들은 긍정적인 수업반응을 나타내었다. 이는 가상현실을 활용한 수업이 학생들에게 동기를 부여하고, 의사소통을 위한 협력을 유발하여 고정된 틀에서 벗어나 다양하고 융통성 있는 학습의 적응성을 나타낸 결과이다. 둘째, 가상현실 지질자료 개발의 원격수업에 대해 학생들은 '현실감 있는 체험 학습 과정', '동기유발에 의한 몰입감 있는 학습 과정', '지구과학 분야 지식 습득의 학습 과정'으로 인식하였다.

• 한국엔터테인먼트산업학회논문지
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• 제15권1호
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• pp.207-220
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• 2021

본 연구는 신임 119구급대원의 출동경험을 바탕으로 응급구조학 교육의 현장 적용 및 효용성을 파악한 후 대학교육의 한계점과 개선점 및 발전방향을 도출해내고자 한 질적 연구이다. 연구대상자는 응급구조학과를 졸업한 119 구급대원으로 구급활동을 시작한 지 3년 이내의 신임구급 대원 6명이다. 내러티브 인터뷰(narrative interview)방식으로 심층면담을 진행한 후 현상학적 방법 중 하나인 Colaizzi방법으로 분석하였다. 의미있는 진술에서 82개의 구성된 의미가 도출되었다. 구성된 의미로 부터 23개의 theme, 4개의 theme cluster, 2개의 category가 확인되었다. 4개의 주제모음은 '대학교육의 효용성', '대학교육의 한계점', '교육방법론에서의 개선방향', '교육내용에서의 개선방향'으로 신임구급대원들은 대학교육이 전반적으로는 도움이 되었으나 소방 현장보다는 병원 쪽에 치우친 이론교육이 주입식 강의로 이루어진 한계점을 지적하였다. 이에 신임대원들은 사례중심의 학습, 현장사례리뷰, 역할극방식 교육, 시뮬레이션 교육의 확대와 함께 실습위주로 장비를 활용한 술기교육을 강화할 것을 제안하였다. 또한 신임대원들은 대학교육과 현장사이에서 이론과 실제사이의 괴리감을 토로하며 소방현장에 맞는 교육의 도입을 제안하고 다양한 시각을 위한 다양한 지도를 언급하였다. 응급구조학 대학교육은 전반적으로 도움이 되었으나 제한점이 동시에 관찰되므로 교육방법론과 교육내용의 개선을 통해 발전해가야 한다.

• 한국초등과학교육학회지:초등과학교육
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• 제23권3호
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• pp.192-198
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• 2004

The purpose of this study was to analysis the curriculum for educating and operating the classes of elementary science gifted in Incheon Metropolitan Office of Education. We developed the framework for curriculum content analysis based on the principles of curriculum development for gifted education. The developed framework was applied to the curricula of four classes of elementary science gifted in Incheon. And the needs of gifted students were surveyed in the classes of the elementary science gifted. The results of this study were as follows: 1. The current curriculums of two classes described the goal of the elementary gifted education, but the content and theme of the curricula of three classes were not related to the contents of the 7th national curriculum. 2. The teaching methods used in the science gifted class were mainly a lecture and an experimental activity. and there was little the process of individual instruction. 3. There was not mostly the products as the results of learning because of little performed by a project teaming, an announcement and an exhibition in gifted class. 4. Most of the students of the science gifted class were estimated by the paper tests and observation of the teacher in charge of the gifted class, not by the products and presentation etc. 5. They mostly preferred the theme of everyday life in addition to the textbook, and the instructional type of enrichment teaming and acceleration learning over the grade of themselves. 6. They mainly expected that the curriculum of the gifted class is operated during the semester.

• 한국과학교육학회지
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• 제33권3호
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• pp.650-663
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• 2013

Multidimensional scaling can be used to identify relationships among concepts, revealing the structure of the cognitive framework by measuring distances within perceptual maps. The current study sought to examine the relationships among concepts related to photosynthesis in 2,844 $3^{rd}-11^{th}$ grade science students. The questionnaire included items on 'location,' 'products,' 'reactants,' and 'environmental factors', presenting images related to each theme. Students provided responses corresponding to particular topics, and reported the extent to which the concept was related to the topic on a scale from 1 to 30. The survey results were as follows: first, students were not able to clearly distinguish between or understand the four main topics. Second, students organized their cognitive structures by closely associating related concepts after learning. Third, the presented concepts revealed a mixture of scientific and non-scientific concepts, suggesting that students needed to clearly distinguish the preconceptions through which they organized concepts, so that they are suitable for cognitive structures based on learning. Furthermore, non-scientific concepts within perceptions were consistently maintained throughout learning, affecting the proximity of scientific concepts.

• Educational Technology International
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• 제7권1호
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• pp.1-20
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• 2006

This paper describes practical research on the improvement of teaching and learning process by integrating Web Bulletin Board (WBB) and mobile phone. This paper addresses three topics; A) the interactive lecture with topics-based discussions using the Web Bulletin Board (WBB) as a tool for assisting discussion, B) the introduction of peer evaluation among students to develop their problem-solving and cognitive skills, C) the use of mobile phones for promoting interactive lectures, keeping class attendance, conducting assignments, and providing notices for the next class. Results indicated the following research-findings: (1) WBB plays a role in facilitating positive participation in classes. (2) In contrast to the scenario of the traditional mode of instruction (without the usage of WBB), students were able to deepen their understanding of the theme by accessing the WBB before and after classes. (3) Peer evaluation highly promoted students' motivation to learn, and was effective in cultivating meta-cognition through modeling. (4) Mobile phone was identified as a highly effective tool for keeping class attendance, realizing interactive classes by generating discussions, and managing assignments and homework.

• 서비스연구
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• 제2권1호
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• pp.69-80
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• 2012

서비스 비즈니스 분야는 프로세스나 상품 유형 등에 있어서 다양하여 상호 의사소통이나 학습의 공유가 중요한데도 불구하고, 그동안 학술적이고 체계적인 연구가 미흡하였다. 따라서 본 연구에서는 서비스의 과학적 접근을 위한 연구 이슈를 검토하고 분류하는 탐색적 연구를 시도하였다. 본 연구에서는 서비스 연구 영역을 체계적인 프레임워크에 따라 제시한 Ostrom 등의 최근 연구에 기반하여, 서비스 혁신의 관점에서 서비스 실행의 영역의 '서비스 브랜딩 및 판매', '공동 창조를 통한 서비스 경험 향상', 그리고 '서비스 가치의 측정과 최적화'를 대상으로 하며, 공통 주제인 '서비스 확산을 위한 기술적용' 영역을 포함한 주제영역을 대상으로 각 분야별로 중요한 연구 실적, 향후 연구 동향, 연구 사례를 소개하였으며, 앞으로 연구가 활성화되어야 이슈 등을 제시하였다.