• 한국학교수학회논문집
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• 제14권4호
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• pp.443-458
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• 2011

우리나라 학생들의 학업성취도와 수학교과에 대한 가치인식의 불균형을 개선하기 위한 논의가 활발히 이루어지고 있다. 이와관련 입시의 수단으로서만 수학교과를 인식하고 있는 대다수의 학생들에게 수학교과의 실용성과 역사성을 인식할 수 있는 프로그램이 필요하다. 생활 속의 수학과 수학사가 담겨있는 수학교양도서는 수학교과의 실용성과 역사성을 인식할수 있는 효과적인 매체로 기대된다. 더불어 생활 속의 수학과 수학사를 생활 맥락에 연계하여 표현할 수 있는 매체로 웹 2.0지도가 있다. 수학교양도서의 생활맥락 수학이야기를 웹 2.0지도에 나타내는 능동적인 스토리텔링과정을 통해 수학교과의 실용성과 역사성을 깊이 있게 이해할 수 있을 것으로 기대된다. 다만, 수학교양도서와 웹 2.0지도는 개인의 역량에 따라 표현해 낼 수 있는 산출물의 수준과 과제수행 속도가 다양하여 교과시간에 운영하는 것이 현실적으로 부담이 될 수 있다. 그러나 '09 개정교육과정으로 도입된 창의적 체험활동을 활용한다면 이러한 어려운 점을 다소 해결할 수 있을 것이다. 따라서, 본 연구는 웹 활용 체험학습 교수설계모형의 절차에 따라 창의적 체험활동에서 활용할 수 있는 수학교양도서와 웹 2.0지도(구글맵)의 매쉬업을 통한 수학 이야기 지도 만들기 프로그램을 개발하고 수학 교과의 실용적이고 역사적인 가치 인식에 대한 가능성을 살펴보고자 한다.

• 자원환경지질
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• 제52권5호
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• pp.485-497
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• 2019

조선왕조의 옥책을 구성하는 암석은 다양한 산출상태를 보이지만, 색을 기준으로 녹색과 백색으로 구분된다. 녹색을 띠는 암석은 방해석과 사문석으로 구성된 옥질 암석이며, 백색의 암석은 결정질 방해석으로 이루어진 대리암질암이다. 옥질암은 녹색조가 강할수록 X-선 회절분석에서 사문석의 강도가 증가하는 양상을 보여, 옥의 품위는 사문석의 함량과 관계가 있는 것으로 나타났다. 국립고궁박물관 소장 옥책 252점의 암종분류 결과, 옥질암으로 제작한 옥책은 104권(41.3%), 대리암질암 98권(38.9%), 혼합사용 50권(19.8%)으로 세분되었다. 두 암종을 혼합사용한 옥책에서는 대리암질암이 우세한 것이 47권(18.6%)으로, 전체 옥책의 절반 이상에서 대리암질암이 사용되었다. 대체로 옥책의 품질은 조선의 말기로 갈수록 떨어지며, 대리암질암의 사용 빈도가 증가한다. 또한 글자의 안료나 금속제 부속품 및 직물의 품질도 저하되는 경향이 함께 나타난다. 이는 조선 말기로 갈수록 약화된 왕권, 국력 및 재정 등 사회상이 반영된 결과로 보인다. 옥책에 사용된 옥은 국내에서 생산되는 춘천 연옥이나 부여 귀사문석과는 다른 광물학적 특징을 가지고 있으며, 고문헌 자료에는 경기도 화성의 남양 일대에서 채석했다는 기록이 있다. 남양 일대는 편마암 지대에 해당하며, 백운모 편암 사이에 석회암 및 석회규산염암이 협재하고 있다. 이 석회규산염암은 투휘석을 포함하여 변질작용을 통해 사문석이 형성될 수 있으며, 소규모로 형성된 옥을 채굴하여 옥책 제작에 사용했을 가능성이 있다.

• 한국보육지원학회지
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• 제10권4호
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• pp.51-69
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• 2014

포스트모던 그림책을 활용한 이야기꾸미기 활동이 유아의 창의성 및 이야기 구성능력에 어떠한 효과를 미치는지 알아보고자 부산광역시 J군에 소재한 G어린이집 만5세 유아 21명과 J어린이집 만5세 유아 18명을 대상으로, 실험집단은 포스트모던 그림책을 활용한 이야기꾸미기 활동을 12주간 주 2회 총 18회를 실시하였고, 비교집단은 자유선택활동에 포스트모던 그림책을 개별적으로 읽어보는 활동을 하였다. 창의성 측정 도구는 전경원(2000)의 유아용 종합 창의성 검사(K-CCTYC)를, 사용하였으며, 이야기 구성능력 검사도구는 Kraayenoord와 Paris(1996)가 개발한 '그림책을 통한 이야기 구성' 3단계 평가를 고은님(1997)이 수정, 보완한 도구를 사용하였다. 본 연구 결과 포스트모던 그림책을 활용한 이야기꾸미기 활동은 유아의 창의성과 이야기 구성능력을 향상시키는데 효과적임을 알 수 있다.

• 영어어문교육
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• 제17권2호
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• pp.199-218
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• 2011

This study is to explore one of efficient procedures in producing English textbooks for secondary school students. According to a series of changes in the National Curriculum, new textbooks have been selected and used in English classes. Textbooks are one of the fundamental factors in teaching and learning languages together with learners and teachers. So this study emphasizes the significance of textbooks and presents the practical model of producing English textbooks including activity books, from major aspects such as planning, writing, editing, selecting, etc. The current government has made continuing efforts to improve English education development by administrating innovative policies [strategies]. However, there still remain lots of difficulties in this gigantic task, which is not an exception in the matter of textbooks. Therefore, to provide students with better textbooks, the government should not only invest great funds but also renovate the present polluted system of selecting textbooks.

• 아동학회지
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• 제28권1호
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• pp.189-204
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• 2007

This research investigated the effect of story-plotting and oral narration activities using wordless picture books upon young children's linguistic creativity and expression. The subjects were 30 children of experimental group and another 30 in the control group at age five. The Korean Comprehensive Creativity Test for Young Children(K-CCTYC; Jeon, 2005) was used to measure linguistic creativity. In addition, Measure Tools for Linguistic Ability(Jang, 1981) was used to measure the linguistic expression. There were significant differences between the two groups in linguistic creativity including linguistic fluency, flexibility, and originality as well as linguistic expression.

• 아동학회지
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• 제29권4호
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• pp.199-212
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• 2008

Relationships between parents' home literacy attitudes in low-income families and children's emergent literacy were studied with 107 children 4- and 5-years of age and their parents. Instruments were Kim and Kwon's (2006) questionnaire about parents' literacy attitudes, the Peabody Picture Vocabulary Test-Revised(Kim et al., 1995) and the Concepts About Print(CAP; Kim & Kim, 2004). Results showed that parents of younger children were positive about reading books; parents of older children were positive about reading instruction. More positive parental feelings about reading and higher frequencies of reading with the child were related to children's higher vocabulary scores. Children's CAP was positively related with amount of parents' reading instruction, home literacy resources, and number of child's books in the home.

• 아동학회지
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• 제28권4호
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• pp.19-33
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• 2007

This study examined the effects of closeness of peer relationships on intersubjectivity in young children's joint story making of wordless picture books. The joint story making activity of 32 five-year-old children was videotaped and transcribed, and the structure and negotiation types of interaction were examined by Goncu's (1993a) measure of intersubjectivity. Results showed (1) closeness of peer relationship was related to the structure of intersubjectivity children working with very close peers exhibited more turns. (2) Children working with very close peers used more extension and acceptance negotiation types, whereas the children working with non-close peers used more building-on of own ideas and irrelevant acts of negotiation.

• 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.

• 한국보육지원학회지
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• 제15권3호
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• pp.61-81
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• 2019

Objective: This study aimed to examine the effects of collaborative activities by utilizing picture books in order to improve the self-regulation and perspectivetaking abilities among four-year-olds. Methods: A total of 52 four-year-olds(control group 26, experimental group 26) attending two classes at D kindergarten located in B city participated in this study. Before and after the activities, all participants individually took a social perspective taking ability instrument and rated their self-regulation with a teacher. Data were analyzed by conducting ANCOVA in the way of setting pre-test scores as the covariate and post-test scores as the dependent variable. Results: First, the total and subarea of self-regulation in the experimental group was higher than the control group. Second, the cognitive and emotional perspective taking abilities in the experimental group were higher than the control group in all cares. Conclusion/Implications: The results of this study suggest that collaborative activities using picture books are effective in improving young children's selfregulation and perspective-taking abilities.

• 가정과삶의질연구
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• 제25권4호
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• pp.57-66
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• 2007

This study purposed to examine the effects of integrated activities based on wordless picture books on increase in children's creativity. As for the subject of this study, 20 five-year old children(9 boys and 11 girls), who go to D Kindergarten in Ulsan-si, were selected as a experimental group and 20 five-year old children(8 boys and 12 girls) as comparative group, who attend B Kindergarten in Ulsan-si. For this study, all children of the groups were taken pre-test. After this experiment, difference in creativity of two groups was examined through post-test. The total of 42 sessions were conducted for 14 weeks from the first week of April to the second week of July, 2005. The test tool for this study was Creativity Scale developed by Kim Sang-yun (2003). To verify study questions, the mean of the two groups and the standard deviation were calculated and independent-sample t-test was carried out using SPSS WIN 11.5. The results of this study were as the following: First, integrated activities based on wordless picture books showed statistically significant difference in children's creativity between the experimental group and the comparative one(p<.001), which suggested that the activities affected increase in children's creativity in general. Second, integrated activities centering around wordless picture books indicated statistically significant difference in fluency(p<.05), flexibility(p<.01) and originality(p<.001), sub-factors of children's creativity, between the experimental group and the comparative one. This result revealed that these activities were effective. Third, integrated activities based on wordless picture books did not show significant difference in elaboration, a sub-factor of children's creativity, between the two groups. As the result of this study, integrated activities based on wordless picture books had positive effects on increase in children's creativity.