• 한국수학교육학회지시리즈C:초등수학교육
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• 제14권1호
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• pp.1-12
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• 2011

교실생태학은 교과를 지도하는 상황을 하나의 유기체로 파악하는 생태학적 은유를 이용한다. 본 논문에서는 생태학적 관점에서 수학교육의 방향에 대해 고찰해 보았다. 이를 위해 생태학과 교실생태학의 의미에 대하여 알아보고, 교실 생태학적 관점에서 수학 교실의 체계를 설정하였다. 마지막으로 교실생태학적 관점에서 교실 연구의 방향에 대해 알아보았다. 교실생태학적 관점의 수학교육은 수학 수업을 둘러싼 여러 요소들의 상호작용의 총합으로 전체론적-유기체적 관점을 통하여 상생의 관계를 모색하고 지향한다. 또한 교실생태학적 관점에서 수학교육은 학생이 처한 사회의 삶의 맥락을 바탕으로 교실 구성원간의 상호작용에 의한 상생의 추구를 그 목적으로 한다. 교실생태학적 관점에서는 교실 안의 여러 구성 요소들에 대한 미시적 분석과 함께 여러 요소간의 상호 관계 및 교실을 둘러싼 체계에 대한 거시적 분석이 가능하며, 이를 바탕으로 수학 교실을 구성하는 다수의 상호작용 체계와 학생을 포함한 환경의 다양한 측면을 고려한다. 따라서 수학 교실생태학은 역동적이고 다변적인 교실 환경과 그 안에서 일어나는 여러 요소들의 역학적 관계를 고려하고, 수학 수업 개선을 위한 연구의 관점을 제공할 수 있다.

• 한국가정과학회지
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• 제6권2호
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• pp.27-40
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• 2003

The Purpose of this paper was to study the uses of the extra activity classroom of elementary school and the satisfaction of the students. The SPSS 10.0 for windows was used to analyze data collected from 397 elementary school students in Kunsan and Seocheon. The results were as follows: (1) More than 2/3 students have experienced special activities. The extra activity classroom was not effectively used showing less than one or two hours use a week for the lecture and extra activities. (2) Generally the students were satisfied at the condition of extra activity classroom, but dissatisfied with the degree of the independence, of deterioration, and of safety while moving. That is because the building and its equipment were old, and soundproofing and safety establishments were not well equipped. (3) There was difference between schools. Students at city had more satisfaction than at county. (4) The most important item of extra activity classroom was esthetics followed by function, safeness. and healthiness. It shows that the important item is being moved to esthetics and healthiness from function of extra activity classroom.

• 한국과학교육학회지
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• 제23권4호
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• pp.331-340
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• 2003

This paper presents a case study of the student's culture as a component of conceptual ecology that affects discussions and discourses in the science classroom. The present study was conducted using a naturalistic approach, mainly through observing a science class of a middle school in Seoul, Korea, and through semistructured interviews. The case showed that the science classroom culture can be identified in four aspects: (1) knowledge; (2) the teacher; (3) classmates; and (4) self. These cultural aspects were strongly related to each other and functioned as constraints in discussions and discourses of the science classroom. For successful discussions and discourses, it is necessary to consider students' cultural aspects: epistemological views on knowledge, the teacher-student and student-student relationships, and the role of self in the discussions and discourses.

• 가족자원경영과 정책
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• 제13권4호
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• pp.39-52
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• 2009

The purpose of this research is to introduce a new method for teaching family resource management using classroom experiments. Classroom experiments are very attractive in the sense that students are placed directly into the various environments being studied, and they enhance the effectiveness of the Socratic Method, as opposed to traditional lectures. The family resource management approach focuses on the resource allocation behavior of families in the utilization of their human and non-human resources to achieve goals. Therefore, there are many family resource decision situations to which classroom experiments may be fruitfully applied. Within this context, this research provides useful implications for applying managerial concepts of family resource management behavior in practical situations. The study results might be used to analyze an interactive framework that facilitates discussions of classroom experiments, family resource management behavior and human ecology.

• 아동학회지
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• 제27권3호
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• pp.135-148
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• 2006

The Foreign Language Classroom Anxiety Scale(Horwitz et al., 1986) and the Classroom Environment Scale(Moos & Tricket, 1974) were administered to 434 middle school students in Daegu. Data were analyzed by Cronbach's $\alpha$, t-test, and Pearson's correlation using the SPSS program. Results on anxiety showed no gender differences between male and female students but $9^{th}$ graders reported more anxiety than $7^{th}$ graders. Two of the nine classroom environment subscales showed differences between perceptions of male and female students, and there were significant differences between $7^{th}$ and $9^{th}$ graders. Foreign language anxiety was correlated with perceived classroom environment. This finding suggests the importance of the psychological environment between the English teacher and students for successful language education.

• 한국과학교육학회지
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• 제24권4호
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• pp.709-721
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• 2004

This study explored the relationship between argumentation and the conceptual change model in a science teacher's explanations. Ten audiotape recordings (about 9 hours) collected in a high school physics classroom were all transcribed. The transcripts were analyzed using the components of Toulmin's argument framework and two constructs of the conceptual change model: the status of a conception, and the conceptual ecology. This analysis reveals that there are dynamic relationships among Toulmin's argument components, the status of a conception, and the conceptual ecology. The episode extracted from the transcripts shows the science teacher's explanations in the flow of classroom discourse, as directed and guided by her, presenting the intelligibility or plausibility of a conception by using warrants or backings such as examples or anomalies, two components of conceptual ecology.

• 한국생활과학회지
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• 제20권1호
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• pp.205-223
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• 2011

This study examines diagrams of space organization and classroom activity zoning through Korean Childcare Accreditation Criteria, and compares space diagrams with childcare facilities in Daejeon, and looks at similarities and differences between them. Space diagram from accreditation criteria show the classroom, adjoining toilets, napping areas, and community areas for playing, reading, cooking, teaching and holding materials. Classroom zone diagrams show 8 activity zones for entering, washing and toilet, making art, playing, reading, studying science, resting, playing role and wooden block. Six case studies in Daejeon, Korea were surveyed and classified into big, medium and small size facilities by the number of children. The space organization of case studies are similar to the diagrams, except that outdoor playground and indoor playrooms were not large enough at the small and medium size facilities. Classroom activity zoning was very similar to the conceptions, excluding the playarea from classroom, integrating the rest areas for reading, subdividing art into music and art, science, and into math and science, roleplay into roleplay and wooden block. In conclusion childcare centers in Daejeon are designed to the concept diagram of the accreditation criteria, with some flexibility, exclusion, integration, and subdivision of space and activity zones. It has been requested as to make each criteria fit to the facility sizes-big, medium and small.

• 한국생활과학회지
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• 제17권2호
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• pp.207-221
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• 2008

This study examined different individual, family factors and classroom environment that affect children's perceived competency. For an analysis, achievement motivation, intrinsic locus of control and anxiety were included in individual variables. For family factors, parental support and marital conflict were examined. For classroom psycho-social environment, teacher support, peer relations, classroom involvement and teacher control were used. The sample consisted of 565 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, t-test, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, boy's perceived academic competency was higher than girl's. And no sex difference was in children's social and athletic competency. Second, boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support, teacher support, peer relations and classroom involvement. And girl's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support and peer relations. But boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a negative correlation with anxiety and parental marital conflict. Third, the most important variable predicting boy's and girl's perceived academic competency was achievement motivation. The most important variable predicting boy's and girl's perceived social competency was peer relations. And the most important variable predicting boy's perceived athletic competency was peer relations. On the other hand, the most important variable predicting girl's perceived athletic competency was father's support.

• 아동학회지
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• 제32권6호
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• pp.95-106
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• 2011

This study was conducted to better understand the effect of the classroom literacy environment on the young children's vocabulary abilities, and the concepts of print matter. The subjects consisted of 276 children aged 3 to 5 enrolled in 93 classrooms in child-care centers and kindergartens. The Early Language & Literacy Classroom Observation Pre-K (Smith, Brady, & Anastasopoulos, 2008), the Picture Vocabulary Test (Kim, Jang, Yim, & Bae, 1995) and the Concepts About Print (Kim & Kim, 2004) were used for the purposes of this study. The data collected were analyzed by means of ANOVA, and regression analysis. The results indicated that the vocabulary abilities and print-concepts of children aged 3-5 were more likely to increase when a rich classroom environment was provided for the children's literacy development. In particular, it was found to be important for children's language and Literacy development to provide them with an enriched 'language environment' within the classroom, the quality of 'books and book reading', and the active utilization of 'print and early writing' all being important elements of this.

• 한국생활과학회지
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• 제13권6호
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• pp.833-845
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• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.