• 대한수학교육학회지:학교수학
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• 제13권3호
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• pp.385-404
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• 2011

반성적 교수는 최근 교사의 수업 전문성 신장측면에서 다방면으로 연구되고 있다. 이와 관련하여 본 연구에서는 초등학교 수학과의 반성적 교수 과정에서 나타나는 초임교사와 경력교사의 사고를 사례 연구의 방법을 사용하여 조사하였다. 자료 분석 결과 반성적 교수 초기에는 초임교사의 경우 수업 중 오류 발견의 빈도가 적었고 자신감 부족으로 인해 반성의 결과를 적극적으로 수업에 적용하지 못한 것으로 밝혀졌다. 이에 비해 경력교사는 초임교사보다 수업 중 오류 발견의 빈도가 높았으며 자신감과 확신으로 인해 반성의 빈도가 높지 않았다. 두 교사는 반성적 교수에의 참여가 증대할수록 공통적으로 교과 전문가 조언의 필요성을 느끼게 되었으며, 교사 중심의 수업보다는 점차적으로 학생들과의 상호작용을 중시하는 방향으로 수업을 전개하였다. 아울러, 초임교사는 학생들과의 상호작용 빈도가 경력교사에 비하여 상대적으로 높아지게 되었고, 경력교사는 반성의 빈도가 높아지게 되었다. 이러한 결과를 토대로 본 논문은 추후 초임교사와 경력교사 간의 상호 협력적 수업 반성 및 수업 개선을 위한 각종 시사점들을 제시하고 있다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제24권3호
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• pp.157-174
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• 2021

본 연구는 한 학기 동안의 3학년 수학 수업에서 해당 교실의 사회적 구조를 형성하는 과정을 분석하고 그 속에서 교사와 학생, 학생과 학생 간의 다양한 사회적 상호작용 및 관계를 바탕으로 학습이 이루어지는 과정을 탐색하였다. 탐색 결과, 학기 초반에는 전반적인 사회적 규범의 형성과 함께 생산적인 수학 학습을 위한 여러 가지 기본적인 사회적 구조를 형성하는 데 초점을 두었다. 학기 중반에는 수학 개념에 대한 이해에 중점을 둔 탐구가 나타났으며 학생들의 상호작용에서도 모르는 것을 정확하게 질문하고 무엇을 명확히 설명해야 하는지 인식하였다. 학기 후반에는 수학적 탐구와 더불어 학생들의 개별 성향을 더욱 고려하고 수학을 학습하는 과정에서 지적 용기, 정직, 배려, 협력 등의 학문적 인성에 대해 강조하였다. 본 연구는 이러한 연구 결과를 바탕으로 수업에서 수학적 연결뿐만 아니라 사회적 연결을 충분히 고려하여 보다 의미 있는 수학 수업을 구현하는 데 시사점을 제공하고자 하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.363-373
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• 2006

The purposes of this study were to analyze the within-group verbal interactions in Thinking Science activities and compare the characteristics of verbal interactions shown by the pupils as well as the differences in help by e teacher in Korea with those in the UK. For the purposes of this study, 16 pupils from comparable groups by cognitive level were selected from both countries. Verbal interactions and teacher help during group discussions were audio/ video taped and the types of students' interactions were classified into interactions related to problem solving, management of classroom loaming and others. The results of this study showed that the verbal interactions in Korean groups were more activated than those in the UK groups. However, the percentages of high level interactions such as metacognitive questions, elaborative suggestions and logical argumentations were higher in the UK groups than those in the Korean groups. Observation of the within-group activities revealed that the pupils of both countries shared some common ground in the following ways; neither recognized the need to formulate the hypothesis in the process of inquiry and that the procedures of discussion were dominated by the pupils of higher cognitive level as the discussion proceeded. It was also observed that the pupils in the UK were considerate in response to the questions posed by both their peers or the teacher, while the pupils in Korea were influenced by their prior knowledge in the subject. Analysis of the teacher help during the inquiry activities showed that the tendency fur the teacher to emphasize the process rather than the product in the procedures of discussion and the extent he/she allowed the pupils to think and consider were closely related to the characteristics of the teacher himself/herself and was found to be a point of commonality in both countries. However, the teachers in the UK revealed the tendency of trying to propose the task to the pupils in concrete and systematic ways and guide the discussion based on the thinking of the pupils, while those in Korea tried to use strategies designed to draw out active verbal interactions among the pupils.

• 제어로봇시스템학회논문지
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• 제20권5호
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• pp.513-519
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• 2014

Videoconferencing technology is increasingly used in classrooms to introduce children to people from other countries and cultures in order to provide a wider learning experience. However, with traditional screen-based video conferencing technology, research has shown that it is easy for students to miss non-verbal cues that play a key role in developing human relationships. To investigate how children interact differently when their interactions are mediated through screen-based video communication versus robot-mediated communication, we conducted a study with elementary students in Korea, comparing the use of both technologies to introduce classroom students with peer-aged individuals in America. Our findings show that the children displayed more positive emotions during certain tasks and exhibited more interest and intimacy to remote participants in the context of robot-mediated communication than with video-mediated communication.

• International Journal of Contents
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• 제10권2호
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• pp.18-27
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• 2014

This study examines underlying factors that influence undergraduate students' willingness to enhance communication with their instructor by comparing the frequency of e-mail and face-to-face interaction between students and instructors. Data was collected through a survey of 322 undergraduate journalism students at a large Midwestern university. The findings showed that the more passive students were in expressing their opinion during the class, the less likely they were to send e-mails to their instructor (Coef. = -0.180, p < .01) or to communicate with their instructor face-to-face (Coef. = -0.262, p < .01). The findings also showed that the more students described their personality as "shy," the less likely they were to e-mail their instructor (Coef. = -0.157, p < .05) or communicate with their instructor face-to-face (Coef. = -0.210, p < .01). It is noteworthy that the degrees of both passivity and shyness had a more negative effect on the probability of face-to-face interaction than they did on email interaction. In summary, email usage follows similar broader patterns of social interaction, rather than introducing a different trend in communication. This finding implies that the importance of e-mail should not be exaggerated as a communication tool for reticent students.

• 대한가정학회지
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• 제34권3호
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권3호
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• pp.341-363
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• 2017

This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on noticing literature, and agree on the claim which teachers' responsive decisions should be accounted in classroom interactional contexts where teacher, students and content are actively interacting with each other. Building on this responsive teaching model, we analyze classroom observation data of a 7th grade teacher who implemented a lesson package specifically designed to respond to students' mathematical thinking, called Formative Assessment Lessons. Our findings suggest the characteristics of responsive teaching practice and identify the relationship between noticing and responsive teaching as: (a) noticing on students' current status of mathematical thinking by eliciting and anticipating, (b) noticing on students' potential conceptual development with follow-up questions, and (c) noticing for all students' conceptual development by orchestrating productive discussions. This study sheds light on the actual teachable moments in the practice of mathematics teachers and explains what, when and how to support teachers to improve their classroom practice focusing on supporting all students' mathematical conceptual development.

• 한국산학기술학회논문지
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• 제20권12호
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• pp.780-788
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• 2019

본 연구는 최근 대학에서 학습자 중심 수업방법으로 각광받고 있는 플립러닝 수업활동을 문화역사적 활동이론 관점에서 분석하고자 하였다. A대학교에서 2018학년도 2학기에 개설된 [교육방법 및 교육공학]을 플립러닝으로 개발하여 운영하였고, 교과목 담당교수와 수강학생을 대상으로 설문조사와 참여관찰을 실시하였다. 활동이론은 복합적이고 다각적인 교육현상을 활동체제의 구성요소와 이들 간 상호작용, 매개되는 도구 등을 중심으로 분석하는 틀을 제공한다. 따라서 Engestrőm의 활동체제 모형을 근거로 플립러닝 수업활동의 구성요소를 주체, 객체, 학습도구, 수업 규칙, 학습공동체, 역할 분담으로 분석하였고, 그 과정에서 나타난 모순과 역동성을 분석하였다. 학습자 중심 수업방식인 플립러닝에 대해 교수자와 학습자 모두 전반적으로 높은 만족감을 보였고, 학습내용 이해와 학습목표 성취에 도움이 되었다는 반응을 보였다. 보다 발전적인 플립러닝 활동체제를 위한 시사점으로 교수자와 학습자의 진정한 주체 인식과 역할 수행, 온라인과 오프라인 활동의 유기적 연계 강화, 수업준비 및 학습준비 부담 완화를 위한 지원, 원활한 운영을 지원하는 시스템 정비를 제안하였다.

• 한국콘텐츠학회논문지
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• 제12권4호
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• pp.510-519
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• 2012

본 연구는 온라인 대학영문법 강의에서 의사소통을 통한 상호작용과 정의적 요소가 어떤 영향을 주고 있는지 알아보고자 하였다. 연구를 위하여 다음 두 가지 연구 질문을 갖는데 첫째, 온라인 영문법 강의에서는 상호작용이 어떻게 진행되고 있는가? 둘째, 정의적 요소가 온라인 영문법 강의의 교육효과에 영향을 주고 있는가? 이다. 이 문제를 알아보기 위해서 K 대학교 영문법 온라인 강의 수강생 170명에게 설문조사를 실시하였고, 300명 수강생의 강의에 대한 평가 답변을 분석하였다. 그 결과 긍정적인 면과 부정적인 부분을 발견할 수 있었다. 부정적인 답변이 17%이고 반면에 긍정적인 견해는 49.3%, 중간입장은 33.3% 였다. 면대면 수업이 아니기 때문에 발생하는 온라인 강의의 한계점을 극복하기 위해서는 즉각적인 피드백과 Q&A 게시판을 통하여 상호작용을 활성화시킬 수 있고 정의적 거리감도 해결할 수 있다는 가능성을 알 수 있었다. 온라인 강의로 인한 부정적인 문제는 단지 혼합교육(blended learning)이라는 새로운 방법으로 대치하기보다는 이론적인 기반과 잘 계획된 프로그램의 온라인 강의가 최대의 효과를 얻을 수 있다고 예상할 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.504-517
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• 2005

The purpose of this study was to develop an instrument for analysing elementary secondary school, and university science laboratory instructions. The categories of this analysis instrument were instituted through literature overviews and interactions with three researchers in a science classroom analyst team, a doctoral student, and eight master level students, who participated in the process of modification of the analysis instruments on the science laboratory instructions. The contents areas were divided into three categories: aims of laboratory activities, interactions, and scientific inquiry processes. Each category contains $2\~3$ items. So the instrument consisted of 20 subcategories. The validity of the this instrument was achieved through checking with 4 science education specialists.