• 한국지구과학회지
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• 제29권1호
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• pp.78-90
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• 2008

수업 중 발화의 대부분을 차지하는 것은 교사의 발화이다. 그러나 교사는 항상 교사의 입장에서만 말하는 것이 아니라 학생 발화와 유사한 발화를 통해 학생들의 수업에 도움을 줄 수 있을 것으로 생각되나 이에 대한 연구는 아직 부족한 것이 현실이다. 따라서 본 논문에서는 이러한 발화 형태를 유사학생발화라 명명하고, 유사학생발화가 다수 관찰될 것으로 예상되는 방송 수업(EBS의 2005학년도 중 1 과학 수업 중 지구과학 부분)을 연구하여 유사학생발화를 '수업 중, 학생 발화와 같은 역할을 하나, 교사를 통해 이루어지는 모든 발화의 통칭'이라 정의하였으며, Lemke(1990)의 학생발화분류를 토대로 연구 대상인 수업 중 나타난 유사학생발화를 교사가 개입하는 형태의 유사학생발화와 교사가 개입하지 않는 유사학생발화로 크게 유사학생발화를 나누고 교사 개입 유사학생발화로 유사 교사-학생 간 협의(Pseudo Teacher-Student Conferences), 유사 삼단계 담화(Pseudo Triadic Dialogue), 유사 교재 활용 담화(Pseudo External Text Dialogue), 유사 학생 질문 담화(Pseudo Student-Questioning Dialogue), 유사 교사-학생 간 담화(Pseudo Teacher-Student Dialogue), 유사 교사-학생 간 토론(Pseudo Teacher-Student Debate), 유사 실 담화(Pseudo True Dialogue), 유사 학생 상호 담화(Pseudo Cross Dialogue), 유사 동료 학생 발화 (Pseudo classmate talk)를, 그리고 교사 미개입 유사학생발화로 유사 학생 독백/유사 수업 중 잡담(Pseudo student monologue/Pseudo side talk)을 분류하였다. 또한 이러한 분류와 함께 각 유사학생발화의 실례를 소개하고 그 특징을 기술하였다.

• 한국과학교육학회지
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• 제29권1호
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• pp.22-42
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• 2009

본 연구에서는 현직 교사가 자신의 생애, 특히 교직입문 이후 경력이 경과함에 따라서 접하게 되는 다양한 경험들 속에서 이루어진 교수실행의 연화과정을 탐색하고자 한다. 이를 위하여 구체적으로 교사의 관점에 근거해 교사의 삶을 살펴보는 생애사적 접근을 취하였고, 실천원리 (practical principle)의 변화 중심으로 개별 과학 교사의 교수실행 변화 과정을 상술하였다. 연구 참여자들은 각각 7년차, 10년차 중등 과학교사로 면담 및 수업관찰을 통해 연구 참여자의 교수실행 특징 및 변화 과정에 관한 자료를 수집하였다. 연구 결과로부터 연구 참여자들의 교수실행 변화과정의 특징을 다음과 같이 도출할 수 있었다. 연구 참여자들의 교수실행 변화는 1) 변화를 촉발한 결정적 경험, 이후 2) 기존 교수실행에 대한 적극적인 반성, 마지막으로 3) 교수실행의 구체적인 변화에 직접적인 영향을 미친 경험들이라는 3 요소의 상호작용을 통해 이해될 수 있었다. 이와 같은 교수실행 변화는 실천원리의 지형 (국면) 변화로 나타났다. 과거와 비교하여 변화원 주요 실천원리의 변화 양상은 (1) 기존 실천원리의 강화, (2) 기존 실천원리의 대체 (3) 새로운 실천원리의 형성으로 대별할 수 있었다.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.256-266
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• 2012

The purpose of this study is to use DARTs (Directed Activities Related to text) to foster inquiry problems while actively engaging accelerated gifted elementary students in the field of earth sciences. This study is continually evolving in the classroom on the proposition that accelerate the scientific thought whether inquiry problems show any change according to the extent of prior background knowledge through DARTs. Researchers appointed the accelerated gifted elementary students with 14 investigation problems and it was their duty to not only classify the inquiry problems, but to analyze using interviewing methods according to type classification framework. Many scientific terms were used concretely in the inquiry problems that were propose after DART. The students gave a direct effect to the inquiry problem to be proposed according to the level of the content that it is presented in the DARTs worksheet. As a result, the NP-IP type and the EC-IP, NC-IP inquiry problem type proposed above much as a whole in DARTs former and prior. Particularly, the EMC-IP type and etc. was variously proposed after the DARTs. And the students proposing the inquiry problem of above average proposed the inquiry problem of the EP-IP type much unlike the general average student after the DARTs. The EC-IP, NC-IP and NF-IP type were changed much after DARTs used. Particularly, the EC-IP and NC-IP type were changed much.

• 한국과학교육학회지
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• 제37권1호
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• pp.193-214
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• 2017

본 연구는 우리 전통 과학의 고유한 의미를 유지하며 TSK를 과학 교육에 접목할 수 있는 방향 모색의 방법으로 '우리 과학 문화 해설사'라는 과학 활동을 통해 중학교 학생들이 이해한 TSK의 소재는 무엇인지, TSK의 이해에 영향을 준 학습 맥락은 무엇인지, 학생들이 구성한 TSK 가치관은 무엇인지 파악하기 위해 수행되었다. 7명의 중학교 1학년 남 여 학생들은 7개월 동안 창덕궁의 전통 과학 소재를 발굴하고 전통 과학 문화 해설 대본을 만들어 초등학교 고학년을 대상으로 해설을 실시했다. 분석 대상으로 학생들의 수업 과정, 해설 대본, 활동지, 조사지, 활동 후 개별 면담 등이 포함되었다. 연구 결과, 학생들은 TSK의 소재를 전통 자연관, 전통 과학 기술, 과학을 이용한 삶, 자연 과학 소재 등의 네 가지 유형으로 이해했다. 학생들의 전통 과학 학습 경험에서의 주요 학습 맥락은 소통으로 현장과의 상호작용을 통한 소통, 활동 과정에서 동료 혹은 어른들과의 의사소통, 해설사 역할로써 동생들과의 소통 등은 학생들의 TSK에 대한 경험적 이해와 맥락적이고 감각적인 과학 지식 형성, 과학의 다양한 형태와 표현에 대한 이해 그리고 과학의 설득적, 이해적, 전달적 설명 방법에 대한 경험 등에 도움을 주었다. 학생들은 TSK의 과학성, 인간적이고 소박한 특징, 과학에 대한 새로운 관점의 필요성, 문화로서 TSK를 지키고 유지할 필요성 등의 가치관을 형성했다. 본 연구의 결과를 통해 TSK가 과학 교육에서 통합적이고 실제 맥락적인 교육 현장을 제공하고 과학과 과학 방법에 대한 문화적 다양성과 동양 과학적 사고의 특성 이해에 활용될 수 있음을 보였다. 또한 전통 문화에 대한 TSK와 학교 과학의 동시적 접근은 우리 전통 문화를 바라보는 올바른 시각 형성과 주체적 태도에 기여할 수 있다.

• 한국문헌정보학회지
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• 제29권
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• pp.257-279
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• 1995

Cooperative program planning and teaching is a strategy for developing and implementing resource based learning. This approach combines the classroom teacher's subject expertise and knowledge of the students with the teacher­librarian's specialized knowledge of the availability and use of learning materials. And the purpose of cooperative program planning is to develop learning experiences or units of study that effectively integrate the student's resource center activities with other learning experiences. There are also some conditions that are conducive to effective planning sessions. First, the teacher-librarian must be prepared to initiate planning with teachers, rather than waiting for teachers to come to them. Second, the teacher-librarian must be prepared to present suggestions in such a way that the teacher can respond. The purpose of this study is (1) to investigate the planning process of cooperative program planning and teaching in the previous studies and (2) to find general problems when the cooperative program planning and teaching apply in actual situation. For these purposes, I chose a school library and a teacher-librarian in Seoul to observe how this cooperative program planning and teaching carry out in the school library. Main findings are summarized as follows: (1) A teacher who teaches alone for one grade is more proper to carry out the cooperative program planning and teaching. Young teachers are usually more active to change their teaching methods. (2) The cooperative program planning and teaching is a program what needs a lot of materials. When there is no right reference book in a school library, it would be good to access DB through PC telecommunication. It is also possile to contact lirarians who work in large public libraries or university libraries. (3) The cooerative program planning and teaching needs cooperative working between a teacher-librarian and a teacher. Thus a teacher-librarian should be in his school in the day time like the other teachers for the program's planning process. ( 4) There has to be a guide to change into resource based learning in teaching method. Thus the Korean Library Association or Korean Library and Information Science Society should offer a seminar or a workshop about cooperative program planning and teaching for the teacher-librarians. (5) It needs a system that a teacher-librarian can know about student's assignments so that he can prepare reference books for them. (6) The school library can be able to offer excellent service like cooperative program planning and teaching to the teachers and students according to a teacher-librarian's enthusiasm.

• 대한지역사회영양학회지
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• 제15권2호
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• pp.240-252
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• 2010

The purpose of this research was to develop risk communication (RC) strategy and educational web-site on food additives for elementary students and their parents to improve their perception on food additives and dietary life. First of all, a survey was conducted from 1,200 elementary children and their parents to diagnose the perception and information needs on food additives. The survey revealed that most children and their parents did not have enough knowledge on food additives and demanded the safety information on food additives. Second, previous researches on food communication were analyzed to develop a risk communication model, and it was directly applied in this study. Third, a web site (www.foodnara.go.kr/foodaddy) was developed to upload the education materials along with up-to-date information and classroom activities for teachers on food additives. Fourth, the developed homepage was evaluated by applying to about 100 children and parents each, and majority of them showed high levels of understanding (children 85.7%, parents 79%) and satisfaction (children 77.2%, parents 64%), and the effect of getting over the prejudice against food additives was observed. The RC model developed in this study could be applied to any food risk communication, and the content and materials in this web site including booklets, animations, and quiz could be used effectively to promote the communication on food additives. In the future, it will be necessary to advertise the web site to be utilized by various consumer levels and to update the contents continuously by developing consumer-friendly communication materials.

• International Journal of Computer Science & Network Security
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• 제24권1호
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• pp.133-139
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• 2024

The educational situation, which resulted from the announced self-isolation regime, intensified the forced decisions on the organization of the distance educational process. The study is topical because of the provision of distance learning based on the experience of Kyiv National University of Culture and Arts. The study was conducted in three stages. Systemic, socio-communicative, competence approaches, sociological methods (questionnaires and interviews) were chosen as methodological tools of the research. The results of a survey of teachers and entrants to higher education institutions on the topic "Using social networks and digital platforms for online classes under the conditions of quarantine restrictions" allowed to scientifically substantiate the need for deeper knowledge of such tools as Google Meet (79%), Zoom (13.78%) and Google Classroom (11.62%), which are preferred by entrants. Almost a third of entrants (34.26%) noted the lack of scientific and methodological support for learning the subjects. The study showed high efficiency of messengers in distance education. The study found that in the process of organizing communication in the student-teacher system, it is necessary to take into account the priority of Telegram on the basis of which it is necessary to implement a chatbot for convenient and effective exchange of information about the educational process. Further research should focus on the effectiveness of the use of Telegram. The effectiveness of using chatbots should also be considered. Chatbots can be used to automate routine components of the learning process.

• Child Health Nursing Research
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• 제8권2호
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• pp.183-194
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• 2002

This study was conducted to obtain a basic information related to a more systematic safety education and measures against children's accidents by a descriptive survey with regard to accidents actually experienced by elementary schoolers, their perceived safety education activities and school facilities to their safety lives. The data was collected among 1,654 pupils, belonging to the 5th and 6th grades in Pusan from Nov. 20 to Dec. 1, 2000. The data was analyzed using SPSSWIN(7.5). The results were as follows ; 1. According to the perception by elementary schoolers, they received safety life instruction at school in most cases from teachers in charge of their own class (41.0％). Such safety education was provided often during formal classes(24.4％). Traffic guidance was given by parents, highest in frequency(67.3％). 2. Matters as most often treated during safety life instruction were safety knowledge or dangerous things(37.5％). A majority of notices of school safety instruction were presented sometimes(48.4％). Source of knowledge about safety lives included teacher (35.3％), parents(32.9％), TV and newspaper (29.9％). As a source of knowledge of emergency treatment, school nurses were accounted for 41.3％ that was highest. 3.Among the 1,654 students, 91.8％ experienced at least more than one case of safety accident. The most frequent type and cause of safety accident were wound(33.7％). and self-carelessness(38.4％) respectively. In most cases, the subject experienced such accident during a break time(32.2％) and at a playgrounds. Part of body as most often damaged by accidents were arms and legs, 25.4％ higher than any other sides problem solving measures against the accident were taken by school nurse in most cases, 44.8％ in percentage point. 4. Those students' perceived safety management of school facilities showed that they considered classroom facilities as most safe (61.6％), while playground facilities as least safe(42.8％). They also responded that the treatment of glass fragments or stones at playground is the most important item of safety management.

• 한국간호교육학회지
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• 제9권2호
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• pp.212-221
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• 2003

The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.

• 한국과학교육학회지
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• 제38권4호
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• pp.565-574
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• 2018

본 연구는 과학중점학교 과학수업에 대한 학생들의 인식을 조사하여 과학중점학교 사업을 통해 우리나라 과학교육의 개선을 위해 시행된 과학중점학교에 대한 전략적 지원과 노력들이 수업에서 어떻게 나타나고 있는지 살펴보고자 하였다. 이를 위해 14개 과학중점학교의 학생 654명이 연구에 참여하였으며, 학생들은 과학중학교 과학수업의 특징과 과학중점학교가 일반 고등학교와 다른 점을 묻는 2개의 개방형 문항에 응답하였다. 학생들의 응답은 언어네트워크 분석방법을 사용하여 분석하였으며 그 결과는 다음과 같다. 먼저, 학생들은 교사와 학생의 원활한 소통, 학생들이 자유롭게 질문하고 서로 토론하며 적극적으로 수업에 참여하는 분위기, 과학 실험 활동, 어려운 과학 내용을 배우는 것, 학습된 지식을 공유하는 긍정적인 수업 분위기 등을 과학수업의 특징으로 인식하고 있었다. 학생들이 인식하고 있는 과학중점학교의 차별적 특성으로는 많은 수의 과학 관련 교과목(과제연구, 과학II 과목 등)의 이수, 관심 있는 분야의 비교과 체험활동, 탐구 및 연구 중심의 학생활동과 이에 대한 학교의 지원, 좋은 수업 분위기, 과학과 관련한 많은 수업시간, 활발한 R&E 및 동아리 활동, 다양한 과학실험 활동 등으로 나타났다. 그리고 과학중점학교의 과학수업에 대한 '어렵고 힘들지만 적극적으로 참여하는' 수업이라는 이러한 분석결과는 선행연구들에서 밝혔던 좋은 과학수업의 모습과 많이 유사한 것이기도 하였다. 그동안 과학중점학교에 대해 이루어졌던 여러 행 재정적인 지원과 함께, 과학 교실수업에 대한 본 연구의 조사결과는 앞으로 이루어질 학교교육의 혁신 프로그램의 도입에 실질적인 도움과 벤치마킹 사례를 제공해 줄 것으로 기대한다.