• 한국과학교육학회지
• /
• 제35권3호
• /
• pp.353-361
• /
• 2015

이 연구에서는, 과학적 논의에서 학생들의 참여를 향상시킬 수 있는 방법으로 논의 기반 탐구 과학수업에 동료평가 활동을 적용하였으며, 글쓰기에서 나타나는 학생들의 논의를 분석하여 프로그램의 효과를 알아보았다. 이 연구는 광역시의 과학중점고등학교 학생들을 대상으로 1학년 두 학급(58명)을 실험집단으로, 다른 두 학급(58명)을 비교집단으로 선정하여 총 5개의 주제를 적용하였다. 논의 기반 탐구 과학수업의 전략을 바탕으로 동료평가를 적용한 수업 프로그램을 개발하고, 학생들에게 프로그램을 적용한 후, 학생들의 글쓰기에서 나타나는 'Big idea', '과학 개념', '논의', '수사적 구조' 항목을 비교하였다. 실험집단 학생들은 동료평가 활동을 적용한 논의 기반 탐구 과학수업을 처치하였으며, 비교집단 학생들은 동료평가 활동을 적용하지 않은 논의 기반 탐구 과학수업을 처치하였다. 사전과 사후 요약 글쓰기 검사(Summary Writing Test)에서 나타난 'Big idea', '과학 개념', '논의', '수사적 구조'의 평균을 공변량 분석으로 비교한 결과, 논의 항목의 평균이 비교집단에 비해 실험집단이 통계적으로 유의미하게 높은 것으로 나타났다. '논의' 항목의 세부 요소에 대한 평균에서 증거와 보장/보강요소가 비교집단에 비해 실험집단에서 통계적으로 유의미하게 높았다. 이러한 결과로부터 동료평가 활동을 적용한 논의 기반 탐구 과학수업은 논의 능력의 발달에 있어서 기존의 논의 기반 탐구 과학수업 비해 더 효과적임을 알 수 있었다. 동료평가 활동을 통해 지속적인 피드백을 받는 것이 논의와 글쓰기를 수행하는 학생들의 논의능력향상에 도움이 될 것으로 보이며, 동료평가 활동이 학생 논의의 스캐폴딩 도구로써 활용 가능성이 있다고 볼 수 있다.

• 과학교육연구지
• /
• 제40권1호
• /
• pp.31-51
• /
• 2016

이 연구의 목적은 "영화공작소" 과학-예술 융합형 융합인재교육(STEAM) 프로그램을 개발하고 초등학교에 적용하여 효과를 알아보는 것이다. 이 연구를 위해 경기도 소재 초등학생 82명이 참여하였다. 43명은 실험집단으로, 39명은 비교집단으로 배치하였으며 프로그램 적용 전후에 과학 진로지향도, 진로인식, 창의적 성향 검사를 실시하였다. 본 연구에서 얻어진 결과는 다음과 같다. 첫째, "영화공작소" 융합인재교육 프로그램을 적용한 실험집단 학생의 과학 진로지향도 전체 점수와 하위영역 중 과학 학습 선호도, 과학 진로 선호도와 과학 진로에 대한 가치 인식에서 비교집단에 비해 유의미하게 향상되었다(p<.05). 둘째, "영화공작소" 융합인재교육 프로그램을 적용한 실험집단 학생의 진로인식 전체 점수와 4개 하위영역 점수가 비교집단에 비해 유의미하게 향상되었다(p<.05). 셋째, "영화공작소" 융합인재교육 프로그램을 적용한 실험집단 학생의 창의적 성향 전체 점수와 독립심, 개방성의 2개 하위영역 점수가 비교집단에 비해 유의미하게 향상되었다(p<.05). 넷째, "영화공작소" 융합인재교육 프로그램에 대한 실험집단 학생의 인식을 조사한 결과 프로그램이 흥미로웠고, 수준은 약간 쉬웠으며 또 다시 공부하고 싶다고 응답하였다.

• 초등상담연구
• /
• 제5권1호
• /
• pp.159-184
• /
• 2006

Lately, the rapid social and family system change, the entrance examination-centered circumstance in education have a negative influence not only on making up the affirmative self-esteem but also on building up the personal relationship through mutual communication with friends of the same age. Making children adapt well to school life and develop a good relationship in the class is an important subject in educational field. Thus, various school activities should offer lots of opportunities to increase their affirmative self-esteem and more specified performance-centered programs are required toform a harmonious relationship among parties of students. The purpose of this study is to improve an affirmative self-esteern and a desirable personal relationship of children through developing friend-praise program and adapting it to children. Based on the above purpose, the following subjects for this study 'are suggested. Firstly, is the friend-praise program effective in forming an affirmative self-esteem of elementary students? Secondly, is the friend-praise program successful in improving a desirable personal relationship in an elementary school? In addition, two hypotheses of study are decided on the basis of theoretical background and the former study. Hypothesis 1. The friend-praise program will have a meaningful effect on improving an affirmative self-esteem. Hypothesis 2. The friend-praise program will have a meaningful effect on improving a desirable personal relationship. In order to improve the above hypotheses, the experiment was carried out with two classes on the fourth grade in M elementary school in Wonju with being divided into one experimental group and the other comparative group. The friend-praise program which was adapted to the experimental group was composed with four steps as 'introduction', 'preparation', 'operation' and 'closing'. This program which has twelve categories was executed once or twice in a week and each class was continued for forty or sixty minutes. Contrastively, comparative group had no application of the main program. For the purpose of proving the hypotheses after adapting the program to students, I have executed both self-esteem test and personal relationship test. The tests were performed with using SPSS/Windows V10.0 and the statistic was conducted through independant sample t-test for the difference between groups and contrastive sample t-test for the individual difference in each group. The results of this study can be summarized like the followings: Firstly, from the result of previous and after tests, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of self-esteem(t=-4.496, p=.000). Especially, the general self-esteem(t=-3.216, p=.003), social self-esteem(t=-2.680, p=.012), homely self-esteem(t=-3.732, p=.001), and school self-esteem(t=-3.902, p=.000) showed a meaningful difference. At the same time, the experimental group also showed meaningful difference with the comparative group in self-esteem(t=-4.758, p=.000). Especially, the general self-esteem(t=2.581, p=.017), social self-esteem(t=3.160, p=.003), homely self-esteem(t=4.283, p=.000), and school self-esteem(t=4.110, p=.000) showed a meaningful difference. As a result of this experiment, the friend-praise program will have a meaningful effect on improving an affirmative self-esteem was proved. Secondly, there was no meaningful change in the comparative group, but the experimental group showed meaningful difference in all categories of personal relationship(t=-4.131, p=.000). Specifically, satisfaction(t=-2.113, p=.045), communication(t=-3.381, p=.002), confidence(t=-3.517, p=.001), intimacy(t=-3.958, p=.000), sensibility(t=-2.955, p=.006), openness(t=-4.318, p=.000) and interest(t=-2.941, p=.000) showed a meaningful difference. In the same instant, the experimental group also showed meaningful difference with the comparative group in all categories of personal relationship(t=3.897, p=.000). Especially, satisfaction(t=2.257, p=.003), communication(t=3.527, p=.001), confidence(t=3.704, p=.001), intimacy(t=3.904, p=.000), sensibility (t=4.382, p=.000), openness(t=2.648, p=.013) and interest(t=2.944, p=.006) showed a meaningful difference. Accordingly, the friend-praise program will have a meaningful effect on improving a desirable personal relationship was proved. Judging from all these results, we should provide primary students with various opportunities to take part in active programs which help them to set up their righteous sense of value, to solve their own problems and to develop their potentials. Consequently, many kinds of practice-centered program like the friend-praise program should be developed more systematically and teachers should apply all those programs to students according to their individual level and developmental stage.

• 한국수학사학회지
• /
• 제33권4호
• /
• pp.237-257
• /
• 2020

In this paper, we classify the mathematical terms in Korean Standard Unabridged Dictionary into four groups; ① group 1 consists of the terms which coincide with the mathematical terms in the 2015 Editing Material, ② group 2 consists of the terms which are synonyms or old terms or inflection forms of the mathematical terms in the Editing Material, ③ group 3 consists of the terms which do not belong to group 1 or group 2, but relate to the elementary or secondary school mathematics, ④ group 4 consists of the terms which do not relate to the elementary or secondary school mathematics. And then we make a comparative study with the mathematical terms in the Editing Material. In this study, we find out the mathematical terms in the Editing Material, but not in Korean Standard Unabridged Dictionary. And by using synonyms and old terms of the mathematical terms in the Editing Material we guess the rough tendency which terms belong to the Editing Material. By investigating the terms in group 3 and 4, we find out the mathematical terms which may belong to the Editing Material. We also find out the wrong or inconsistent explanations in Korean Standard Unabridged Dictionary.

• 한국컴퓨터산업학회논문지
• /
• 제2권3호
• /
• pp.341-356
• /
• 2001

본 연구는 웹을 이용한 수요자 중심의 수준별 학습이 가능하며, 가상현실 환경 하에서 처리되도록 WBI(Web Base Instruction)프로그램을 개발하여서 실제 결과를 적용하여서 분석을 하였다. 실험은 3학년 학생 127명을 대상으로 실험집단 85명과 비교집단 42명으로 두 그룹으로 나누어서 실험을 하였으며, 이를 토대로 한 실험은 4차시까지 실시되었으며, 두 그룹간의 형성평가를 실시하여 성취도를 평가하였다. 이 결과 실험 집단은 평균과 표준편차는 84.9와 16.82이었고 비교집단은 77.5와 14.39로 나타났다. 실험집단은 유의도 검증결과 91~95$\%$ 신뢰도일 때 “t-test"결과 0.0024(P$\le$0.05)로 나타나, 비교집단의 학업성취도보다 실험집단의 학업성취도가 유의 하다는 결론을 도출했다. 이 사실은 WBI프로그램을 활용한 수업은 학생들의 학업성취도 향상에 효과가 있다는 것을 말해준다.말해준다.

• 한국보육지원학회지
• /
• 제8권4호
• /
• pp.113-136
• /
• 2012

본 연구는 그림책을 활용한 리더십교육 프로그램이 유아의 리더십에 미치는 효과를 분석하는데 목적이 있다. 본 연구대상은 실험집단 38명, 비교집단 38명 총76명이며, C유치원의 만4세 30명 두 반과 M유치원의 만5세 46명 두 반이다. 10주간 주1회 총10회 프로그램을 실시하고, 장영숙과 황윤세(2009)의 유아리더십 평가도구를 프로그램 실시 전후에 교사에게 배부하여 자료를 수집한 후, t-검증과 공분산분석(ANCOVA)을 통해 효과를 분석하였다. 분석결과, 만5세 유아의 경우, 비교집단 보다 실험집단에서 리더십 점수가 높았으며, 리더십의 구성요소 중 도전과 자신감, 자기행동관리, 문제해결력에서 유의미하게 향상되어 만5세 유아의 리더십 증진에 그림책을 활용한 리더십교육 프로그램이 효과적임이 밝혀졌다.

• 대한수학교육학회지:학교수학
• /
• 제11권4호
• /
• pp.665-683
• /
• 2009

본 연구는 문제해결력을 증진시키기 위한 방안으로 상황을 제시한 후 W(상황표현하기)-Q(문제 만들기)-A(답하기)에 의한 단계별 활동을 하여 그 효과성을 알아보았다. 이 방법을 2학년에게 한 학기동안 20차시를 적용한 결과 문제해결력은 향상된 것으로 나타났고, 태도에서는 융통성은 향상되었고 나머지 영역은 유의미한 차이는 없었지만 전반적으로 평균이 높아진 것을 확인할 수 있었다. 따라서 WQA 문제만들기 활동은 아동의 문제해결력을 증진시키고 태도를 개선하는 좋은 방법임을 알 수 있었다.

• 한국가정과교육학회지
• /
• 제5권1호
• /
• pp.113-120
• /
• 1993

This study in order to seek for a more effective teaching method, I am to propose a measure that the career education material for female middle school students a program produced already could be applicable on the class and to understand the efficiency by examining practically it to the student. The research method was to make up a questionnaire and gaze two kinds of educational effect. The procedure was that, after surveying the general features in order to help them known their consciousness on the career education Researcher practiced common theorectical teaching on comparative class and moduling teaching on comparative class through making a guiding data. Then Researcher analysed the changing o consciousness on career, knowledge on kinds and numbers of jobs, and the results and rate of interest in the teaching with persentage and t-test. The results are as followed; First, on the consciousness on career, both group showed little change on their wishful job between before and after teaching. On the purpose to get a job, consciousness on work and job, and fixed idea of job on gender, there were some changes, but both groups had few defferences in the changing rate. Second on the consciousness on work and job experimental group recognized the variety of job more than comparative group and wrote more hind of job. Third on the evaluating result, the record of experimental group was higher. Fourth, on the rate of interesting in learning the rate of experimental group was higher. As observed the class applied by the module of female career education is effective, since experimental group showed more consciousness on work and job, evaluation of record after teaching and the rat of interesting in learning, through there was no difference in the consciousness of the career.

• 수산해양교육연구
• /
• 제28권4호
• /
• pp.1133-1142
• /
• 2016

The purpose of this study was to verify the effects of science classes using abductive strategies on the scientific concept understanding and meta-cognition. The subjects included two classes of sixth graders from K Elementary School in B Metropolitan City and they divided into two groups. Research group was composed of 21 students(10 boys, 11 girls) and comparative group was composed of 21 students(11 boys, 10 girls). In order to achieve aims of this study, proper contents to apply abductive strategies were selected from the first semester science curriculum for sixth graders. Also five-steps study papers were designed to elicit abductive reasoning. While the research group received 20 times of reframed science lessons using abductive strategies, the comparative group received common science lessons according to the teachers' manual. The results of this study are as follows. First, science classes using abductive strategies were effective for the scientific concept understanding. Also there were statistically significant differences between the research group and the comparative group in overall science sub-domain. In the process of hypothesis formulating, students tried to find out scientific causes thoroughly to present the optimal explanation and they concentrated on the analysis of each scientific concept. It is thought that this process contributed to better understanding in scientific concepts. Second, science classes using abductive strategies were effective for improving meta-cognition. There were statistically significant differences between the two groups and especially in monitoring that is one of sub-factors of meta-cognition. It indicates that hypothesis formulating process gave positive effect on meta-cognition by stimulating critical thinking and manifesting elaboration.

• 아동학회지
• /
• 제32권2호
• /
• pp.71-85
• /
• 2011

This study was carried out in order to better understand how cooperative learning effects the geometric understanding of young children. The geometry tasks used in the study included the geometric relationship between two dimensional shapes and three dimensional shapes, coordination, symmetry and transformation visualization and spacial reasoning. The subjects were composed of children aged five years and were taken from two kindergartens in a relatively new city close to Seoul. The experimental group of children the comparative learning in geometry. The comparative group of children were enrolled in a kindergarten that uses an the intergrated curriculum. The results indicated that cooperative learning impacted positively on the children's understanding of geometry. The specific results are as follows : The scores that the experimental acquired were higher in terms of p < .001 level. than the scores of the comparative group studying the geometric relationships between two dimensional shapes and three dimensional shapes, coordination, symmetry and transformation visualization & spacial reasoning.