• 한국콘텐츠학회논문지
• /
• 제12권9호
• /
• pp.396-407
• /
• 2012

이 연구는 태권도 지도자의 인성교육에 대한 신념과 지도실제를 확인하고, 인성의 지도신념과 인성 실천정도와 내용과의 차이 및 관계를 규명하는 것에 목적이 있었다. 연구대상은 서울, 경기, 인천에 소재한 태권도 지도자 286명을 선정하였다. 연구참여자를 대상으로 인성교육에 대한 신념과 실제에 대한 측정도구, 그리고 태권도 인성덕목 신념과 실제에 대한 중요 덕목을 묻는 반구조화된 개방형 설문을 활용하여 자료를 수집하였다. 수집된 자료는 SPSS 18.0 버전을 활용하여 통계처리 하였다. 전술한 연구방법과 절차를 통해 얻은 결과와 논의를 토대로 결론을 내리면 다음과 같다. 첫째, 태권도 지도자가 인식하는 인성교육 신념과 실제의 중요 요인과 빈도에는 차이가 존재한다. 태권도 지도자가 중요하게 인식하는 인성덕목은 예의, 자신감, 사랑, 인내, 용기 순으로 나타난 반면, 현장에서 실제 지도하고 있는 인성 덕목은 예의, 자신감, 인내, 리더십, 정직 순으로 나타났다. 둘째, 태권도 지도자의 인성교육의 신념과 실제 간에는 부분적으로 긍정적인 영향관계가 존재한다. 태권도 지도자의 인성교육의 신념 간에는 상관계가 높지만 신념과 실제 간에는 상관관계가 낮다. 태권도 지도자는 지도신념 중 결단성, 지도성, 실용성, 다양성에 대한 인식이 높으면 높을수록 실제 지도자가 인성교육을 위해 결단하고, 지도하고, 실용적인 면을 현장에 적용하는 것에는 긍정적인 영향을 준다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제49권4호
• /
• pp.463-488
• /
• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• 기본간호학회지
• /
• 제13권2호
• /
• pp.182-189
• /
• 2006

Purpose: This research was done to identify how PBL education using a simulator affects nursing students' critical thinking, self-efficacy, and meta-cognition by applying and developing a PBL module using the Simman simulator. Method: With a one group pre-post test design, the research was conducted with a convenience sampling on 66 students in C College on Jeju Island for 8 weeks from August to October, 2005. The collected data on critical thinking, self-efficacy, and meta-cognition were analyzed using T-test. SPSS 10.0 was used to assist analysis. For study-related variables, means and standard deviations were used. Results: The finding of the research showed that most of the students were in favor of use of PBL-in the curriculum with more than 50% of the scores indicating satisfaction with content of the teaching, the teaching method, and self-confidence in nursing. The results also showed that there was an increase in interest among the students regarding campus practical education. Conclusion: As the application of the PBL module using the Simman simulator elicited more interest and satisfaction from the students, it is worth using this simulator as a the teaching method to improve the practical education in nursing.

• 한국초등과학교육학회지:초등과학교육
• /
• 제28권1호
• /
• pp.9-23
• /
• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제51권1호
• /
• pp.63-76
• /
• 2012

The purpose of this study is to investigate the effect of cooperative learning in mathematics in university level. We share reflections from 54 and 57 students in linear algebra courses which were conducted by cooperative learning. We examine how students increase self-confidence and reduce the anxiety in learning, and also develop the social skills in communication.

• 한국과학교육학회지
• /
• 제38권2호
• /
• pp.123-133
• /
• 2018

본 연구의 목적은 우리나라 예비 과학 교사들의 교직 선택 동기요인과 만족도를 조사하는 것이다. 이를 위해 우리나라 11개 대학의 예비과학교사 815명을 대상으로 설문을 수행하였다. 본 연구에 사용된 교직 선택 동기 설문지는 Richardson과 Watt(2006)의 연구에서 개발된 FIT(Factors Influencing Teaching Choice)를 사용하였다. 분석 결과, 우리나라 예비 과학 교사들의 교직 선택에 가장 크게 영향을 미친 것은 내재적 직업 가치였으며, 그 다음은 과거의 교수학습 경험과 사회적 기여에 대한 동기에 대한 응답 비율이 높아 외재적 가치보다는 내재적 동기와 이타적 동기가 높은 것으로 나타났으나 기존 연구결과에서 나타난 다른 나라들의 평균보다 낮았다. 한편, 자신이 교직에 적합한 능력을 갖고 있다는 응답 비율이 낮거나, 교직은 전문성이 요구되며 어려움이 요구된다는 응답비율이 높아 교직에 대한 자신감은 낮은 것으로 분석되었다. 교직선택에 대한 만족도를 살펴보면, 평균 5.36으로 대체적으로 만족하는 것으로 보이나, 호주, 미국 등의 응답 평균에 비해서는 낮은 것으로 나타났다. 성에 따른 차이로는 교직 선택에 대해 남자 예비 교사들은 자신이 교직에 적합한 능력을 갖고 있기 때문에 택하였다고 응답한 비율이 높은 반면 여자 예비 교사들은 타인의 영향이 더 컸다고 인식하고 있었다. 또한, 여자 예비 교사들은 남자들보다 교사직무의 행정적, 감정적 어려움 등의 직무부담을 크게 느끼고 있었다. 마지막으로 교직 선택에 대한 만족도와 가장 높은 상관관계를 보인 동기는 내재적 직업 가치였다. 따라서 예비교사들의 내재적/이타적 동기를 높일 수 있는 방안이 필요하며 성별 차이에 따른 차별화된 접근이 요청된다.

• 한국정보통신학회논문지
• /
• 제17권2호
• /
• pp.467-472
• /
• 2013

스마트폰의 대중화로 이전 어느 때보다 컴퓨터와 컴퓨터 프로그래밍에 대한 관심이 높아지고 있다. 반면 대부분의 컴퓨터 관련 학과에서 첫 프로그래밍 언어로 가르치고 있는 C++나 자바 언어는 학생들이 이해하기에 쉽지 않다. 본 논문에서는 컴퓨터 관련전공 학생들의 컴퓨터 프로그래밍 분야에 대한 관심을 높이기 위한 첫 프로그래밍 언어로써 안드로이드 앱 인벤터를 활용하는 방안과 교육과정을 제시하였다. 교육 분석 결과를 통해 본 교육과정이 컴퓨터 프로그래밍에 대한 관심을 높이고 스마트폰 앱 개발에 대한 자신감을 향상시키는데 기여할 수 있음을 확인하였다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제40권2호
• /
• pp.241-252
• /
• 2001

Many high school students are having difficulties for studying advanced mathematics concepts. It is more complicated than in junior high school and they are losing interest and confidence. In this paper, advanced mathematics concepts are not just basic concepts such as natural numbers, fractions or figures that can be learned through life experience but concepts that are including variables, functions, sets, tangents and limits are more abstract and formal. For the students to understand these ideas is too heavy a burden and so many of the students concentrate their efforts on just memorizing and not understanding. It is necessary to search for a meaningful method of teaching for advanced mathematics that covers deductive methods and symbols. High school teachers are always asking themselves the following question, “How do we help the students to understand the concept clearly and instruct it in a meaningful way?” As a solution we propose the followings : I. To ensure they have the right understanding of concept image involved in the concept definition. II. Put emphasis on the process of making mental representations and the role of intuition. III. To instruct students and understand them as having many chance of the instructional conversation. In conclusion, we studied the meaningful method of teaching with the theory of Ausubel related to the above proposed methods. To understand advanced mathematics concepts correctly, the mutual understanding of both teachers and students is necessary.

• 한국간호교육학회지
• /
• 제25권3호
• /
• pp.331-343
• /
• 2019

Purpose: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. Methods: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. Results: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. Conclusion: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.

• 영어어문교육
• /
• 제18권2호
• /
• pp.149-170
• /
• 2012

The purpose of the present study is to examine the degree to which the writing instruction using animations has effects on the writing performance of $4^{th}$ year elementary school students. This study also examined the effects of the animation-based writing instruction on the interest and confidence of those students. To this aim, the present study utilized a set of writing tests and questionnaires before and after the instruction. The data were collected from 63 elementary school students. The data were then analyzed using a series of statistical analyses. The results suggested that the students who received the writing instruction using animations performed significantly better on the writing test than those who received the textbook-based instruction. The results also suggested that those who received the animation-based instruction showed more positive interest and confidence on English and English learning. Finally, limitations of the present study and suggestions for further studies are discussed at the end of the paper.