• 한국환경교육학회지:환경교육
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• 제20권2호
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• pp.16-24
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• 2007

The purpose of this study is to understand how the unit objectives and contents associated with environment are reflected on the 6 kinds of chemistry- I textbooks in the 7th curriculum and to present how to deal with the environmental education in chemistry- I. The results of this study are as follows. First, units associated with environment account for an average of 43.7% on chemistry- I in 7th curriculum. Second, contents of units related to environmental education on chemistry- I in 7th curriculum are environmental pollution(17.8%), environmental preservation and environmental pollution prevention(15.9%), environmental hygiene(12.2%), and any other things, Environmental pollution takes up a considerable part of environmental education. Third, the results for analyzing the objectives of chemistry- I in 7th curriculum show that Information Knowledge Awareness(34.0%) and Skill (29.9%) take up most parts. Fourth, Orientation (I) as analysis standard for objective of the units related to environmental education accounts for 10.2% of the total. It is clear that environmental education is carried out from STS point of view. In conclusion, environmental education in Chemistry- I focuses on fostering students' ability to apply the fundamental notion of chemistry to real life associated with environments. Therefore, it is necessary that environmental education in Chemistry- I should include value, attitude and participation and that improve students' ability to approach the environmental problem comprehensively.

• 한국보육지원학회지
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• 제15권3호
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• pp.115-133
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• 2019

Objective: The purpose of the study was to develop a mathematics education program utilizing food to improve the mathematical abilities of 4-year-olds and to analyze the effects of this program on 4-years-olds' mathematical concepts (number and operation, algebra, geometry, measurement, data analysis, and probability). Methods: The study selected 30 4-year-olds from two daycare centers located in K city. The experimental group (N=15) participated in the mathematics education program utilizing food, 10 times for five weeks, while the comparative group (N=15) participated in the seasonal mathematics education program based on the Nuri Curriculum. The activities of this intervention program were designed to cover all domains of Mathematical Exploratory areas in the Nuri Curriculum. For data processing and analysis, pre-test and post-test score differences between the two groups were analyzed through MANCOVA. Results: The experimental group had significantly higher scores on five mathematical concepts compared with the control group. A mathematics education program utilizing food had the positive effect of improving 4-year-olds' mathematical ability. Conclusion/Implications: Mathematic education programs utilizing food are recommended as necessary pedagogical data to develop the mathematical abilities of children in education centers, families, or relating to parenting education.

• 컴퓨터교육학회논문지
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• 제23권4호
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• pp.1-11
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• 2020

본 연구의 목적은 최근 초중등 교육에 도입되고 있는 인공지능 교육의 목적, 내용, 방법 등을 교육과정의 측면과 교사교육에 필요한 요인 측면을 조사하고 분석하여 우리나라 초중등 인공지능 교육의 방향을 제안하는 것이다. 1차 문헌으로는 국내외 논문 9편, 2차 문헌으로는 11편의 국내외 정책 보고서를 수집하고 분석하였다. 수집된 문헌을 서술적 고찰방법을 적용하여 분석하였으며, 문헌의 다각도 분석을 위해 교육과정 구성요소 측면과 TPACK 요소 측면에서 분석하여 시사점을 도출하였다. 본 연구의 결과로 인공지능 교육 대상을 인공지능 사용자, 활용자, 개발자의 3단계로 구분하였다. 초중등 인공지능 교육에서는 사용자와 활용자 단계가 적합하고, 사용자 교육을 위해 인공지능 리터러시를 포함해야 한다. 활용자 교육을 위해 현재의 컴퓨팅 사고력 및 코딩 역량을 기반으로 하여 인공지능의 기능을 적용하여 창의적인 산출물을 만들어 낼 수 있는 역량을 목표로 삼는 것이 필요하다는 시사점을 도출하였다. 또한, 교사는 교수 지식 및 플랫폼 사용 능력 외에도 문제해결, 추론, 학습, 인식 영역 및 일부 응용수학, 인지/심리학/윤리에 대한 내용 지식이 필요하므로 이에 대한 연수가 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.

• 한국의류학회지
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• 제42권4호
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• pp.639-656
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• 2018

The term fashion sense is used in everyday conversations by consumers to refer to the ability of people who dress well in attractive ways or to refer to the competencies or expertise of fashion professionals. Despite the frequent use of the term, its concept has rarely been explored systematically. In this study, we performed in-depth interviews with 14 fashion experts to clarify the concept of fashion sense. The core elements of fashion sense were explored based on the interview results. As a result, twelve core elements were identified that included visual ability, aesthetic experience, aesthetic recognition ability, intuition, self-consciousness, self-efficacy, fashion experience, involvement in fashion, creativity, innate sense, environmental support, and development due to education. In addition to these twelve core elements, 42 supplementary elements were identified. This study is to help initiate an academic discussion of the concept of fashion sense as a competency that fashion experts should develop. The findings of this study can provide practical and educational implications for the fashion industry and academia.

• 공학교육연구
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• 제18권6호
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• pp.80-87
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• 2015

The aim of this study suggest the THAMS Clinic Camp program to train the interdisciplinary students with humanistic knowledge as well as the skills to perform the scientific and engineering works. Since the future of society is required students with the ability to elicit an emotional empathy, THAMS Clinic Camp program has been planed and performed from year 2012 based on the comprehensive liberal learning. The average employment rate over the past three years of the students who participated in THAMS Clinic Camp program showed 7% better than the overall average employment rate of Andong National University. The another visible educational outcomes of the THAMS Clinic Camp program are following; i) To take place the conversion of recognition for the interdisciplinary activity by breaking down the walls between fragmented disciplines to students and ii) To provide the opportunity that students will understand the past and refocus the current to have the idea to plan for the future in the right direction.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2013년도 춘계학술대회
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• pp.397-400
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• 2013

본 연구는 K대학부설과학영재교육원 학생 중 웹기반 사이버 토론 학습 프로그램인 "Science Cyber Conference" 참가자를 대상으로 문제중심학습(Problem-based Learning; PBL)전략을 적용한 시스템을 개발하여 16주 동안 프로그램을 진행한 후, PBL 전략이 '자기주도 학습 능력'에 미치는 영향에 대해 알아보았다. 이와 더불어 PBL 수업 과정에 대한 학습자의 인식을 조사하였다. 웹기반 PBL 전략을 적용한 프로그램 진행 후 학습자의 '자기주도 학습 능력'이 통계적으로 유의미하게(p<.05) 효과가 있었다. 특히 '자기주도 학습능력'은 7개의 하위 영역 중 '학습자 신념'을 제외한 6개의 영역에서 유의미한 차이를 보였다.(p<.05) 또한 웹기반 PBL 전략을 사용한 수업이 긍정적이라는 인식을 보였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권4호
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• pp.421-436
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• 2008

Mathematics assessment doesn't mean examining in the traditional sense of written examination. Mathematics assessment has to give the various information of grade and development of students as well as teaching of teachers. To achieve this purpose of assessment, we have to search the methods of assessment. This paper is aimed to develop the open-ended problems that are the alternative to traditional test, apply them to classroom and analyze the result of assessment. 4-types open-ended problems are developed by criteria of development. It is open process problem, open result problem, problem posing problem, open decision problem. 6 grade elementary students who are picked in 2 schools participated in assessment using open-ended problems. Scoring depends on the fluency, flexibility, originality The result are as follows; The rate of fluency is 2.14, The rate of flexibility is 1.30, and The rate of originality is 0.11 Furthermore, the rate of originality is very low. Problem posing problem is the highest in the flexibility and open result problem is the highest in the flexibility. Between general mathematical problem solving ability and fluency, flexibility have the positive correlation. And Pearson correlational coefficient of between general mathematical problem solving ability and fluency is 0.437 and that of between general mathematical problem solving ability and flexibility is 0.573. So I conclude that open ended problems are useful and effective in mathematics assessment.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.25-39
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• 2012

The purpose of this study was to develop a letter type rubric as a learning method for elementary school students to learn science writing easily and efficiently. For this study, five topics in science textbooks were chosen and modified in everyday life situation. The rubric evaluation criteria were composed of four steps. Two classes of 4th grade of an elementary school in Seoul were selected for applying the developed rubric. The experimental group consisted of 25 students and control group consisted of 28 students. The letter type rubric was treated to experimental group. The results showed that there was a significant difference between two groups in the science writing ability after application. From the survey results, we could conclude that the rubric helps elementary school students to develop the science writing ability and confidence in writing.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2017년도 추계학술대회
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• pp.383-386
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• 2017

복잡한 문제를 효과적으로 해결하고 기술을 개발할 수 있는 능력은 21세기의 새롭고 필수적인 리터러시 기술이다. 디지털 리터러시는 거의 모든 학문과 직업을 뒷받침하는 필수 도구이다. 우리나라는 2015개정교육과정에서 소프트웨어 교육을 통해 다양한 문제를 창의적이고 효율적으로 해결하는 컴퓨팅 사고력을 함양하고 협업적 문제해결 과정을 통해 의사소통능력, 공동체 의식을 함양하고자 하였다. 본 논문에서는 2015개정 교육과정이 디지털 리터러시 능력을 함양할 수 있는지에 대해 소프트웨어 교육과정의 교육내용을 통해 분석하였다.