• 한국지역사회생활과학회지
• /
• 제27권spc호
• /
• pp.651-663
• /
• 2016

This study explores the background and the processes underpinning the educational reform movement based on local community. This educational community initiated the alternative education reform movement, which is referred to as the small school movement. A qualitative case study was implemented by collecting data from thirty articles, three focused interviews. This study drew out three key factors as the operation of educational community in regional area. First, it claimed a total of 30 papers related to the educational community for content analysis. Second, key words were derived in the local educational community context. They developed their own alternative educational programs, such as self-supportive meeting, season carnivals, community revitalization activities, and so on. Their focus was on finding out and establishing better educational relationships among the concerned communities. Third, the community continues to reinforce the internal rules and climate through meta-education, a process, in which education educates itself. As a result, they could enjoy substantial success in a visible educational community. This small school revival movement later grew into the new school movement. Furthermore, a variety of teachers, parents groups, and interested scholars have been engaged in the community movement through professional networking. This study suggests that the key innovator-initiated movement, which involves education reform, upgraded Korean education, and improved their own expertise and autonomy, is expected to be the first step to solve the current Korean educational problems by the educational community.

• 공학교육연구
• /
• 제21권2호
• /
• pp.51-59
• /
• 2018

The author investigated the momentum of the maker movement and its educational implications with the following four research questions: 1. What is the maker movement? 2. What is the nature of our societal interest in the maker movement? 3. Which learning theories are associated with the maker movement? 4. What are the educational implications of the maker movement? The author reviewed the history of education in terms of the maker movement and concluded that Papert's learning-by-making approach provided a theoretical foundation of the maker movement. The maker movement aims to engage participants in Do-It-Yourself(DIY) activities, the spirit of tinkering, and a hands-on approach. Also, the maker movement meets the educational demands of fostering students' 21st-century abilities and technological literacy. Lastly, the author anticipated the issues that may arise following the introduction of the maker movement in K-12 schools. In conclusion, the author discussed the challenges of the school maker education movement and suggested the bottom-up approach to utilize the school resources of technology and engineering education.

• 한국콘텐츠학회논문지
• /
• 제21권7호
• /
• pp.477-487
• /
• 2021

한국의 대안교육은 1990년대 이후 교육운동으로 성장해왔다. 최근에는 혁신학교, 자유학기제, 고교학점제 등 공교육 체제에 영향을 미치고 있으며 성장해왔다. 2021년에는 교육 기관으로 인정받고 지원받기 위해 제도적 기반도 만들어졌다. 20년간 대안교육운동을 성찰한 결과 후반 10년은 정체된 잃어버린 시간으로 이해하고 있다. 새로운 '대안'에 대한 고민으로 교육철학의 빈곤함도 쟁점으로 부각되었지만 특별한 논의가 진행되지 않았다. 이에 이 연구는 그간 진행해온 대안교육의 이념들을 담을 수 있는 교육철학을 제안하고자 논의하였다. 비판교육학은 의식적인 해방을 통해 주체적이고, 자율적이며, 능동적이고, 자주적인 인간 양성이 목표이다. 최근에는 생태환경과 페미니즘에도 관심을 가지고 논의해왔다. 프레이리, 일리치 같은 학자들의 교육철학은 대안교육운동 초기 기초가 되기도 하였다. 이와 같은 점을 미루어 볼 때 한국의 대안교육운동은 비판교육학을 통해 이해할 수 있으며, 미래 새로운 대안을 위한 교육철학으로 타당함에 대한 가능성을 이 연구는 논의하고 있다.

• 대한수학교육학회지:학교수학
• /
• 제1권1호
• /
• pp.39-58
• /
• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• 한국지역사회생활과학회지
• /
• 제17권1호
• /
• pp.109-122
• /
• 2006

As we encounter the global and localized era, the development operations on a regional level are in active promotion. This manuscript has been completed with the purpose of probing for course of action in lifelong learning movement in terms of activating and developing of local communities. For this, the comparative analysis of practiced cases in America's community school movement, Japan's movement for establishing lifelong learning village and Sweden's study circle movement have been made. For the analytical frame of the comparison, the actual results on background of promotion, themes for practice, details of practice, methods for practice of local community centered lifelong learning movement have been applied. As a result of analysis, the local community centered lifelong learning movement has been promoted to break each country's social and economic crisis and to activate the local community. The promotion of each operation has been accomplished with the support of specific organization and the participants were the citizens of the local community. Also, the details of practice are composed of operating the people-centered lifelong learning program, cooperative learning by local citizens and local community realization activity. The details of education is closely related with the life of learners. Therefore, the lifelong movement for the activation of local community hereafter should be promoted based on the coherence of local community, should be able to contain the actual life of the citizens and should be practiced as a process of forming the lifelong learning group at concerned local community through a democratic learning process.

• 한국게임학회 논문지
• /
• 제16권6호
• /
• pp.131-142
• /
• 2016

소프트웨어 교육이 초중등 정규 교과목으로 편재됨에 따라 코딩 교육용 로봇을 활용한 코딩 교구 시장이 나타나고 있다. 하지만 현재 로봇용 코딩 교구 시장은 로봇의 부정확한 움직임 제어 때문에 코딩교육의 본질을 벗어나 장난감으로서의 기능에만 충실한 경우가 많다. 이 점에 착안하여 본 연구에서는 6개의 라인센서의 관찰 정보를 바탕으로 로봇의 전진 이동, 회전 이동을 보정하는 방안을 제시한다. 본 방안의 효용성을 검증하기 위해 보드 게임과 유사한 코딩 학습용 테스트베드를 구축하고 코딩을 통해 로봇을 제어할 수 있는 모바일 앱을 활용하여 로봇의 실제 움직임 정확도를 측정하였다. 측정결과에 따르면 다양한 명령어를 수행한 결과 거리측면에서는 최대 1.57cm, 각도측면에서는 2.38도의 오차를 보고하고 있다. 이 결과를 바탕으로 본 논문에서 제안한 방식을 활용하면 향후 코딩교구 시장에서의 로봇의 활용도가 더욱 커질 것으로 기대된다.

• International Journal of Advanced Culture Technology
• /
• 제8권2호
• /
• pp.204-208
• /
• 2020

The purpose of this study is to find out the teacher's awareness and needs for early childhood mathematics education and outdoor movement activities. The study participants were eight kindergarten teachers located in Korea. in-depth interviews were conducted with teachers on 2014.04. ~ 2014.07. Interviews were held twice each, semi-structured with the order and content of the questions adjusted. As a result of analyzing and categorizing the collected data, the results were 'Early teacher's awareness of mathematics education', 'Early teacher's awareness of outdoor movement activities', and 'Educational teacher's awareness of mathematics activities linked to outdoor movement activities'. The conclusions of this study are as follows. First, the model of early childhood teacher for mathematics education and outdoor movement should be presented. Second, there is a need for ways to improve the teacher's confidence in mathematics education and outdoor movement.

• 교육시설 논문지
• /
• 제24권5호
• /
• pp.3-10
• /
• 2017

This study was tried to find out characteristics of students' movement in classroom and homeroom. The object was the school whose homebase management was different by grade. Observation research was tried about middle school class that is simultaneously worked with different type of homeroom and the movement of students under various situations was analyzed. As a result, students in exclusive subject classroom moved in short time within one or two minutes after class. In case of exclusive homeroom, returning frequency of students was nearly about 85 to 100 percent within ten minutes in end of end. Behavioral characteristics of students in dual purpose homeroom was similar in exclusive subject classroom. The class using dual purpose homeroom showed high ratio in use of center homebase, therefore, returning frequency at short recess time was extremely low. In case of dual purpose homeroom at lunch time, next class students moved in early time and maximized within one or two minutes in end of end. These results are thought to be useful for planning spaces of variation type.

• 교육시설 논문지
• /
• 제19권5호
• /
• pp.3-10
• /
• 2012

In recent times, education facilities for children have focused on the importance of the "living environment" of children. This is because children have a more sensitive response than adults in their lives. All of the field activities, body movement, and play they go through in their living environment exhibit a great educational effect while promoting their emotional, physical, and mental development; therefore, these are the main priority factors in planning an education facility for children. A space may be deemed to be created by the relationship between objects and the people who perceive them. Also, space cognition may be defined to be made of the perception of a space, integration with experience, and restructuring. Physical factors and visual factors, which are the basic factors composing a space, either play their roles as independent variables in a space or form a relationship through a combination between the factors; thereby, diverse types of space experiences may be created. Space experience may be realized through the "movements" of a user, and a user selectively experiences a space through his/her voluntary movements, while experiencing the space against their will through flexible movements. In particular, space experience through movements has an effect on children in terms of making them feel like having daily exploration, and it also has a positive effect on education. A movement space in which "movements" appear most strongly in an education facility for children connects various nearby spaces, and it also portrays a transfer role. Furthermore, in this space, a variety of space changes can be found; thereby, children are able to have diverse selective space experiences.

• 대한수학교육학회지:수학교육학연구
• /
• 제16권1호
• /
• pp.59-78
• /
• 2006

본 연구에서는 먼저, 미적분에서 수학과 물리를 연결한 학습-지도의 필요성을 논의하고, 이를 위한 교수-학습 자료를 개발하여 제시한다. 그 후, 교수-학습 자료 중 하나를 활용하여 질적 사례연구를 하여 등가속도 운동을 탐구하는 활동에서 평균속도와 순간속도 개념이 발달되는 과정을 분석하였다. 연구대상자들은 등가속도 운동을 탐구하는 물리적 실험 상황에서 평균속도, 순간속도, 가속도 개념을 배웠다. 이 과정에서 학생들은 순간속도가 시간과 이동거리의 이차함수 그래프 위의 한 점에서 접선의 기울기를 의미한다는 점과 시간과 속도의 관계그래프 아래의 넓이 변화율이 이동거리의 변화율을 의미한다는 점을 이해할 수 있었다.