• 한국지구과학회지
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• 제25권3호
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• pp.160-175
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• 2004

This study examined the knowledge and practices of scientific inquiry displayed by three student teachers and two beginning teachers at secondary levels. Observations using the instrument of OTOP designed by the research team of OCEPT (Oregon Collaborative for Excellent in the Preparation of Teachers) generalized similar teaching strategies of scientific inquiry between student and beginning teachers, such as using group work for students' first hand experience, using concrete materials for experimentation or visual tools for demonstration, using questions for factual knowledge mainly without opportunities to understand how scientific knowledge is constructed. Those scientific inquiry activities were very confirmative ones to follow the steps without opportunities of understanding nature of science or nature of scientific inquiry. However, all participants in this study hold knowledge of scientific inquiry envisioned by the National Science Education Standards [NSES] (NRC, 1996), where students identify their hypothesis, use critical and logical thinking, and consider alternative explanations through argumentation as well as experimentation. An inconsistent relationship between participating teachers knowledge and practices about scientific inquiry resulted from their lack of pedagogy skills of implementing it in the classroom. Providing opportunities for these teachers to reflect on their beliefs and practices about scientific inquiry was recommended for the future study. Furthermore, increasing college faculty interest in new teaching approaches for upgrading the content knowledge of student teachers and beginning teachers was recommended as a solution, since those teachers showed evidence of influence by college faculties at universities in their pedagogy skills.

• 정보교육학회논문지
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• 제21권5호
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• pp.547-555
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• 2017

정보과 교육이 정규교과과정에 편입됨에 따라서 학습자의 정보과 교육과정에 대한 학업 수준을 정확히 진단하고 그에 맞는 등급을 부여할 수 있도록 일종의 이론적 기반이 필요하다. 이에 본 연구에서는 개정 블룸의 교육목표 분류와 지식 유형 분류 이론을 통해 정보과 교육과정의 프로그래밍 분야에 대한 기준을 제시하고자 하였다. 그리고 블룸의 "기억"에서부터 "제작" 단계까지 프로그래밍교육 평가 기준을 제시하였다. 그리고 블룸의 지식 유형 기준에 따라서 사실적 지식에서부터 메타인지 지식까지 프로그래밍의 지식 유형 예제를 제시하였다. 또한, 본 연구에서 프로그래밍 활동을 위해 가장 중요한 블룸의 분류는 "적용", "제작" 그리고 절차적 지식 유형으로 분석하였다. 이러한 블룸의 이론 기반 프로그래밍 평가 기준에 대하여 소프트웨어교육 전문가를 통하여 델파이 조사 을 하였다. 조사 결과 목표분류 기준 신뢰도가 0.90, 합의도가 0.85였으며 지식 유형 분류 기준으로는 신뢰도가 0.90, 합의도가 0.79로 나타났다. 이에 본 연구에서 제시한 기준에 대해서 전문가들은 동의하는 것으로 해석할 수 있었다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제17권1호
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• pp.1-16
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• 2014

본 연구는 유추 거리 및 수학적 지식과 학습의 전이 사이의 관계를 규명하기 위해 수행되었다. 구체적으로 유추적 거리에 따라 구분된 세 가지 전이 문제 해결에서 차이를 보이는지, 그리고 각 전이 문제를 성공적으로 해결하는데 기여하는 수학적 지식은 무엇인지를 분석하였다. 분석 결과 세 가지 종류의 전이 문제 해결에서 통계적으로 유의한 차이를 보였으며 유추 거리가 증가할수록 성공률은 점차적으로 감소하였다. 또한 사실 지식 보다는 개념적 지식이 전이 문제를 해결하는데 긍정적으로 기여하였다. 이상의 결과를 토대로 본 연구는 학습의 전이를 위해 수학 수업은 어떠한 점에 초점을 맞추어야 하는지, 그리고 유추 거리라는 새로운 구인을 찾고 그것이 전이에 미치는 영향을 실증적으로 규명했다는 점에서 의의를 찾을 수 있었다.

• 한국문헌정보학회지
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• 제23권
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• pp.127-163
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• 1992

The proper evaluation of reference services requires qualitative approach as well as quantitative one. The quality of a reference service can be evaluated by how promptly and accurately a librarian responds to the user's questions and also by how much the user is satisfied with the librarian's overall performance in providing the answer. In this study, the reference service of an university library was evaluated by the following procedure : 1. Identification of a group of the most frequently referred Korean government publications through two pre-tests of user surveys. 2. Preparation of 130 questions of bibliographic and factual type from the above publications. 3. Selection of 30 questions which can be answered from the collection of the evaluated library. 4. Mimic requests of reference service by 5 proxies trained on the unobtrusive test method with 30 questions asked at various times of the day and on various days of the week during a period of 5 months. 5. Drawing up of response sheets (by proxies) with descriptive comments on library staffs' question administration, response, attitude, etc. 6. Preparation and coding of data tabulation sheets and final analysis. The conclusions of this study are as follows : 1. The user serveys showed that needs for the library service for government publications were great. The $80\%$ of the government publications users were visiting more than two organizations for access to information and the $37\%$ were getting information directly from the publishers. 2. The librarians of the evaluated library could give correct answers to $53\%$ of 30 (bibliographic and factual) guestions. 3. The correctness of answer was independent of the length of the time spent the librarians. The librarians' grasp of the questions and direction of approach determined the success or failure of the service. 4. The librarians relied too much on the reference library catalog which doesn't include many of the government publications of their own collection. 5. The $79\%$ of the failure of the service were due to the librarians' lack of knowledge as to the information source for government publications and the unsystematic method of approach to it.

• 컴퓨터교육학회논문지
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• 제23권3호
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• pp.9-15
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• 2020

본 연구에서는 2015 개정 교육과정에 기초한 고등학교 정보 교과서를 분석하였다. 내용 분석법으로 교과서의 구성체계를 분석하였으며, Anderson의 교육목표 분류법에 따라 학습목표를 분석하였다. 내용 분석법을 적용한 결과, 교과서는 교과 핵심역량을 증진할 수 있도록 활동, 수준별 학습, 소그룹 학습을 포함하여 구성하였다. 학습목표를 분석한 결과, 인지과정 측면에서 이해하다(41%), 개발하다(20%), 적용하다(18%)가 높았으며, 지식의 유형 측면에서는 개념(45%)이 가장 높고, 이어서 절차(32%), 사실(12%)이 높게 나타났다. 본 연구에서는 이러한 분석 결과를 토대로 교과서의 개선 방안을 제안하였다.

• 대한수학교육학회지:수학교육학연구
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• 제11권2호
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• pp.239-256
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• 2001

The notion of metaphor has been increasingly popular in research of mathematics education. In particular, metaphor becomes a useful unit for analysis to provide a profound insight into mathematical reasoning and problem solving. In this context, this paper takes metaphor as an analytic unit to examine the relationship between objectivity and subjectivity in mathematical reasoning. Specifically, the discourse analysis focuses on the code switching between literal language and metaphor in mathematical discourse. It is shown that the linguistic code switching is parallel with the switching between two different kinds of mathematical knowledge, that is, factual knowledge and mathematical imagination, which constitute objectivity and subjectivity in mathematical reasoning. Furthermore, the pattern of the linguistic code switching reveals the dialectical relationship between the two poles of mathematical reasoning. Based on the understanding of the dialectical relationship, this paper provides some educational implications. First, the code-switching highlights diverse aspects of mathematics learning. Learning mathematics is concerned with developing not only technicality but also mathematical creativity. Second, the dialectical relationship between objectivity and subjectivity suggests that teaching and teaming mathematics is socioculturally constructed. Indeed, it is shown that not all metaphors are mathematically appropriated. They should be consistent with the cultural model of a mathematical concept under discussion. In general, this sociocultural perspective on mathematical metaphor highlights the sociocultural organization of teaching and loaming mathematics and provides a theoretical viewpoint to understand epistemological diversities in mathematics classroom.

• 영어어문교육
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• 제11권4호
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• pp.121-137
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• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• Child Health Nursing Research
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• 제26권2호
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• pp.173-180
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• 2020

Purpose: The purpose of this study was to explore nursing students' recognition and understanding of the clinical environment of high-risk neonatal nursing care after watching a documentary about the neonatal intensive care unit (NICU), where high-risk newborns are treated. Methods: This study was a qualitative content analysis. In total, 151 nursing students' personal essays describing their reactions to a documentary about the NICU were analyzed using the NVivo 12 program. Results: Nursing students' experiences of engaging with a documentary about the NICU were structured into four thematic categories: 'actual observations of the imagined NICU', 'observation and recognition of nursing knowledge', 'empathy with people related to the baby', and 'establishing attitudes and values as a nurse'. Conclusion: Based on the results of this study, it is suggested that documentaries can be applied in nursing education about high-risk newborns.

• 건축역사연구
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• 제32권4호
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• pp.7-18
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• 2023

Recognizing that the debate on the original form of the Seokguram Grotto is closely related to the mythologization of the Seokguram Grotto, which is far from factual understanding, this paper is prepared to restore the Seokguram Grotto based on scientific facts. To this end, we will first analyze its active meaning and fiction from three directions: the founding legend, the rediscovery story, and the concept and discourse of the Line of sight for Buddha statue (對佛像視準線), which have contributed to the mythologization of the Seokguram Grotto. The original restoration of the Seokguram Grotto should be based on a scientific understanding of the Seokguram space. However, past debates and restoration attempts have been based on imagination and not on scientific knowledge. Therefore, Chapter 3 attempts a scientific analysis of the light environment of thr Seokguram Grotto and critically examines the existing errors and realistic mythological images to correct the public's spatial perception of Seokguram's architecture and to propose a rational restoration of Seokguram's architectural space.

• 치위생과학회지
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• 제12권3호
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• pp.259-269
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• 2012

"구강보건교육학 및 실습" 교과목에서 제시된 학습목표는 '교육일반', '구강보건교육의 실제', '대상 및 장소별 구강보건교육'으로 분류하였고 최종 분석한 결과는 다음과 같다. 첫째, '교육일반' 영역에서는 19개의 학습목표 중 사실적 지식과 개념적 지식이 대부분 이었고, 절차적 지식은 10.6%였으며, 메타인지적 지식에 해당하는 수업목표는 없었다. 둘째, '구강보건교육의 실제'에서는 34개의 학습목표 중 사실적 지식과 개념적 지식이 약 76%였고, 나머지는 절차적 지식이었으며, 메타인지 지식범주에 해당하는 수업목표는 없었다. 셋째, '대상 및 장소별 구강보건교육'에서는 18개의 학습목표 중 다른 영역들과는 달리 절차적 지식이 가장 많았고, 그 다음이 사실적 지식의 학습목표였다. 지식차원의 하위유형은 구체적 사실과 요소에 관한 지식과 교과의 특수한 기법과 방법에 대한 지식범주가 가장 많았고, 다음으로는 원리와 일반화에 대한 지식과 교과의 특수한 기능과 알고리즘에 대한 지식 순이었다.