• 과학교육연구지
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• 제36권2호
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• pp.167-185
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• 2012

본 연구는 생물 예비교사의 과학수업모형을 적용한 수업시연에 나타난 질문 유형을 분석하여 수업 전문성 향상을 위한 개선점을 찾는데 목적이 있다. 질문 유형을 분석하기 위한 질문 분석틀은 크게 범주1(인지적 영역질문, 탐구기능질문, 정의적 영역 질문), 범주2(반복질문, 범위를 좁히는 질문, 연습 질문), 범주3(학생활동 진행 질문, 기억 질문, 사고 질문) 질문 유형으로 구분되었다. 5가지 과학수업 모형을 적용한 생물 예비교사의 질문 유형을 분석한 결과, 인지적 영역질문과 기억질문이 가장 높은 빈도를 나타냈다. 순환학습모형에서는 인지적 영역 질문이 가장 많이 나타났고, 특히, 학생활동 진행형 질문은 순환학습모형의 '1차 개념도입단계'와 실험을 수행한 '2차 탐색단계'에서 많이 사용되어 단계의 특징을 나타내고자 하였다. 발견학습모형은 관찰과 측정, 분류, 일반화 과정이 통합되어 있으나 수업시연에서는 기억질문이 많았고, 탐구기능 질문의 비중이 낮게 나타났다. 탐구학습모형에서도 기억질문이 많았고, 다른 수업모형에 비해 탐구기능 질문이 탐구학습모형의 '실험설계단계'와 '실험단계'에서 많이 나타났다. STS수업모형에서는 정의적 영역질문과 사고질문이 다른 수업모형에 비해 많이 나타났다. 개념변화학습모형에서는 기억질문을 많이 사용하여 개념변화학습모형의 모든 단계에서 학생들의 오개념을 자극하고 과학적 개념의 수정에 많은 도움을 주었다.

• 영어어문교육
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• 제11권3호
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• International journal of advanced smart convergence
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• 제10권2호
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• pp.86-96
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• 2021

This cross-sectional survey research carried out with the inquisitive agenda on satisfaction of the translation outcomes as performed by human translation and (machine translation) post-editing. The survey group consisted of 166 Korean translators primarily working with the English, Chinese, and Japanese languages. They were asked to rate the satisfactory level with accuracy, fluency, idiomatic expression, and terminology in the Richter's scale of four. The result reveals that human translation is more satisfactory than post-editing with respect to accuracy, but it is uneasy to assert that accuracy is unsatisfactory in post-editing. On the other hand, the Korean translators are less satisfied with fluency, idiomatic expression, and terminology than accuracy. It can be assumed that although human translation is more satisfactory than post-editing, the accuracy of post-editing seems to be more acknowledged than fluency, idiomatic expression, and terminology, which lead the translators to take the accuracy of raw machine-translation products and to go on to improve the fluency, idiomatic expression, and terminology. Nevertheless, Korean translators believe Korean idiomatic expressions cannot be satisfactorily produced in post-editing, while fluency and terminology can be improved in post-editing.

• 한국지구과학회지
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• 제30권7호
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• pp.897-908
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• 2009

시각자료는 과학교과서의 주된 구성 요소이며, 학습자에게 과학적 개념을 효과적으로 이해시키는 매개체가 된다. 본 연구에서는 제7차 교육과정에 따른 중학교 과학 교과서 지구과학 분야에 사용된 시각자료의 유형과 기능 및 구조를 분석하였다. 시각자료 유형에서는 사진과 삽화의 비율이 그래프와 표에 비해 매우 높게 나타났다. 시각자료의 기능에서는 예시적 기능과 보충적 기능의 비율이 높게 나타난 반면, 장식적 기능, 설명적 기능, 탐구적 기능의 비율은 낮게 나타났다. 시각자료의 구조에서는 단독의 비율이 다중에 비해 압도적으로 높았다. 또한 다중 구조에서 짝은 주로 대비에, 연속은 주로 순서를 표상하는데 사용되고 있었다. 시각자료의 유형, 기능, 구조 모두 교과서에 따라 유의미한 차이가 있었다. 이러한 연구 결과를 토대로 학교 과학에서 시각자료의 교육학적 의의에 대한 보다 나은 이해를 위해 지구과학 분야에서 시각자료의 기능과 구조에 대한 기호학적 연구를 제안하였다.

• 한국간호교육학회지
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• 제3권2호
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• pp.207-213
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• 1997

Basic science teaching and clinical education should be integrated whenever appropriate, and the development of skills, values, and attitudes which are emphasized to the same extent as the acquisition of knowledge in nursing. Problem-based learning provides a students-centered learning environment and encourages an inquisitive style of learning. The purpose of this paper is to review and comment the role of tutors and students on problem-based learning. The use of problem-based learning places a high demand on faculty members' time and support. The role of tutors in Problem-based learning focuses primarily on issues of developing and teaching the curriculum and on organizational implementation and institutionalization. Tutors are an integral part of course planning. Tutors serve as a constant source of feedback on student needs and concerns to the course director and constitute an informal steering committee while the course is in progress. Tutors write cases, develop student evaluation methods, recommend resources, suggest modifications in lectures and laboratories. Students have a limited amount of time available to study what is traditionally defined as the core content of nursing. But, the role of students in Problem-based learning would be active, independent learners and problem-solvers rather than passive recipients of information. Students using a deep level approach attempt to integrate what they learn with what they already know, to understand the meaning underlying the material to be learned, and to look for explanations rather than facts. Students are encouraged, with appropriate guidance, to define their own learning goals, to select appropriate experiences to achieve these goals, and to be responsible for assessing their own learning progress. Problem-based learning is more flexible and meaningful, by encouraging student interaction, and by having a better emotional climate than the conventional learning.

• 천문학논총
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• 제26권3호
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• pp.103-114
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• 2011

We have carried out a follow-up study on the students who have participated or are going to participate in either the International Astronomy Olympiad (IAO), the Asia Pacific Astronomy Olympiad (APAO) or the International Olympiad on Astronomy and Astrophysics (IOAA) from 2002 to 2011. The survey questionnaires returned from ten high school students including five who are to participate in 2011 as well as fourteen college students have been analyzed in various aspects of their backgrounds and personal characteristics. In family life, their parents tend to have high educational background along with high expectations for their children. In regard to the academic environment, most students express a general satisfaction in school life, including their relationship with teachers and classmates. In personal characteristics, they describe themselves as inquisitive, perseverant, competitive, creative, self-motivated and goal-oriented, in addition to many other traits. Most students have a strong interest in astronomy which usually begins in middle schools through exposure to astronomy books. On top of it, the astronomy olympiad has provided them with an opportunity to strengthen their self-esteem, problem-solving ability and conviction about scientific careers. Accordingly, the experience in astronomy olympiad has led a considerable number of students to continuously studying in astronomy related fields or otherwise in other science and engineering areas. In conclusion, the astronomy olympiad plays such an important role that it can make a significant contribution to astronomy as well as science in general by having positive impact on the potential career path of its participants.

• 컴퓨터교육학회논문지
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• 제14권3호
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• pp.1-12
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• 2011

'정보기기의 구성과 동작' 영역은 5차 교육과정에서 개정 교육과정에 이르기까지 지속적으로 정보교과의 교육과정에 포함되어 왔다. 그러나 이 영역에 대한 내용선정이나 교수방법 등과 같이 교육적 본질에 대한 논의는 전혀 이루어지지 않았다. 따라서 본 연구는 현대 교육과정의 관점에서 '정보기기의 구성과 동작' 영역의 탐구적 경향을 분석하였다. 4개의 교과서를 대상으로 분석한 결과, 1개의 교과서만이 탐구적 교과서로 나타났다. 연구 결과를 토대로 본 연구는 교과서의 제작에서는 내용의 중요성과 학습활동의 관점을 함께 고려할 것, 융복합의 시대에 기본이 되는 교과로서 단순 암기의 지식보다는 성찰을 제공하는 교과임을 고려해야 함을 제안하였다.

• 복식
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• 제53권6호
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• pp.11-23
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• 2003

Japonese woodblock printing has been accepted with a great curiosity at first, and it has been called as 'Japonisme' or 'Japonaiserie' in which the school of Impressionism accepted the Japanese type of art and developed it in Europe. The term of Japonisme is the concept that does not refer to one style but to the taste for Japanese painting, craft, fashion and the like in Europe proved as the historical phenomenon through Japanese works. That is, it means every Japanese disposition including all artistic techniques and contents relating to Japanese tastes in Europe. Fashion of dress as Japanese expressed in European painting works not only symbolizes the 'modernity' expressive of the aspiration and nostalgia for Japan but presents the Japan of exotic taste as the inquisitive object of sexual interest. And the expressive method of the peculiar the beauty of the body was described in Japanese painting works because of the fashion characteristics that the frontal side of Japanese clothing was presented in a more decorative and formative way than its reverse side due to decorative design and belts. It could be found that this was introduced actively into the painting works of the impressionist school. This study attempts to discuss the expressive style including the pictorial style, technique and theme shown in the accommodating process of Japanese painting in the Impressionistic school and investigate the phenomenon of Japonisme that was conducted in the western Europe. Accordingly, this study attempts to find out that clothing takes an important place as the aesthetic category of one historical point in time by investigating the Japanese clothing of the times shown in impressionist painting works and that clothing forms the stylistic characteristics and formative characteristics of painting. It could be found that dress existed not only as the instrument capable of illustrating the aesthetic attitude or will of the human being as visual identity but as plastic art and became the prime mover for reinterpreting and changing the plastic style of art frontier.

• 한국초등수학교육학회지
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• 제14권3호
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• pp.701-722
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• 2010

기하를 학습하기 위해 학생들은 일상생활에서 접하는 대상과 다른 구체적 자료를 사용해서 조사하고, 실험하고, 탐구해 보아야 한다. 구체적 조작활동은 수학적 모델링을 하는 과정에서 수학적 개념이나 절차를 이해하게 하고 이것을 기호로 나타내 주는 것을 도와주고 컴퓨터를 활용한 실험활동은 추상적인 학습내용을 시각화하여 직관적, 탐구적 활동에 초점을 둘 수 있게 한다. 따라서 본 연구는 구체물과 탐구형소프트웨어를 활용하여 구체적 조작 실험 활동을 할 수 있는 활동지를 개발하여 평면도형의 성질을 탐구할 수 있는 방안을 제시하고 그 효과를 검증하였다. 구체적 조작 실험의 수업은 중위 수준과 하위 수준의 학생들에게 평면도형의 성질 이해하는데 효과가 있었으며 상위수준 및 하위수준의 학생들에게 수학적 의사소통 능력을 향상시키는데 효과가 있는 것으로 나타났다. 학생들은 조작 실험 활동을 할 때 활동에 필요한 자료의 특성을 먼저 파악해야 하며 학생들에게 활동을 선택하게 할 때 교사의 치밀한 계획과 관찰이 요구된다. 또한 조작활동 후 수학적 의미를 연결짓기 위한 토론 활동이 요구된다.

• 한국동물위생학회지
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• 제44권1호
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• pp.45-49
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• 2021

A 23-month-old Holstein cattle showed excess salivation and reluctance of walking and suddenly died after forced sudden movements. Grossly, numerous fibrous adhesions were present within cranial abdominal cavity including the reticulum and diaphragm and thoracic cavity involving lungs, pericardial sac, and heart. A perforation made by a 10 cm-long sharp-ended wire was detected in the reticulum. Histopathologically, fibrous suppurative epicarditis and myocardial necrosis were observed. Fibrosis with neovascularization were found in lungs, spleen, and liver. And granulomatous reticulitis was observed. For differential diagnosis, no pathogenic bacteria were detected through microbiological tests and PCR results were also negative for bovine susceptible pathogenic antigens. Based on the gross and histopathological examination, we diagnosed this case as chronic traumatic pericarditis. Cattle are inquisitive and prone to swallow various kinds of metallic foreign bodies since they do not use their lips. Therefore, avoiding ingestion of metallic objects in animal feed and animal areas by careful environmental management of farms is required and farmers should give the adequate minerals and vitamins into the feeds not to lick or shallow foreign bodies in case of mineral deficiency. For veterinary practitioners, physical examination, blood tests, and diagnostic imaging (X-ray and Ultrasonography) are required for an exact diagnosis. Furthermore, placing the magnets in rumen would be effective for prophylactic administrations.