• 한국지구과학회지
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• 제24권6호
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• pp.495-507
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• 2003

본 연구는 정교화이론을 기초로 개발된 단순화 조건법을 적용하여 지구과학 교과의 지질연대 단원에서 지질 단면도 해석에 대한 학습자료를 개발하고 개발된 자료의 수업에서의 효과를 알아보는 것이다. 이를 위하여 고등학교 1학년 학생들을 대상으로, 단순화 조건법을 적용한 수업과 체제적 과제분석 결과를 바탕으로 개발된 자료를 적용한 수업과의 비교 실험을 실시하고 학습자의 자기주도적 학습특성과 과학성취도에 미치는 영향을 분석하였다 연구의 결과를 바탕으로 얻어진 결론으로는, 단순화 조건법을 이용한 수업은 다른 자료를 활용한 수업에 비하여 학생의 자기주도적 학습특성과 학업성취도에서 모두 긍정적인 영향을 미친 것으로 나타났다 이러한 연구의 결과는 단순화 조건법에 따라 개발된 자료를 활용한 수업에서 핵심과제(epitome)의 제시는 학생들에게 새롭고 복잡한 학습과제를 간단하고 의미 있게 하며 이를 기존의 지식들과 연결시켜주는 역할을 한 결과로 생각된다.

• 한국컴퓨터산업학회논문지
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• 제2권2호
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• pp.141-150
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• 2001

본 논문은 인터넷을 통해 개발이 이루어진 운영체제로서 네트워크 지원에 관련된 기능이 매우 우수한 리눅스 TUI (Text user interface)/GUI(Graphic user Interface) 환경에서 개발된 원격 교육을 위한 교재 설계 및 저작 모듈의 전반전인 개발 원리와 세부 시스템의 알고리듬을 소개하고자 한다. 리눅스는 지원하는 네트워크 프로토콜(Protocol) 이 다양하여 TCP/IP는 물론 다른 프로토콜 지원으로 많은 이 기종들과 네트워크 상에서 원활한 네트워크 자원을 공유할 수 있으므로 기존의 Windows NT와의 용이한 integration은 물론이고 Windows NT나 Windows 2000 에 비해서 낮은 사양의 하드웨어 환경으로도 높은 수준의 서비스를 제공할 수 있으므로 예산에 많은 제약을 받고 있는 학교 교육 환경에 가장 적합한 네트워크 운영 시스템이라고 할 수 있다. 원격 교육시스템의 개발 환경은 웹서버는 아파치 서버를, 교재 설계와 저작 모듈을 위한 응용프로그램은 component 기반의 Java bean을, 웹개발 즉 HTML 문서는 PHP를, DBMS 는 MySQL 서버를 사용하고 있다.

• 교육시설
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• 제2권1호
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• pp.7-14
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• 1995

The importance of church school education is becoming more emphasized. To maximize the effectiveness and efficiency of church school education, frequent utilization of instructional media is more desirable. Systematic approach to media utilization will be developed by the extabilishment of church media center. The purpose of this study was to review the concept and components of church media center and to survey the current status and hope for the facility of church media center. For the survey the 400 questionnaries were distributed to pastors or missionaries who are responssible for education, or personnels in church media center in Korea. The churches that they belong to have above approximately 500 church members. Among the distributed questionnaires, the 202 were collected. The results of the survey are as follows. The printed media and the AV media were managed separately in most churches. Many church media center was shared the space with other programs. The space was allocated mainly for storage. Most respondants hoped that they have a variety of areas in their churches. Many church media center have no separation between the area for the adults and that for children. However, most respondants hoped the separation of that areas. Followings are suggestions for the plan of church media center facilities. The space only for the church media center should be allocated. Church media center should be located in the first floor of the building as soon as possible. (If there is elevators in the building, it may be located above first floor). If enough space for the church media center is allocated, the areas for the adults and children should be separated by partitions or separate room. The space should consist of various areas like circulation area, reading area, working area for the personnel, production area, and storing area.

• 한국과학교육학회지
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• 제21권5호
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• pp.795-821
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• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제32권3호
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• pp.297-314
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• 2018

본 연구는 교사지식 중에서 예비교사의 학생에 대한 지식을 Shulman-Fischbein 개념틀을 이용하여 해석함으로써 우리의 교사교육의 현실에 시사점을 제공하고자 하였다. Shulman-Fischbein 개념틀은 수학의 알고리즘적 SMK, 수학의 형식적 SMK, 수학의 직관적 SMK, 수학의 알고리즘적 PCK, 수학의 형식적 PCK, 그리고 수학의 직관적 PCK의 여섯 가지 요소로 구성되어 있다. 이를 위해 일련의 평면도형 영역의 문제를 다루고 학생의 오개념을 포함한 지필과제를 5명의 예비교사에게 제시하고 그들이 제출한 답변을 분석하였다. 분석 결과 예비교사들은 상당히 강한 SMK를 지니고 있음을 보여주었고, 수학의 형식적 측면을 강조하는 경향을 보였다. 또한 학생들의 오개념 분석 시 학생들의 수준을 깊게 고려하지 않았고, 오개념을 고치기 위한 교수학적 방법을 제안할 때에 구체적이지 못하고 피상적인 답변만을 제시하는 특징을 보여주었다.

• 의학교육논단
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• 제22권3호
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• pp.173-188
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• 2020

Medical humanities education (MHE) is as essential as basic medical sciences and clinical medicine education. Despite the importance of MHE, MHE curriculum development (CD) has proven to be challenging. This critical review examines the MHE CD at one medical school. The critical review methodology was developed based on Kern's six step CD model to systematically examine the CD of "Doctoring and Medical Humanities (DMH)" at the Yonsei University College of Medicine. Five review questions were developed related to (1) necessity, (2) direction and purpose, (3) design, (4) operation, and (5) evaluation of CD based on Kern's model. The review showed that the process of DMH CD mapped to components of Kern's model. The DMH curriculum content selected was closely related to medical practice and aimed to combine the acquisition of understanding and skills by designing a student-participatory curriculum based on clinical cases. Assessment methods that emphasized students' reflections were actively introduced in the evaluation section. Since the regular committee for DMH continued the work of the special ad hoc committees for DMH CD, the CD was effectively completed. However, the planning and evaluation functions and responsibilities of the DMH committee need to be strengthened. Despite the apparent limitations, the fact that students showed a high satisfaction rate and preferred small group discussions based on clinical cases has significant implications in the instructional design of MHE, where changes in self-awareness and attitude are more important than the acquisition of information. It is necessary to systematically review and study students' reflection results produced by the changed assessment methods and to develop assessment indicators for MHE that reflect the achievements of the MHE competencies of students.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권3호
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• pp.203-231
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• 2005

Students in East Asia have consistently out-performed their counterparts in the West in recent international studies of mathematics achievement. But some studies also show that East Asian students are more rigid in thought, and lack originality and creativity. While different theories have been proposed to account for these student performances, relatively few research studies have been done on classroom practices, potentially a major variable for explaining student performances. This paper will report on the results of two classroom studies: the TIMSS 1999 Video Study and the Learners' Perspective Study (LPS). Results the quantitative analysis of the TlMSS 1999 Video Study data show that the East Asian classrooms were dominated by teacher talk, and the mathematics content learned was abstract and unrelated to the real life. On the other hand, the characteristics of the instructional practices in Hong Kong as judged by an expert panel are that student learned relatively advanced mathematics content; the components of the lessons were more coherent, and the presentation of the lessons was more fully developed. Hong Kong students seemed to be more engaged in the mathematics lessons, and the. overall quality of the lessons was judged to be high. Results of the analysis of the LPS data also show that the classrooms in the East Asian city of Seoul were in general teacher dominated, but students were usually actively engaged in the mathematics learning. Emphasis on exploration of mathematics and practicing exercises with variation was common. It is argued that the quality teaching in the East Asian classrooms laid a firm foundation in mathematics for students, and that constitutes a necessary condition for the development of students' creativity. In order to fully develop the creativity of East Asian students, they need to be given the right environment and encouragement.

• 한국산업정보학회:학술대회논문집
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• 한국산업정보학회 2000년도 추계공동학술대회논문집
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• pp.635-645
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• 2000

본 논문은 인터넷을 통해 개발이 이루어진 운영체제로서 네트워크 지원에 관련된 기능이 매우 우수한 리눅스 TUI (Text User Interface)/GUI(Graphic User Interface) 환경에서 개발된 원격 교육을 위한 교재 설계 및 저작 모들의 전반전인 개발 원리와 세부 시스템의 알고리듬을 소개하고자 한다. 리눅스는 지원하는 네트워크 프로토콜(Protocol)이 다양하여 TCP/IP 는 물론 다른 프로토콜 지원으로 많은 이 기종들과 네트워크 상에서 원활한 네트워크 자원을 공유할 수 있으므로 기존의 Windows NT와의 용이한 integration은 물론이고 Windows NT 나 Windows 2000 에 비해서 낮은 사양의 하드웨어 환경으로도 높은 수준의 서비스를 제공할 수 있으므로 예산에 많은 제약을 받고 있는 학교 교육환경에 가장 적합한 네트워크 운영 시스템이라고 할 수 있다. 원격 교육시스템의 개발 환경은 웹서버는 아파치 서버를, 교재 설계와 저작 모듈을 위한 응용프로그램은 component 기반의 Java bean을, 웹 개발 즉 HTML 문서는 PHP를, OBMS 는 MySQL 서버를 사용하고 있다.

• 한국과학교육학회지
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• 제16권4호
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• pp.429-440
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• 1996

This study examined the effects of the ARCS model for science education and found a way of improving ARCS while finding any weaknesses. More specific research questions were as follows: 1) Does the ARCS model enhance the learners' achivement in highschool Earth Science significantly?; 2) Does the ARCS model enhance the learners' motivation in highschool Earth Science significantly?; 3) What are the weaknesses of the prescriptions of the ARCS model for designing a lesson, if any?; 4) How can the weaknesses of the prescriptions of the ARCS modeI be overcome? In order to fulfill the purpose of this study, the two major research methodologies were implemented: pretest-posttest control group design and formarive research. This study was conducted in two distinct phases: 1) designing a set of instructions for 4 weeks with the principles of the ARCS model (to find the weaknesses of the ARCS model) and 2) teaching the instructions and checking the effectiveness of the ARCS model by pretest and posttest with control and experimental groups(to find weaknesses of the underlying theory of the ARCS). After the experiment, each group took an achievement test and an attitude test on the given instruction and gathered data were analyzed with t-tests. Also, from each four classes 7$\sim$8 students were randomly sampled and individually interviewed about the instructional effectiveness and their preference on the instructions. The results of this study are summarized as follows: Significant differences between the control group and experimental group are seen in three components; Attention, relevance, and satisfaction. No significant differences are seen in the attitude of confidence. The weakness of the prescriptions of the ARCS model, are insufficient of strategy for 'confidence'. For overcoming the weaknesses of the prescriptions of the ARCS model, developmental type research is needed.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.