• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.152-161
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• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• Journal of Information Science Theory and Practice
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• 제4권3호
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• pp.6-27
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• 2016

There has been a growing interest and enthusiasm for the application of virtual worlds in learning and training. This research proposes a design framework of a virtual world-based learning environment that integrates two unique features of the virtual world technology, immersion and interactivity, with an instructional strategy that promotes self-regulatory learning. We demonstrate the usefulness and assess the effectiveness of our design in the context of information security learning. In particular, the information security learning module implemented in Second Life was incorporated into an Introduction to Information Security course. Data from pre- and post- learning surveys were used to evaluate the effectiveness of the learning module. Overall, the results strongly suggest that the virtual world-based learning environment enhances information security learning, thus supporting the effectiveness of the proposed design framework. Additional results suggest that learner traits have an important influence on learning outcomes through perceived enjoyment. The study offers useful design and implementation guidelines for organizations and universities to develop a virtual world-based learning environment. It also represents an initial step towards the design and explanation theories of virtual world-based learning environments.

• 융합정보논문지
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• 제10권9호
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• pp.173-182
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• 2020

최근 대학수업에서 공유된 교육목표를 토대로 집단을 이루어 함께 학습하는 협력학습이 강조되고 있으며 그에 따른 집단지성에 대한 관심이 확산되고 있다. 이에 따라 협력학습에서 집단지성을 높일 수 있는 변인에 대한 연구의 필요성도 확대되고 있다. 본 연구는 학습자의 개인변인으로 개인창의성, 팀관련 변인으로 팀신뢰와 팀효능감, 학습성과변인으로 집단지성을 선정하여 구조적 관계를 살펴보았다. 이를 위해 협력학습에 참여한 경기지역 A대학교, 대전지역 H대학교 및 충청지역 K대학교의 학부생 770명을 대상으로 자료를 수집하였으며 구조방정식을 통해 변인 간의 관련성을 분석하였다. 연구결과, 개인창의성은 팀효능감과 집단지성에 긍정적 영향을 미쳤으며 팀신뢰는 팀효능감과 집단지성에 긍정적 영향을 미쳤다. 또한 팀효능감은 집단지성에 긍정적 영향을 미쳤다. 본 연구는 향후 대학 협력학습의 수업설계 및 운영전략을 수립하기 위한 기초자료로 활용될 수 있을 것이다.

• 한국지구과학회지
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• 제29권6호
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• pp.487-494
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• 2008

본 연구의 목적은 7학년 "해수의 성분과 운동" 단원에서 MBL 실험 수업이 학생들의 과학탐구능력과 그래프 작성 및 해석능력에 미치는 효과를 알아본 연구로 그 결과는 다음과 같다. 첫째, 6차시에 걸쳐 MBL 수업을 실시하고 사후 t-검정을 통해 학생들의 과학탐구능력에 미치는 영향에 대해 분석하였다. 그 결과 실험집단과 통제집단 간 과학탐구 능력 결과에서 유의미한 차이가 나타나 MBL 수업이 학생들의 과학탐구능력 향상에 더 효과적임을 알 수 있었다. 둘째, 사후 t-검정을 통해 학생들의 그래프 작성 및 해석능력에 미치는 영향에 대해 분석하였다. 그 결과 실험집단과 통제집단 간에 그래프 작성능력에서는 유의미한 차이를 보이지 않았으나, 그래프 해석능력에서는 두 집단 간 유의미한 차이를 나타내고 있어 MBL을 활용한 수업이 학생들의 그래프 해석능력의 향상에 더 효과적임을 알 수 있었다.

• 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.

• 한국산학기술학회논문지
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• 제13권8호
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• pp.3436-3443
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• 2012

본 연구는 사이버학습환경에서 학급공동체의식과 사회적 실재감이 학습만족도에 미치는 영향을 살펴보는데 목적이 있다. 이를 위해 D광역시 M초등학교 6학년 사이버가정학습 학습자 172명을 대상으로 설문조사를 실시하여 데이터를 수집하였으며 학급공동체의식, 사회적 실재감과 학습만족도와의 관계를 알아보기 위해 중다회귀분석을 실시하였다. 연구 결과 학급공동체의식과 사회적 실재감, 학습만족도 간에는 의의 있는 상관관계가 나타났고, 학급공동체 의식이 학습만족도에 영향을 미치는 것으로 나타났다. 이러한 결과는 초등 사이버학습환경에서 학급공동체의식은 학습자의 학습만족도 향상을 위해 중요하게 고려해야 할 변인임을 시사한다. 이에 향후 사이버학습환경을 구성할 때 학급공동체의식을 높이기 위한 교수설계 전략이 요구된다.

• 한국의상디자인학회지
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• 제23권3호
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• pp.73-85
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• 2021

The purpose of this study is to understand the influence of the professor's image making (internal, external, social image) perceived by college students on instructional outcomes. The influence of the professor's image making on class satisfaction and class commitment was analyzed, and the mediating effect of class satisfaction and the relationship between class satisfaction and class commitment in the relationship between image making and class commitment was considered. First, it was found that the external image and social image of the professor had a significant effect on class satisfaction. The level of interpersonal relations, such as communication, manners, manners, and intimacy as well as the management of external expressions, clothing style, makeup, hair, gestures, postures, attitudes, voices, speech, and speech speed brings satisfaction to the class. Second, it was found that the professor's inner image, outer image, and social image had a significant effect on class commitment. In order to satisfy the students' immersion in class, professors are required to manage internal, external, and social images. Third, it was found that class satisfaction had a significant effect on class commitment. If the class satisfaction is high, it means that class immersion also increases. Fourth, as for the social image of a professor, it was found that class satisfaction had a completely mediating effect in the relationship between class commitment, and the external image of a professor was found to have a partial mediating effect in class satisfaction in the relationship between class commitment. It was found that the social image of professors perceived by college students improve class satisfaction, and this improves class satisfaction further enhances class immersion.

• 한국산학기술학회논문지
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• 제15권1호
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• pp.256-263
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• 2014

본 연구의 목적은 교수자의 교수 스타일과 교육경험이 수업분석에 미치는 영향을 확인해 보는데 있다. 이를 통해 해당 요인들이 수업을 바라보는 관점에 차이가 있는지 확인할 수 있으며, 교육현장에서 교사들이 수업비평과 수업분석을 바라보는 분석관점의 차이를 확인할 수 있다. 연구대상은 초등학교에 근무하는 교사 198명을 대상으로, 교수 스타일을 분류하였다. 자료처리는 교육경험에 해당하는 교직경력을 확인하여 공변인으로 두고, 각각 교수 스타일에 따라 수업 분위기를 분석하는 관점의 차이를 확인하였다. 연구결과 수업분위기 분석의 요인인 창의성, 활기성, 치밀성, 온화성의 4가지 항목에서 유의한 차이를 나타냈다. 수업분위기 분석에서 교수 스타일 중 전문성은 동일한 수업에서 창의성에 높은 점수를 부여했으며, 촉진자 스타일은 활기성에 가장 높은 점수를, 역할모델은 치밀성에 가장 높은 점수를, 촉진자와 역할모델은 온화성에 가장 높은 점수를 부여했다. 반면 권위적인 스타일과 위임자 스타일은 전체적인 수업분위기에서 가장 낮은 점수를 부여하는 것으로 나타났다. 이는 교수 스타일에 따라 수업을 분석하는 관점이 다르며, 전문가, 역할모델, 촉진자 스타일이 수업분석에 있어 반성적인 성찰과 허용적인 인식을 통해 분석하려는 의도가 비교적 강한 것으로 볼 수 있다.

• 보건교육건강증진학회지
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• 제22권4호
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• pp.17-40
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• 2005

Objective: The purpose of the this study was to test the effect of the alcohol preventive educational program for elementary school students through developing the web-based learning instruments. It will prevent the serious alcohol problem for adolescents and be the opening-learning according to learner's needs beyond the traditional classroom learning which has limitation of space and time. Method: This research designed based on web-based instructional system design by In-sung Jong(1997). This study was performed on the elementary school students who are the six grade in M city. The number of experimental group was 72 and control group's number was 72, totaled 144. Data were collected from September, 30th, 2004 to November, 5th, 2004, totaled 37days. The pretest and the posttest for web-based alcohol preventive education program were tested about knowledge and attitudes toward drinking. After the performance, the posttest was also tested the effect of this program under items by the interest of web-based learning, satisfaction, adequateness of material and so on. The data analysis was done using SPSS/Win 11.0 program. Result: The results of this study are as follows: 1) Compared with control group, experimental group which was educated the web-based alcohol preventive educational program for elementary school students was improved the knowledge on drinking, thin there was no significant difference. However, it showed significant difference between two groups after education. It was, therefore, partially supported. 2) Compared with control group, the experimental group which was educated the web-based alcohol preventive educational program for elementary school students showed significant difference in attitudes toward drinking. After education, it showed no significant difference attitudes. toward drinking between experimental group and control group. It was, therefore, partially supported. 3) The degree of learning motivation was an average.595 of 1 after learning applied to by the web-based alcohol preventive educational program for elementary school students. Then, it is relatively more higher than the result of existing studies. So, it showed that the motivation was done well. 4) Correlation among study variables It showed that there was the significantly positive correlation between knowledge and attitudes toward drinking of pretest experimental group. Also, there was the significantly positive correlation between attitudes toward drinking and learning motivation of pretest and posttest experimental group. Conclusion: I found that the web-based educational program helps the elarning process for the health education in the school field which the instructional materials lack. As a result, the web-based education motivates the learner's pleasure and promotes the learners interest. Also, it is possible for students to learn according to their own learning pace, repeated learning and active learning participation in the necessary parts. Therefore, I think the web-based educational program is worth as a intervention to get positive influence for the health education.

• 한국과학교육학회지
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• 제32권2호
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• pp.372-387
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• 2012

이 연구는 자연스러운 소집단 탐구 맥락에서 형성된 집단의 고유한 규범을 밝혀내고, 소집단 규범이 과학적 모형 구성에 미치는 영향을 알아보는 것을 목적으로 한다. 이를 위해 학생들의 상호작용을 잘 드러낼 수 있는 심장 혈액 흐름의 모형 구성 수업을 개발하였고, 서울 소재 중학교 2학년을 대상으로 수업을 진행하였다. 이 가운데 임의로 10개의 소집단을 추출하여 학생들의 담화와 활동을 녹음하고 비디오 촬영을 하였다. 수집한 자료는 먼저 집단의 상호작용 유형을 분류하였고, 각 유형을 대표적으로 보여주는 5개 집단에서 나타나는 규범과 모형의 특징을 분석하였다. 연구 결과, 집단마다 다양한 상호작용 유형을 보였으며, 소집단에서 구성한 모형의 질과 협력 및 모형 구성을 위한 규범 또한 집단마다 다르게 나타났다. 동일한 교사의 지도를 받는 탐구 맥락에서 학생들이 동일한 과제를 진행한다고 하더라도, 각 집단의 인지적인 책임감, 정당화에 대한 필요성, 협력과 참여, 멤버십에 대한 규범이 바탕이 되어 집단마다 다른 담화와 행동을 보였다. 또한, 한 집단을 제외하고, 모형 구성을 위한 인지적 책임감과 정당화와 같은 규범은 잘 발달하지 않았다. 이러한 규범은 궁극적으로 집단 모형 구성에 영향을 미쳤다. 구성원들의 적극적인 참여를 독려하여 협력을 촉진하고, 인지적 책임감을 가지고 자신의 의견을 정당화하면서 모형 구성을 촉진하는 규범을 형성하고 있는 집단은 구성원들의 추론적 사고를 촉발하였고 보다 목표 모형에 가까운 집단의 공동 모형을 구성하였다. 이 연구 결과는 소집단 활동을 통한 학습을 촉진하는 교실 환경을 구축하고, 이와 관련된 교사 교육 방안을 모색하는데 시사점을 제공한다.