• 한국과학교육학회지
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• 제22권3호
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• pp.649-659
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• 2002

본 연구의 목적은 1999년에 38개국이 참가하여 시행된, 제3차 수학 과학 성취도 국제비교 반복연구(TIMSS-R) 중 지구과학 영역 성취도를 분석하는 것이다. 우리 나라 중학교 2학년 학생의 지구과학 영역의 성취도를 외국 및 다른 과학 영역과 비교하고, 소영역별로 각 문학의 정답율을 분석하였다. 우리 나라의 경우, 지구과학 영역은 의도한 교육과정에서 100% 다루어지고 있을 뿐만 아니라 실행된 교육과정을 통하여 대부분의 학생들이 학습하였다. 우리 나라 지구과학 성적이 국제 평균보다는 유의미하게 높지만 과학전체 성적에 비해서는 낮았다. 한편 지구과학 지도에 대한 교사들의 자신감이 타 과학영여게 비하여 부족하였다. 논문은 문항 수준에서의 분석 결과와 이들이 과학 교육에 주는 시사점을 제시하였다.

• 아동학회지
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• 제33권1호
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• pp.1-21
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• 2012

The purpose of this study was (1) to examine the impact of chronic diseases and emotional-behavioral problems on school-age children's self-perceived QOL, and (2) to investigate what factors were related to the QOL of children. Participants were 972 Korean 4th, 5th, & 6th grade students and 47 teachers. Children completed a questionnaire to evaluate their self-perceived well-being and subjective health. Also they reported their height/weight and physical health state indicating whether they have chronic diseases or not. Teachers reported each child's psychosocial health problems and also reported whether the child has chronic diseases or not. Major findings were as follows : 1. Physical and psychosocial health status had significant impact on school-age children's QOL. Moreover, physical and psychosocial health status were interrelated. 2. Presence of physical and psychosocial problems contributed to substantial declines in self-perceived QOL of school-age children. Children who have chronic diseases and emotional-behavioral problems reported significantly lower QOL compared with children in a normal state. 3. Peer relationship was found to be the significant factor that contribute to the QOL of all children.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권2호
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• pp.115-137
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• 2004

In this paper, we verified the effect and appropriateness of the scheme to cure the math. disliking disposition which is the cause of underachievement in learning. We choose 3 middle schools as the subject of experiment for this research. Each experiment class consists of 27∼30 students(underachievers) whose final test results of 1st school year in the middle school are 30∼60 points. In this case, we also select some middle level students whose test results are more than 60 points for the normal experimental condition. For this research, we developed the suitable test materials to cure the mathematics disliking disposition of underachievers. We applied those test materials to the experiment schools during 2.5 months and we analysed the variation of disliking disposition, the variation of math. dislike students' number and the cure rate of the math. disliking disposition. From the results of this experimental study, we find that the factors of teacher and math recognition environment have only the significant difference of math. disliking disposition between experiment class and comparison class under the 5% significance level in one middle school. We understand that this results caused by teachers' careful advice and guidance in that middle school. We also find that the number of student who dislike mathematics decreased in two middle schools. Furthermore 50% of math. disliking dispositions are cured for 9 disliking factors in the lower grade group(the group of underachievers) and as a whole, we can see that 50% of cure rate for the 7 factors of math. disliking in two middle schools. So we can understand that the experiment of our research was performed successfully in two middle schools. In this research, we find out that the scheme to cure the disliking dispositions for the factors of math. disliking depends on the factors of teacher who take charge of cure. So teachers must take interest in and must have careful concern to students and their math. disliking.

• 정보교육학회논문지
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• 제26권4호
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• pp.265-272
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• 2022

본 연구는 2022 개정 교육과정 총론 시안 발표에 따라, 초등학교에서 강화되는 정보교육의 기저에 발맞추어, 일각에서 꾸준히 제기된 저학년 정보교육 필요성과 도입에 관한 교사의 인식 분석을 목적으로 추진되었다. 저학년 정보교육에 관한 해외사례를 탐구하고, 2022 개정 정보과 교육과정에 대한 여러 연구자들의 개편안에 관한 내용을 분석하여, 저학년 정보교육에 대한 교사인식 조사 문항을 설정할 수 있었다. 설문 문항은 전문가 집단의 검증 후, 166명의 현직 초등교사의 온라인 설문으로 자료를 수집하였다. 그 결과 강화될 정보교육 교육과정 기저와는 반대로 교사들의 정체되어있는 부정적 인식을 여러 측정변수를 통해 확인할 수 있었다. 2024년 초등 1~2학년에 새로운 교육과정이 도입되기 전, 저학년 정보교육에 대한 교사 인식 개선의 노력이 필요한 시점이다.

• 한국학교보건학회지
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• 제27권3호
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• pp.140-147
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• 2014

Purpose: This study aimed to identify the factors affecting on depression among female middle school students. Methods: A survey was conducted on 217 first and second grade female middle school students in C city. Participants' general characteristics, home environment, level of depression, paternal, maternal, peer attachment, school adjustment were measured by self-reporting questionnaire. With SPSS 18.0 program, measured variables were analyzed and compared using descriptive statistics, t-test, ANOVA, Scheff$\acute{e}$ post hoc test, and stepwise multiple regression analysis. Results: The level of depression among female middle school students were higher among students with lower economic status, second in birth order, and second grade in school. The level of depression was negatively associated with the level of paternal attachment (r=-.522), maternal attachment (r=-.487), peer attachment (r=-.376), relationship with teachers in school adjustment (r=-.274), relationship with friends in school adjustment (r=-.378), classroom behavior (r=-.450), school regulation (r=-.267). About 42% of depression among female middle school students were explained by paternal attachment, relationship with friends in school adjustment, and classroom behavior. Conclusion: Paternal attachment was identified as the most influencing factor on depression among female middle school students. Encouraging paternal involvement in the process of school adjustment might be a useful intervention to decrease depression among middle school girls.

• 한국학교보건학회지
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• 제15권2호
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• pp.219-232
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• 2002

This study was conducted to identify the relationship between the perceived family support and mental health of middle school students and provide basic data to develop a nursing program for prevention of mental disease and mental health promotion in adolescent. The subjects for this study were 427 students in their first, second and third year of two middle school in K city. The data were collected from December 12th to 19th, 2001. The instruments used for this study were the family support scale by Kang and the mental health assessment scale was the Symptom Check List-90-R. The data were analyzed by frequency, percentage, mean, standard deviation, Pearson Correlation Coefficient, ANOVA, and Duncan test with SPSS program. The results were as follows: The mean score of the perceived family support was 42.26 and the mean score of mental health was 52.24. As a subarea of mental health was analyses, the scores of obsessive-compulsive reaction and hostility were respectively higher but the scores of phobia were lower than others. Family support was significantly different according to student's grade, religion and economic status, and educational level, the relationship between them, and living in parents. the characteristic influence on the level of mental health were sex, grade, and economic status of students and the relationship between them of parents. There was a significant correlation between the perceived family support and the level of mental health was revealed a significant correlation(r=-.35(P=0.001)). In conclusion, this study was found that family support was an important factor for promoting mental health of middle school students. In order to increase mental health of middle school students effectively, family support must be increased. Efforts to promote mental health of students are required in home and school. School authorities have to search a plans like "family support-class program" as one countermeasure to increase family support. teachers have to make educational programs to promote mental health constantly with participating parents.

• 아동학회지
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• 제34권4호
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• pp.163-177
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• 2013

Digital technology has advanced rapidly and it is anticipated that multimodal ways of meaning-making will become increasingly important. Consequently, teaching multimodal literacies is becoming a major issue in education. This study focuses on the use of picture diaries as a means of teaching multimodal literacies. Picture diaries are one of the basic and unique multimodal texts used in lower elementary level classes in Korea. A further advantage is that it is a promising text model which can be taught in unplugged ways. In order to explore the educational implications of using such picture diaries, this study sought to analyze the ways in which twenty four $1_{st}$ graders in an elementary school constructed meaning with written language and pictures in composing picture diaries. 251 picture diaries composed during several months of their $1_{st}$ grade period were analyzed based on the constant comparative method. The results indicated that the students utilized both written language and pictures in diverse and creative ways to provide their audience with more comprehensive meaning. These results indicate that teachers need to consider their students as active multimodal meaning-makers and provide their students with more opportunities to practice multimodal meaning-making and share their experiences.

• 대한가정학회지
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• 제40권4호
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• pp.125-138
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• 2002

The purpose of this research is to delineate the effects of the material adult attachment and affectionate child-rearing behavior on the social competence of a child. The levels of mother's education and income, as well as the maternal adult attachment and affectionate child-rearing behavior have been chosen for the analysis. The sample subjects selected for the research include 287 pairs of fifth/sixth grade students, their mothers, and eight of the classroom teachers, all from Kwangiu city. The major findings are as follows: First, in measuring the social competence score of a child and the maternal adult attachment, affectionate child-rearing behavior, the scores, in general, tend to be above the mean scores. Second, looking at the correlation between the mother's education/income level and affectionate child-rearing and the child's social competence level, the affectionate child-rearing and the social competence factors only show difference correlating to the mother's education, high school or higher, as opposed to the level of junior high and lower, the difference is significant. Third, the results of multiple regression analysis on the effects of the variables to the child's social competence indicates that affectionate child-rearing is the most significant contributing factor, followed by the mother's education, the close attachment factor, income, and the anxiety attachment factor, in that order All in all, the variables account for 18% of the child's social competence score.

• 대한가정학회지
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• 제34권3호
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• pp.271-282
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• 1996

Different aspects of morality, namely, moral belief, moral judgement and moral behavior have been studied seperately. This study examined the development of these three aspects of morality in relation to internal attribution in one sample. A total of 371, third -and sixth- grade children from Masan city were responded to questionnaires on moral belief, moral judgement, and attibutional tendency. In addition, children's moral behavior was measured by the teachers' 5-item rating scale. As results, there were signigicant but low correlations among three components of morality. There were developmental differences in moral belief and moral judgement but there was no age difference in moral behavior. Compared to third graders, sixth graders were higher in moral judgement but lower in moral belief. Social experience as well as cognitive development on moral relativity could explain this paradoxical developmental trend in moral belief. There was a sex difference only on moral behavior : Girls were rated higher in moral behavior than boys. Internal attribution was significantly correlated with all three aspects of morality, .15 with moral belief, .45 with moral judgement, .14 with moral behavior, respectively. There was a significant developmental difference but no sex difference in attributional tendency: Sixth graders reported higher internal attribution than third graders. However, there was no developmental difference in correlations among internal attribution and three aspects of morality. Most importantly, internal attribution explained morality better than either age -or sex- variable. It was suggested that educational programs on morality need to focus on the internalization of it.

• 한국콘텐츠학회논문지
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• 제13권4호
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• pp.518-528
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• 2013

학교에서 이루어지는 생활지도 과정에서 체벌로 인하여 야기될 수 있는 여러 부작용을 최소화하기 위해 학교 현장에서는 상벌점 제도를 도입하여 적용해오고 있다. 그러나 대체체벌로서의 상벌점제 역시 여러 문제가 제기되고 있어 제도적 보완이 필요한 상황이다. 본 연구는 현재 실시되고 있는 개인적 상벌점 제도를 개인이 아닌 집단에 적용하여, 새로운 대체체벌인 집단상벌점제에 대한 효과성을 파악하고자 하였다. 분석 결과, 초등학교 고학년을 대상으로 한 집단상벌점제는 학교적응을 강화시키는 것으로 나타났다. 구체적인 대상자 특성별로 파악하면 여학생보다는 남학생이 보다 긍정적인 영향을 받는 것으로 나타났다. 4학년의 경우에는 학교적응의 모든 영역에서 긍정적인 변화를 보였으나 5, 6학년의 경우에는 오히려 부정적인 영향을 받는 것으로 나타났다. 학교 성적이 상위권인 학생보다는 하위권인 학생의 경우 보다 긍정적인 변화를 보여주었다. 위의 연구결과를 토대로 대상자별 특성에 따른 집단상벌점제의 효과성을 유의하여 프로그램을 적용한다면 보다 효과적인 개입을 할 수 있으리라고 본다.