• 과학교육연구지
• /
• 제48권1호
• /
• pp.31-46
• /
• 2024

이 연구는 TIMSS 2019에서 도입된 문제해결 및 탐구 과제(PSIs)에 대한 우리나라 초등학교 4학년 학생들의 학업성취 특성을 분석하였다. TIMSS 2019에서는 기존의 지필 평가와 더불어 컴퓨터 기반 평가를 실시하였는 데, 문제해결 및 탐구 과제는 컴퓨터 기반 평가에만 포함되어 있어 컴퓨터 기반 평가에 참여한 30개국의 평가 결과를 분석 대상으로 하였다. 문제해결 및 탐구 과제(PSIs)는 여러 개의 문항으로 구성된 문항군으로, 내용 영역과 인지 영역을 통합하여 문항을 구성하고, 선다형보다는 구성형 문항이 다수를 이루고 있다. 분석 결과, 문제해결 및 탐구 과제(PSIs) 포함 여부에 따라 국가별로 학생들의 학업성취도에 차이가 있었는데, 우리나라는 학업성취도 평균이 1점 하락하였다. 아울러 개별 문항에 대한 분석 결과를 보면, 학생들의 학업성취도가 다소 낮게 나타났고, 다수 문항에 대해 여학생의 정답률이 남학생에 비해 낮게 나타났다. 아울러 문항별 분석 결과를 보면, 영국이나 핀란드 등의 정답률이 기존의 학업성취도 상위국(싱가포르, 대만, 우리나라)보다 높게 나타나는 문항이 있었다. 융합교육이 강조되는 최근 실정을 감안할 때 우리나라에서도 평가에 문제해결 및 탐구 과제를 활용하는 방안을 검토할 필요가 있어 보인다.

• 한국측량학회지
• /
• 제28권2호
• /
• pp.223-231
• /
• 2010

우리나라 장묘문화의 특수성으로 인해 무분별한 묘지 조성으로 인한 산림훼손, 관리 소홀로 인한 무연고묘의 증가 등 문제점들이 대두되어 왔다. 이러한 문제들을 해결하고자 정부나 사회단체에서는 화장, 납골 및 공동묘지의 이용을 권장하고 있다. 본 연구에서는 GIS 비전문가인 묘원관리자가 GIS의 기능을 이해하기 쉽고 사용하기 쉽게 구현하고자 묘지정보관리시스템을 개발하였다. 이를 위해서, 묘지관련 법률, 기존의 프로그램 및 묘원 홈페이지 등의 분석을 통해 사용자가 요구하는 기능을 조사하고, 사용성 평가를 통해 사용자의 GIS기능 인식 경향을 파악하여 사용자 중심의 인터페이스를 구축하고, 쉽게 인식할 수 있는 아이콘을 사용하여 사용자 경험을 증진시키도록 하였다. 묘원관리 업무는 사무실에서만 아니라 현장에서도 이루어지므로 사무실에서는 데스크탑을 활용하여 입력, 수정 등의 기능을 수행하도록 하고, 현장에서는 GPS신호를 수신할 수 있는 PDA를 활용하여 현재 위치를 확인하면서 정보를 조회, 입력 등 터치스크린을 활용하는 기능을 수행하도록 하였다. 여러 가지 Open source software들을 이용하여 시스템을 구축함으로써 비용을 절감할 수 있었으며, 다양한 기능을 추가함으로써 더 많은 묘원에 활용할 수 있는 가능성을 제시하였다.

• 한국전자통신학회논문지
• /
• 제18권5호
• /
• pp.877-884
• /
• 2023

본 연구에서, 개인 차량이 주차할 수 있는 지정 공간 및 정의된 개인사용 시간에 다른 차량이 주차하여 있는 경우 초음파 물체 인식 센서를 활용하여 차량 진입을 파악하고, 그리고 카메라 센서가 번호판을 인식한다. 만일 개인 차량 소유자가 인정한 차량이 아닌 경우, 어플리케이션 서버의 "개인 주차장 운영 블록"은 경찰청의 차량 번호정보 조회 Open API를 근거로 개인의 전화번호를 받는다. 이후 주차 처리시 비권리권자는 주차 권리권자의 승인을 받아서 인정되는 시간만큼 주차를 하고 주차요금을 시청 공공 계좌에 입금한다. 본 연구를 통하여, 시청이 인정해준 개인 주차 공간에서 도심의 주차관리를 가장 효과적으로 할 수 있는 운영 처리 방법을 찾을 수 있었다.

• 대한지구과학교육학회지
• /
• 제7권1호
• /
• pp.99-109
• /
• 2014

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted's giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.

• 수산해양교육연구
• /
• 제26권2호
• /
• pp.430-436
• /
• 2014

Excessive motion of the ship in rough sea would affect body's fatigue, cognitive ability, motion sickness, and the proficiency of activity. Among them symptoms of motion sickness are similar to fatigue and nausea. Motion sickness causes sudden degradations of ability to perform tasks in physical and psychological aspects, and causes delays or failure in mental activity, and also takes a significant amount of time recovering. In this study, questionnaire for MSI(Motion Sickness Incidence) survey was taken for the students aboard the training ship of Kaya to the open sea far from land. Motion sickness analysis was performed as comparing the results of questionnaire based on sea state, incident angle, economical speed, and location in the ship.

• 한국초등과학교육학회지:초등과학교육
• /
• 제32권1호
• /
• pp.22-35
• /
• 2013

In this study, we analyzed the problems of grade 3~4 science textbooks developed for the 2007 revised national curriculum raised by elementary school teachers. 53 elementary school teachers were selected and asked to complete the open questionnaire to find out the problems they experienced or perceived when they taught the corresponding unit of the science textbooks. The responses were coded and categorized through researchers' cross analysis. The result revealed various problems in using the science textbooks in real classroom context. The problems were divided into three dimensions as inquiry activity aspect, science knowledge aspect, and science learning assessment aspect. Each dimension consisted of several categories. We explained the frequency and representative examples of the problems in each category. These can provide some guidelines and implications for new science textbook developers and science education policy makers.

• 한국초등과학교육학회지:초등과학교육
• /
• 제39권2호
• /
• pp.228-242
• /
• 2020

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

• 한국초등과학교육학회지:초등과학교육
• /
• 제30권4호
• /
• pp.562-573
• /
• 2011

The purpose of this study was to examine the effects of teaching-learning programs from the perspective of brain-based learning science. Four units in 5th grade elementary science programs of the Revised 2007 National Curriculum were selected as contents to study. As the brain-based learning science analysis method, equations of the brain compatibleness index (BCI) and contribution degree on the brain compatibleness index (BCICRE) were applied to them. This study showed that there were qualitative and quantitative differences among the analyzed teaching-learning programs through the unit and curriculum. The results showed that hands-on activities like experiments or open inquiry activities improved their evaluation of the teaching-learning programs. From the analyzing, teachers can judge whether each teaching-learning program made considered the brain of the learners. Furthermore, this study can provide useful information to consult of various science teaching-learning programs brain-based learning.

• 한국초등과학교육학회지:초등과학교육
• /
• 제37권1호
• /
• pp.12-26
• /
• 2018

The purpose of this study was to investigate the characteristics of reasoning in which $3^{rd}$ grade elementary school students form ideas, design experiments, and interpret the results to solve problems in small group argumentation. For this purpose, 12 3rd-grade students' small group argumentations including experiments were observed. The researchers analyzed students' pre- and post-open questionnaires, field notes, and video recordings of small group argumentation. The results of the research are as follows. First, in the initial opinion formation process, a hasty unification of opinions and a transformation of inquiry problem occurred. In the design and execution of experiments, verification experiments and unplanned and arbitrary experiments were performed. They also selectively noticed or accepted claims, evidence, interpretation, and criticism. They could distinguish between the condition and the cause, but they were confused by using inaccurate terms and tended to keep the initial opinions when interpreting the results and drawing conclusions.

• 한국초등과학교육학회지:초등과학교육
• /
• 제24권5호특별호
• /
• pp.583-594
• /
• 2005

The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.