• 한국과학교육학회지
• /
• 제40권1호
• /
• pp.29-40
• /
• 2020

본 연구의 목적은 한 고등학교 과학 교사(E 교사)가 약 1년 3개월간 교사공동체 탐구에 참여하며 어떻게 과학적 모델링에 관한 이해와 실행을 변화시켜나갔는지를 탐색하는 것이었다. 상황 학습 관점을 기반으로 본 연구에서는 E 교사의 사회적 상호작용들로부터 모델링에 관한 그녀의 프레임들을 탐색하였다. E 교사는 1년 3개월간 총 6회의 "스튜디오"라는 교사 연수에 참여해 같은 학교의 과학 교사들과 연구자들, 코치들과 협력하였다. 매 스튜디오에서 참여자들은 함께 모델링 기반 수업을 계획하고, 실행하고, 그에 관해 반성하였다. 본 연구에서는 먼저 E 교사가 수업을 진행한 2회차, 6회차 스튜디오에 초점을 맞추어, E 교사의 교사공동체 및 교실 상호작용으로부터 드러난 모델링에 관한 그녀의 프레임들을 질적으로 탐색하고, 그로부터 E 교사의 이해와 실행에 변화가 있었는지 탐색하였다. 다음으로, 교사공동체 탐구가 E 교사의 이해와 실행 변화에 어떻게 영향을 미쳤는지 탐색하기 위하여, 1-6회차 스튜디오에서 진행된 교사공동체 탐구가 질적으로 분석되었다. 연구 결과, 2회차 스튜디오에서 E 교사는 과학적 모델링을 학생들이 활동지에 정답을 채워 넣는 활동으로 보고 있었다. 반면 6회차 스튜디오에서 E 교사가 드러낸 과학적 모델링에 관한 프레임들은 그녀가 모델링을 학생들이 협력을 통해 증거를 사용하여 자연현상에 관한 설명을 구성하는 과정으로 보고 있었음을 보여주었다. E 교사가 속한 교사공동체는 모델링 기반 교수를 발전시키고자 하는 목표를 바탕으로, 매 스튜디오에서 학생들의 모델링을 돕고, 학생들의 설명과 추론을 분석하였다. 또한 그들은 여러 스튜디오들에 걸쳐 탐구 초점들과 교수 실행들을 구체화시키고 발전시켜나갔다. 이러한 공동체 탐구의 초점들은 E 교사의 과학적 모델링에 관한 이해와 실행 변화에 반영되었다. 본 연구의 결과는 교사공동체 탐구나 교사 전문성 발달을 지원하고자 하는 연구자, 실행가들에게 유용한 정보를 제공할 수 있다.

• 한국간호교육학회지
• /
• 제24권3호
• /
• pp.235-249
• /
• 2018

Purpose: The purpose of this study was to investigate how interprofessional education has been designed, implemented, and evaluated in undergraduate programs in nursing through a systematic review. Methods: The literature was searched using the PubMed, CINAHL, EMBASE, and Cochrane central databases to identify interventional studies including teaching-learning activities among nursing students and other disciplines in English between January 2000 and May 2017. Thirty studies were selected for the analysis. Results: Twenty-four studies out of 30 were designed as a pre-post, no control group, quasi-experimental study design. Interprofessional education learners were primarily engaged in medicine, physical therapy, dentistry, occupational therapy, pharmacy, and respiratory therapy. Patient care related activity was the most frequently selected topic and simulation was the most common teaching-learning method. Evaluation of learning outcomes was mainly based on the aspects of teams and collaboration, professional identity, roles and responsibilities, patient care, and communication skills. Nursing students in 26 out of the 30 reviewed studies were found to benefit from interprofessional education, with outcome effects primarily related to changes in learning outcomes. Conclusion: The development and integration of interprofessional education with collaborative practices may offer opportunities in nursing education for training professional nurses of the future.

• 영어어문교육
• /
• 제13권4호
• /
• pp.87-108
• /
• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.

• 대한수학교육학회지:학교수학
• /
• 제18권1호
• /
• pp.105-126
• /
• 2016

수학 수업은 특정 교실의 학생과 교사의 독립적인 영역으로 간주되어 왔다. 최근 수업 전문성 신장에 관한 논의에서는 수학 수업의 개선을 위해 교사공동체가 함께 노력해야 한다는 관점이 확산되고 있다. 교사의 전문성 신장을 위한 학습공동체의 조직과 운영에 있어서 고려해야 할 사항은 무엇인가? 본 연구에서는 과학영재학교에서 학습자의 참여를 촉진하는 수학 수업 개선을 목적으로 하는 학습공동체의 운영 사례를 분석하였다. 연구 결과 교사들은 학습공동체를 통해 수학 및 수학 수업에 대한 신념과 목표를 공유하게 되었으며, 이를 토대로 자신과 동료의 수업에 대한 성찰하고 그 결과를 자신의 수업에 반영하여 수업 개선을 실천하고 있었다. 이러한 결과는 실질적인 수업 개선을 위해 학교 안에서 학습공동체를 통하여 교사들에게 수업을 대상화하는 기회를 제공하는 것이 중요하다는 시사점을 제공한다.

• 대한수학교육학회지:수학교육학연구
• /
• 제14권4호
• /
• pp.421-434
• /
• 2004

Cognitively Guided Instruction (CGI) is one of the most successful professional development programs for elementary mathematics teachers in US. This article introduces its theoretical background, research-based framework of addition and subtraction work, and how the program has been disseminated. Carpenter and Fennema started CGI aiming to develop a professional development program that focused on research knowledge of children"s thinking. Their goal was. to bring a significant change in teaching by helping teachers understand how children think mathematically. This 3-year NSF funded project grew to be 11-year long, and a number of publications have reported consistent successful learning and teaching by CGI students and teachers compared to counterparts throughout US. CGI′s success by focusing on improving teachers′ knowledge of children′s thinking offers possible opportunities for teacher educators to re-conceptualize teacher education in Korea.

• 한국간호교육학회지
• /
• 제4권2호
• /
• pp.296-316
• /
• 1998

The practical learning experience is the heart of nursing's professional program of study, have been the most widely disscussed and yet the least studied of all nursing education activities. The major goal of practical learning experience is to provide opportunities in realistic work settings that permit the nursing student to develop the knowledge, skill It attitudes of a beginning practitioner. The purpose of this study is to identify the experience of practical learning in the children's rehabilitation center by nursing students, to provide basic information for developing practical learning in pediatric nursing education. The study design was a descriptive study. Data were collected 74 cases of journaling which came from senior nursing students who cared for the handicapped children in P rehabilitation center from 24, August, 1997 to 29, Decmber, 29, 1998. The collected data were analyzed using the content analysis by Kim & Lee(1986), Kim(1987). The results are as follows : The content of practical learning in the children's rehabilitation center were classified with 5 domains. The domains were , , , , and .

• Archives of Plastic Surgery
• /
• 제50권2호
• /
• pp.200-209
• /
• 2023

Background As the coronavirus disease 2019 virus made its way throughout the world, there was a complete overhaul of our day-to-day personal and professional lives. All aspects of health care were affected including academics. During the pandemic, teaching opportunities for resident training were drastically reduced. Consequently, medical universities in many parts across the globe implemented online learning, in which students are taught remotely and via digital platforms. Given these developments, evaluating the existing mode of teaching via digital platforms as well as incorporation of new models is critical to improve and implement. Methods We reviewed different online learning platforms used to continue regular academic teaching of the plastic surgery residency curriculum. This study compares the four popular Web conferencing platforms used for online learning and evaluated their suitability for providing plastic surgery education. Results In this study with a response rate of 59.9%, we found a 64% agreement rate to online classes being more convenient than normal classroom teaching. Conclusion Zoom was the most user-friendly, with a simple and intuitive interface that was ideal for online instruction. With a better understanding of factors related to online teaching and learning, we will be able to deliver quality education in residency programs in the future.

• International Journal of Human Ecology
• /
• 제11권2호
• /
• pp.93-101
• /
• 2010

This study finds methods to activate culinary education by surveying the level of recognition for culinary practice from the culinary teachers of vocational high schools. The number of individuals surveyed is 103. Data is verified by using SPSS 14.0 (SPSS Inc, Chicago, USA). The results of the survey on recognition for culinary education showed that learning requirements are very high as well as that theoretical education and trial demonstrations are necessary to enhance the effects of culinary practice education. Desired teaching learning materials were cooking materials by a certified technician. Their desired supplementary data for enhancing practical techniques were practical demonstrations, various materials and language instruction to learn other culinary practices. It is reported that there was increasing work other than learning time and complication for preparing practice. In addition, they desire more websites for cooking need to be built. Plans for activating culinary education are as follow: First, how to enhance the professional abilities of culinary teachers. Second, to show the necessity of theoretical education, video-based education, and culinary practice demonstrations. Third, to show the necessity to increase the ratio for culinary practice classes. Fourth, to display various teaching and learning materials. Fifth, to enhance websites for culinary data. Sixth, to provide opportunities to augment a sense of achievement.

• International Journal of Computer Science & Network Security
• /
• 제22권7호
• /
• pp.259-267
• /
• 2022

With the rapid development and introduction of digital technologies, both everyday human life and technological processes of any production are changing, which stimulates the transformation of the economy and education. Digital technologies are not only a tool, but also a living environment of modern human, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational learning trajectories and more. However, the digital environment requires teachers to take a modern approach to the organization of the educational process, the formation of new skills and abilities to work in the digital educational environment. As a result of the study, it was found that the system of vocational education should provide training for masters of industrial training who have a high level of digital competence. The purpose of the article is to single out, theoretically substantiate and determine the level of formation of structural components of digital competence of future masters of agricultural training. The structure of digital competence of agricultural master was analyzed on the basis of domestic and foreign scientists researches. Systematized research results indicate that digital competence consists of four components: motivational-value (combination of internal and external motives for the use of digital technologies in future professional activities), cognitive (a set of theoretical knowledge, skills and abilities of future master of industrial training to effectively build educational process with the use of digital technologies), activity-professional (expansion and deepening of knowledge, skills, necessary skills for effective implementation of digital technologies in the educational process) and evaluative-reflexive (ability to analyze and self-analyze own activities and its results taking into account professional characteristics, self-realization in professional activities through the use of digital technologies). These components are comparable with the indicators that describe the knowledge, skills and abilities needed by the future master of industrial training to organize the modern educational process. A questionnaire was conducted to determine the levels of this competence formation, which allows us to conclude that it is necessary to increase the level of formation of all components of digital competence of future masters of industrial training in agriculture. The results of the study can be used as a basis for the development of disciplines that form the special competencies of masters of industrial training in agriculture and programs of advanced training of teachers.

• 의학교육논단
• /
• 제23권3호
• /
• pp.194-203
• /
• 2021

Learning communities in medical education have demonstrated favorable outcomes in terms of students' learning, professional development, and wellness. Despite these strengths and the widespread adoption of learning communities in US medical schools, there has been little interest in medical learning communities in Korea. In this context, the present study examined the development and implementation of the Yonsei Medical Learning Community (YMLC) and analyzed its outcomes and areas of improvement. The Yonsei University College of Medicine has operated a learning community as part of the undergraduate medical education curriculum since 2014. The YMLC is the first program of its type in Korea. The overall structure of the YMLC consists of four distinct communities (pillars), which are named after four distinguished alumni, and each pillar is organized into five learning community classes. Each class is vertically integrated across students in different medical school years, and one faculty advisor is matched to about 30 students. As the YMLC focuses on fostering reflective practice in students and providing them with opportunities to build teamwork and experience social relatedness, two educational approaches have been adopted: reflective writing and mentoring and community activities. In this study, we obtained and analyzed second-year students' feedback on the YMLC curriculum and identified its achievements, merits, and areas that need improvement. The results have shown that over 75% and 60% of respondents reported satisfaction with reflective writing and mentoring and community activities, respectively. The educational activities of the learning community helped students regularly reflect on their learning and progress and establish close relationships with faculty advisors. However, several areas of improvement regarding content, format, and logistical issues were also identified. The present findings may provide valuable information for other institutions to develop learning communities relevant to their own context.