• 정보처리학회논문지D
• /
• 제9D권3호
• /
• pp.511-522
• /
• 2002

WBI(Web Based Instruction)는 웹을 매체로 활용하여 원거리에 있는 학습자를 교육시키는 형태로서 교수자와 학습자간 상호작용을 가능하게 하고, 다양한 형태의 학습자료를 제공하며, 공간적 제약을 극복할 수 있다는 장점이 있다 본 논문은 웹에 기반한 교육적 활용의 한 모델로서 웹기반 교육평가시스템의 설계 및 구현에 관한 것이다. 웹기반 교육평가시스템은 기존 시스템들의 문제점이 되고 있는 문제출제 기능의 미비점을 해결하여 웹 상에서 문제를 출제할 수 있는 온라인 출제방식과 오프라인에서 작성한 문제를 업로드하여 재사용하는 업로드 출제방식을 모두 갖추어야한다. 또한 문항분석 기능을 갖추어 학생이 풀이한 결과에 대한 각종 분석 지표를 제공하여 교사는 난이도 조정이나 문항의 수정을 통하여 문항에 피드백을 할 수 있어야 한다. 본 논문에서는 이러한 요구사항을 모두 반영하는 시스템을 설계하고 PHP 스크립트 언어와 호환성이 좋은 MySQL데이터베이스를 이용하여 구현하였다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제43권1호
• /
• pp.185-200
• /
• 2024

본 연구에서는 초등과학 수업 연구를 위해 학교 안 전문적 학습공동체에 참여한 교사들의 초등과학 수업 전문성의 변화를 탐색하고자 하였다. 충북의 한 중소도시에 있는 18학급의 S초등학교에서 2020년 4, 5, 6학년을 맡은 여섯 명의 초등교사들이 학교 내 전문적 학습공동체에 참여하여 초등과학 수업에 대한 협력적 수업 연구를 7개월 동안 26회에 걸쳐 수행하였다. 전문적 학습공동체가 운영되는 동안 활동 영상 및 녹음 자료, 연구수업 녹화 영상, 수업 과정 자료, 전문적 학습공동체 성찰 활동 자료 등이 분석을 위해 수집되었다. 수집된 데이터는 자료 처리, 읽기와 메모, 기술, 분류, 해석 그리고 보고 및 시각화 등 질적 연구 방법을 활용하여 분석되었으며, 수업 전문성 준거 틀에 기반하여 수업 전문성 요소가 추출되었다. 그 결과 학교 안 전문적 학습공동체 활동의 초기 단계에서 참여 교사들은 먼저 수업에 대한 관점과 과학 수업에 대한 경험 및 목표에 대해 소통하였고, 소통을 통해 연구질문을 선정하게 되었음을 알 수 있었다. 교사들은 학년별로 공동의 연구수업을 설계하여 수업을 실행하였으며, 이를 동료교사들에게 개방하였다. 이후 수업에 대한 성찰이 진행되었으며, 교사들은 성찰이 거듭될수록 연구질문에 기반한 질적 성찰 능력이 향상됨을 알 수 있었다. 이를 통해 전문적 학습공동체에의 참여를 통한 협력적 수업연구 경험은 참여 교사들의 공동체적 학습과 이에 기반한 수업 전문성 신장에 긍정적으로 기여함을 알 수 있었다. 이러한 연구 결과를 바탕으로 전문적 학습공동체를 통한 초등교사의 과학 수업 전문성과 관련된 시사점을 제언하였다.

• 수산해양교육연구
• /
• 제17권2호
• /
• pp.260-269
• /
• 2005

The purpose of this study was to analyze the teachers' perception of the 7th curriculum implementation. The subjects were 540 elementary school teachers. Investigation was conducted with questionaires which have 40 questions in 4 domains about the 7th curriculum. The results of the study were as follows: First, teachers' perception level of curriculum implementation was mechanical use(level 3). Second, in the comparison of level by implementing domains, the domains of the essential, ideology, educational objectives and evaluation were lower than the domains of educational contents, teaching methods and materials. Third, in the comparison of teachers' personal characterristics, there was no difference between male and female in all domains. But, by teaching career, experienced teachers were higher level in all domains. Also by length of in-service training with the 7th curriculum, when they have longer in-service training, they showed a higher level of curriculum implementation.

• East Asian mathematical journal
• /
• 제25권3호
• /
• pp.321-341
• /
• 2009

The purpose of this study was to examine the effect of the manipulative materials in the Australian Maths 300 program by applying it to Korean Elementary Mathematics Education - based on parts of 'Probability and Statistics', and 'Symbol and Expression'. In order to this purpose, we select appropriate Maths 300's manipulate materials that could be used to obtain learning objectives within class time for each part, four lessons with the materials were taught at to third, fourth, and fifth grade students of elementary School. The effect of the teaching was analyzed by videotape and student opinion. The results of this study are the following: First, the manipulative tools were almost entirely lacking for the 'Probability and Statistics' section without a 'number of cases' unit. The tools presented in the 'Symbol and Expression' section were helpful in the games that were used for checking preceding learning. Second, the results of using the Math 300 manipulative materials in class showed that the students were eager to be involved in the activities using those materials and to find their own solutions in problem-solving questions that were suited to them; these led to them making their own questions. In response to questioning about the use of the manipulative materials, the students stated that it was easy and fun for them to use the manipulative materials, to solve the problems for themselves, and that they would like to continue practicing the activities in the future. Finally, Studies on the presentation of a variety of manipulative materials including those in this study that can used in problem-solving learning and other learning fields, and the methodology for the use of manipulative materials can be enhanced through further studies.

• 대한간호학회지
• /
• 제27권1호
• /
• pp.83-95
• /
• 1997

This study analyzed the necessity of detailed items of fundamentals of nursing education in college by soliciting answers from clinical nursing educators in hospitals and nursing professors. The questionnaire consisted of four parts. The first part included questions about the general demographic characteristics of respondents, the second part. questions about the general necessity of fundamentals of nursing, the third part, questions about the necessity of 26 items in fundamentals of nursing in knowledge education and about the necessity of 81 items in fundamentals of nursing in practice education, the fourth part solicited free description of ideas about the problems education in fundamentals of nursing in Korea. Thirty professors from universities, 30 professors from community. and 30 clinical nursing educators were randomly sampled and the questionnaires were sent by mail. Seventy people returned completed questionnaires. Ninety three percent evaluated fundamentals of nursing as necessary for nursing not only in knowledge education but also in practice education. They also generally agreed on what items are necessary for fundamentals of nursing. However. opinions about some items were split between nursing scholars and clinical nursing educators. Clinical educators wanted fundamentals of nursing to be more practical and to incorporate recent developments and changes in clinical settings. They described several problems in fundamentals of nursing. One was that some the content of fundamentals of nursing overlaps with other subjects, especially with adult nursing. Some respondents also thought that fundamentals of nursing included too many topics. These problems make it difficult for students, scholars, and nurses identify what fundamentals of nursing is. This causes an identity problem in fundamentals of nursing. Some disparity between clinical nursing and knowledge education in fundamentals of nursing was also reported. This was also related to problems lack of clinical experience in teachers of fundamentals of nursing. Some respondents suggested requiring clinical experience for professors or establishing a system of clinical professorship. Problems of teaching material were also pointed out. Fundamental nursing skills and knowledge in teaching materials are often old or not appropriate for the Korean nursing situation. The respondents urged the development of teaching materials appropriate for Korean nursing. In order to solve these problems, the authors suggest forming an ad hoc committee which can reformulate and standardize education in fundamentals of nursing in Korea.

• 한국가정과교육학회지
• /
• 제1권1호
• /
• pp.63-85
• /
• 1989

The Change of environment related to human life, science, technology, economics and education level have much effect on home life. Therefore Home Economics Education have to get out of past trite concept that it is only a method to become good housewife and take the role to widen the human life and to grow creative power as a academic part of science. For these, Home Economics should become life education, life education of secondary school has to have relation to lifelong education. To achieve effective result from Home Economics Education, the object, system and methods of Home Economics Education, the object, system and methods of Home Economics Education have to be improved and teaching material has to be studied systematically. As an object of aboves and education planning in clothing is made for deep understanding the study of Home Economics Teaching Material. And to understand the real state, made some questions, had interview with 63-teaching in Kangweon province and show the results. 1) Tab 1~20 are the level of recognition about object, teaching content, time structure of secondary school. The object is recognized as cultural education and basic job education. 2) Tab 21~30 show the real state of textbook and study of it. To take effect from school lecture other teaching material except textbook is required. 3) Tab 31~40 are the result of sewing and handicraft practice. Sewing and handicraft needs much time and almost all time is used in practicing. 4) Tab 42~54 are the planning of textbook study for effective teaching, self-estimation and teaching material making is also considered. All above is collarless blouse’s planning. Base on above result, all objects of clothing life should be teached. For the development of Home Economics Education 1) Understanding and affection of teachers is required. 2) To solve indicated problem, national policy, education plan in school and education finance are fully supported. 3) More studies is required in Home Economics Education.

• 대한공업교육학회지
• /
• 제37권2호
• /
• pp.147-160
• /
• 2012

본 연구는 기술 가정교과 '수송기술' 단원의 수업시 강의식 수업인 통제집단과 교사가 멀티미디어 자료로 수업한 실험집단 1, 멀티미디어 자료에 내레이션을 넣어 동영상으로 제작하여 교실에서 보는 수업을 하는 실험집단 2 간의 수업 자료의 제시 방법에 따른 학업 성취도와 학습 만족도를 분석하고자 하는 것이다. 연구 대상은 기술교과를 수업하는 93명 여고생들이며, 6개 질문에 대한 응답자료는 SPSS통계 프로그램을 활용하여 분석하였고 연구결과를 요약하면 다음과 같다. 첫째, 수업에 대한 학생들의 학습 만족도 응답 평균(M)은 교사가 멀티미디어 자료로 진행한 수업(실험집단 1)이 4.14로 가장 높고, 멀티미디어 자료에 내레이션을 넣은 동영상을 교실에서 보는 수업(실험집단 2)이 3.16, 강의식 수업(통제집단)이 보통보다 약간 아래 수준인 2.63으로 나와 멀티미디어 자료로 교사가 수업을 하는 것이 가장 바람직함 수업임을 보여준다. 둘째, 문항간 상관계수에서 보면 흥미있는 수업에서는 기억도와 내용 이해도가 높지만, 집중도가 떨어지면 기억도도 떨어짐을 알 수 있다. 셋째, 학업 성취도는 실험집단 1이 가장 높았으며, 실험집단 2는 통제집단과 유사한 수준이다. 학업 성취도를 높이기 위해서는 강의식 수업에서는 흥미를 높여야 하며, 내레이션을 포함한 동영상을 보는 교실수업에서는 수업 집중도를 높이는 방안이 요청된다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제27권4호
• /
• pp.420-436
• /
• 2008

The purpose of this study was to investigate and analysis the elementary teachers' and students' views about the difficulties in teaching and learning in geology units of elementary school science. For the purpose of this study, semi-structured interviews were conducted individually with seventeen elementary teachers who have serviced more than three years, and with sixteen elementary students located in Cheongju City. The interview questions were developed through Seidman's step to acquire a reliability in the interview data with triangulation, then in-depth interview questions were modified and completed through pre-interview after constructing the trustworthiness of interviewees. In-depth interviews were performed in applying the analytic induction method and the interviews were recorded. From the interviews, we found that elementary teachers' views about the difficulties in teaching geology units; teachers' inner difficulties, the difficulty of lab activities, the problems of rock samples, the problems of curriculum in geology units, the difficulty of the geological feature, the problems of the cramming education, the lack of the opportunity for the speciality, and so on. And the students have the views about the difficulties in learning geology units; the difficulty of the unit contents understanding, the problems of learning by heart, the lack of the interest, the lack of materials, the problems of rock samples, the difficulty of the field learning, and so on. Based on the results, the study suggested that an interesting lab activities should be included in the geology units and taught in the geological field trip to help elementary school students more fully comprehend contents of the geology units.

• 한국초등수학교육학회지
• /
• 제19권1호
• /
• pp.1-16
• /
• 2015

본 연구는 영재학급에서 수업 중 교사가 강조하는 지도 목표와 학생들이 인식하는 학습 목표 도달 정도의 차이를 분석해 봄으로써 영재학급에서의 학습 목표 제시 방식을 개선하는 데 목적이 있다. 이를 위해 초등학교 6학년 2개 학급(각 20명씩 총 40명) 학생들의 활동지를 양적으로 분석하였으며, 각 학급 내 성취 수준이 상, 중, 하위권에서 각 1명씩을 대상으로 수업 중 연구자 참여 관찰과 수업 후 개별 면담을 통해 그들의 학습 목표 인식 사례를 질적으로 분석하였다. 학습 목표는 내용면, 과정면, 태도면에서 각각의 하위 요소별로 교사가 사전에 기술해 놓은 것에 대해 교사 자신이 강조한 정도와 학생이 인식한 정도의 간극을 항목별로 차이를 수치화하여 비교하였다. 연구 결과 영재학급 학생들은 내용면보다는 상대적으로 과정면에서 학습 목표에 대한 인식이 낮음을 알 수 있었는데, 전반적으로 연역적 사고, 유추적 사고, 발전적 사고에 있어서 교사의 강조 정도와 인식 정도의 차이를 보였고 특히 유추적 사고에서 학습 목표에 대한 그 인식 정도가 가장 큰 차이를 보였다. 이를 통해 얻게 된 몇 가지 교육적 시사점을 제시하였다.

• 한국환경교육학회지:환경교육
• /
• 제11권2호
• /
• pp.156-176
• /
• 1998

On the border between the Geography subject and the Science subject, much of the content area is found to be interrelated or shared in common due to the characteristics of each subject. This possibly causes a problem of which of the two subjects should treat these overlapping areas with more responsibility and importance, and, as a result, might cause teachers to neglect the areas and result in insufficient treatment of the areas on both sides. In other words, these overlapping area can be overlooked on both subjects. On the other hand, as the science subject treats these areas more deeply and widely in both quantity and quality, the geography subject might lose its original content area to the science subject and accordingly lose its characteristics as an independent subject. To conclude, the following suggestions must be taken into consideration when we develop and organize the environment-related unit in the geography subject. First, the various real cases damaged by pollution, the efforts and steps to avoid being polluted, the inquiry questions and activities to set up the value of the environment conservation, and sufficient assistant materials such as maps, graphs, photos, illustrations, statistics, which will help to realize the environment problem more directly and clearly, must be presented in the textbooks. Second, as the environment education is not just teaching the environmental pollution, the content should be composed for the students to realize the value of the environment and to change their awareness and attitude toward the environment. Third, the environment education cannot be restricted to a certain subject, or it needs to be approached in multi-subject areas. To exercise a effective environment education while we maintain the unique characteristics of the geography subject, a way to link the environment and the region, which is one of the main concepts of geography, should be developed. Finally, textbooks are indispensible materials to teaching-learning, but for more effective teaching the teachers of geography should try to recompose and reorganize the content and to develop newer and more effective teaching material-aids.