• 제목/요약/키워드: school reading environment

검색결과 114건 처리시간 0.031초

Molecular Characterization of Extracellular Medium-chain-length Poly(3-hydroxyalkanoate) Depolymerase Genes from Pseudomonas alcaligenes Strains

  • Kim Do Young;Kim Hyun Chul;Kim Sun Young;Rhee Young Ha
    • Journal of Microbiology
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    • 제43권3호
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    • pp.285-294
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    • 2005
  • A bacterial strain M4-7 capable of degrading various polyesters, such as poly$(\varepsilon-caprolactone)$, poly(3-hydroxybutyrate-co-3-hydroxyvalerate), poly(3-hydroxyoctanoate), and poly(3-hydroxy-5-phenylvalerate), was isolated from a marine environment and identified as Pseudomonas alcaligenes. The relative molecular mass of a purified extracellular medium-chain-length poly(3-hydroxyalkanoate) (MCL-PHA) depolymerase $(PhaZ_{palM4-7})$ from P. alcaligenes M4-7 was 28.0 kDa, as determined by SDS-PAGE. The $PhaZ_{palM4-7}$ was most active in 50 mM glycine-NaOH buffer (pH 9.0) at $35^{\circ}C$. It was insensitive to dithiothreitol, sodium azide, and iodoacetamide, but susceptible to p-hydroxymercuribenzoic acid, N-bromosuccinimide, acetic anhydride, EDTA, diisopropyl fluorophosphate, phenylmethylsulfonyl fluoride, Tween 80, and Triton X-100. In this study, the genes encoding MCL-PHA depolymerase were cloned, sequenced, and characterized from a soil bacterium, P. alcaligenes LB19 (Kim et al., 2002, Biomacro-molecules 3, 291-296) as well as P. alcaligenes M4-7. The structural gene $(phaZ_{palLB19})$ of MCL-PHA depolymerase of P. alcaligenes LB19 consisted of an 837 bp open reading frame (ORF) encoding a protein of 278 amino acids with a deduced $M_r$ of 30,188 Da. However, the MCL-PHA depolymerase gene $(phaZ_{palM4-7})$ of P. alcaligenes M4-7 was composed of an 834 bp ORF encoding a protein of 277 amino acids with a deduced Mr of 30,323 Da. Amino acid sequence analyses showed that, in the two different polypeptides, a substrate-binding domain and a catalytic domain are located in the N-terminus and in the C-terminus, respectively. The $PhaZ_{palLB19}$ and the $PhaZ_{palM4-7}$ commonly share the lipase box, GISSG, in their catalytic domains, and utilize $^{111}Asn$ and $^{110}Ser$ residues, respectively, as oxyanions that play an important role in transition-state stabilization of hydrolytic reactions.

일부 치위생과 학생들의 대학생활과 치면세마 교과목과의 상관관계에 대한 연구 (A study on the correlation of the college life and oral prophylaxis in some students studying dental hygiene)

  • 심형순;고은경;하명옥
    • 한국치위생학회지
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    • 제6권3호
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    • pp.187-201
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    • 2006
  • The purpose of this study is to examine the satisfaction for college life and oral prophylaxis subject and improve the satisfaction for this subject by satisfying students' desire through the results of correlation, and to inspire a professional sense by helping students enjoy healthy college life. In order to achieve these purposes, 127 senior students of the Dental Hygiene Department, Kwangju Health College took part in this study to examine the satisfaction for a study course, a lab, professors, a college, and subjects. The following results were obtained. 1. The overall satisfaction for the Dental Hygiene Department was 2.83 and the highest dissatisfaction factors included difficult subjects and non-aptitude. The overall satisfaction for professors was 3.33 and students wanted professors' human contact with students and a well-prepared lecture. The overall satisfaction for college life was 2.65, suggesting not very high satisfaction, and the highest dissatisfaction factors included similar life to high school and surrounding environment. 2. The overall satisfaction for theory was 3.83 and for practice was 3.91 in oral prophylaxis. While the highest satisfaction was found in 'the objective and direction of class' and 'class and a supplementary lesson in not giving a lecture', the lowest satisfaction was found in 'experience in reading textbook-related materials or books'. 3. The correlation of the satisfaction of theory and practice of oral prophylaxis was examined. The satisfaction of oral prophylaxis theory was positively correlated with a school course, professors, and college, while the satisfaction of oral prophylaxis practice was positively correlated with a school course, professors, college, satisfaction of oral prophylaxis theory, and present health condition(p<0.05). 4. Factors influencing the satisfaction for the theory of oral prophylaxis included professors, while factors influencing the satisfaction for the practice were statistically significant in professors and health condition(p<0.05). Based on these results, in order for professional dental hygienists to be developed as professionals serving society, it is recommended to enhance the satisfaction for an oral prophylaxis subject and that professors should provide warm-hearted support and become a role model as an educator.

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학교도서관 비정규직 사서의 고용실태와 처우개선 방안에 관한 연구 (A Study on the Employment Status and Treatment of Temporary Librarians in the School Libraries)

  • 류제희;노영희
    • 한국비블리아학회지
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    • 제26권3호
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    • pp.101-128
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    • 2015
  • 본 연구에서는 학교도서관에 80%가 넘게 배치된 비정규직 학교도서관 직원들의 고용실태를 알아보고 그들의 직무현황과 문제점을 도출하여 앞으로 비정규직 사서들의 업무수행성과를 높이기 위한 방안을 제시하고자 하였다. 본 연구목적을 달성하기 위해 충북지역 학교도서관 비정규직 사서를 대상으로 면담조사 및 설문조사를 수행하였다. 연구결과로서 첫째, 학교도서관 비정규직 사서들의 '업무만족, 고용여건, 근무환경, 대인관계' 등의 요인들은 전체 만족도와 높은 상관관계를 보여 주었다. 또한 학교도서관 비정규직 사서들의 고용형태에 따른 만족도 차이를 분석하기 위한 무기계약직 전 후의 업무만족도 분석결과에서는 사전 사후에 차이가 있는 것으로 나타났다. 둘째, 비정규직 사서의 수행업무를 조사하였으며, 자격증 유무에 상관없이 '열람 및 대출 업무'를 가장 많이 하는 것으로 나타났다. 셋째, 학교도서관 비정규직 사서들이 생각하는 학교도서관의 문제점에 대한 조사에서는 '비정규직 사서의 능력개발에 관한 문제점'이 가장 높게 나타났다. 또한 그들이 원하는 처우개선 방안에 대한 조사에서는 '고용안정 해결'이 가장 높게 나타났다.

유료 노인 낮보호 시설 모형개발에 관한 연구 (A Study on the Fee-Based Model Development of Day Care Centers for the Elderly)

  • 정신숙;정연강
    • 지역사회간호학회지
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    • 제10권1호
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    • pp.5-18
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    • 1999
  • The aim of this study is the development of a fee - based model day care center for the elderly by inquiring into the current condition of facilities in America and in Korea, and in surveying the opinion of domestic elderly about day care facilities. A field trip to U.S. day care services was held between July 5 and July 15 in 1997, and an on-the-spot study for domestic facilities took place during March in 1998. Our research reveals that the overall supply of day care facilities can not meet future demand in terms of quality and quantity. Therefore a model must be created for day care centers of a that consists of a director from a professional group. an adequate environment, and a standardized in order to offer a qualified public health service linked to the home and community in Korea. The director of a day care center is a critical variable in determining the quality of service. Professional skills related to the needs of the elderly and the person's quality of service should be considered in appointing director for the center. This study belleves that a professional nurse should be the director of a day care center. The operating environment of a day care facility should be made up of considerable space comparable to the number of residents, should be in a comfortable and safe location, and should have equipment that provides a qualified, safe service to the elderly. Our model is designed for 20 persons and allocates 4 Peng per person. This model is comprised of a reading room. a craft room, a health room, a room for physical therapy, a dining room, a staff office, and a multi -purpose room connected to other rooms. Day care service should be a comprehensive service program meeting the multidimensional needs of the elderly. A comprehensive service program needs a team of various professionals made up of the elderly family, participants, nurses, social workers, physical therapists, nutritionists, and medical doctors. The program will also include health care service, physical therapy, speech therapy. diet, occupational therapy, transportation service, health and an education program, etc. In conclusion, a model of a day care center is developed with the following components: a professional director and an environment and program, that considers the physical, mental, and social characteristics of the elderly. A model should also motivate self-reliance self-fulfillment in the elderly in order to fulfill their health needs and to prevent isolation from society and mental depression. Furthermore, This facility will be a beneficial factor in reducing a family's burden on caring for the elderly that includes unnecessary hospital expenses. The following is a suggestion based on results this study: A service program should be developed to fit the conditions of the elderly in Korea by specifically analyzing the needs of the elderly.

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환경친화적 주생활 교육을 위한 쟁점중심 교수.학습 과정안 개발 및 적용 (Development and Application of Issue-Centered Teaching.Learning Process Plan for Environment-Friendly Housing Education)

  • 박희정;조재순
    • 한국가정과교육학회지
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    • 제21권3호
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    • pp.45-64
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    • 2009
  • 이 연구의 목적은 중학교 기술 가정과 주생활 영역 교육에서 환경친화적 주생활 내용을 쟁점중심 수업으로 접근하는 교수 학습 과정안을 개발하고 이를 실제 수업에 적용하는 것이다. 이를 위해 ADDIE 교수설계 모형에 따라 분석, 설계, 개발, 실행, 평가 5단계를 거쳐 연구를 진행하였다. 2008년 7월 경기도 용인 G중학교 3학년 7학급(222명)에 2차시씩 적용하였다. 2시간 수업을 위해 개발한 교수 학습 과정안은 2개로, 1차시에서는 '환경친화적 주생활이란?', 2차시에서는 '주택가 주차난의 환경친화적 해결 방법은 무엇일까?'를 쟁점주제로 하였다. 개발한 교수 학습 자료는 읽기 자료 4개, 사진과 그림 자료 12개, 동영상 자료 5개이며, 교수 학습 활동지는 7개이다. 교수 학습 과정은 6단계로 쟁점제기, 용어정의, 쟁점의 성격 명료화, 다양한 관점 연구와 분석, 대안 제시 및 평가, 해결책 탐구 및 실천으로 구성하였다. 주된 교수 학습 방법은 찬반 논쟁 협동학습(PRO-CON)으로 이를 배심원 토론 기법으로 적용하였다. 평가는 학생용 사전 사후 평가지, 교수 학습 활동지, 연구자 관찰, 수업 장면을 촬영한 영상자료 분석을 통해 양적 질적 측면으로 접근하였다. 연구 결과를 사전 사후 차이 분석, 수업활동지 분석, 사후 교수 학습활동 평가 세 측면에서 살펴본 결과, 환경관점은 교수 학습 과정안 적용 전과 후 모두 환경관리주의 관점보다 근본생태주의와 사회생태주의 관점 성향이 현저하게 높았으며 사전사후 차이가 나타나지 않았다. 환경친화적 주생활 실천의사는 사전보다 사후에 유의하고 더 높게 나타나 이 수업의 효과가 있었다고 볼 수 있다. 실험 수업 후 교수 학습 내용, 방법, 목표인식, 수업전개 4가지 측면에 대한 평가는 대체로 긍정적으로 학습내용의 새로운 정도, 보조 자료의 다양성, 실생활 필요도, 상호협동성, 수업 만족도가 매우 높았다. 대체로 여학생이 남학생보다, 자신이나 가족의 환경관심이 클수록 수업내용과 목표를 더 긍정적으로 평가하였다. 교수 학습방법인 찬반논쟁 협동 학습(PRO-CON)과 배심원 토론 방식에 대해서 환경친화적 주생활 내용에 적합한 방법이었으며 학생의 자발적 참여를 유도하는 데 긍정적이었다고 평가하였다. 연구 결과를 통해 환경친화적 주생활 교육은 가정생활뿐만 아니라 사회 전반에 영향을 주는 실천적인 교과교육 내용이며, 이를 쟁점중심 수업으로 접근하는 것이 효과적인 교수 학습 방법 중 하나라는 것으로 규명되었다. 그러나 수업 시수 부족으로 학생들의 참여가 충분히 이루어지지 못한 점과 토론 활동에서 나타난 대표 토론자 변인 차이를 최소로 하는 방법을 모색해야 할 것이다.

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불리(不利)한 환경(環境)의 학령전(學齡前) 아동(兒童)을 위한 보상교육(補償敎育)에 관(關)한 연구(硏究) - 미국(美國) 및 일본(日本)의 보상교육(補償敎育)·프로그램을 중심(中心)으로 - (A Study on the Compensatory Education for the Disadvantaged Children in Preschool Age (Focussed on the Programs of Compensatory Education in the U.S.A. and Japan))

  • 정영숙;이희자
    • 아동학회지
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    • 제1권
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    • pp.65-81
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    • 1980
  • This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.

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지능적인 RFID 미들웨어 시스템을 위한 적응형 윈도우 슬라이딩 기반의 유연한 데이터 정제 (A Smoothing Data Cleaning based on Adaptive Window Sliding for Intelligent RFID Middleware Systems)

  • 신동천;오동옥;류승완;박세권
    • 지능정보연구
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    • 제20권3호
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    • pp.1-18
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    • 2014
  • RFID는 유비쿼터스 환경의 다양한 응용분야에서 기본적인 기술로 사용되어 왔다. 특히, 사물 인터넷을 위한 향후 RFID 기술의 폭 넓은 활용의 장애물중의 하나는 태그 리더기에 의한 RFID 데이터의 근본적인 비 신뢰성이다. 특히, 읽기 손실과 잘못된 읽기 같은 읽기오류 문제는 RFID 시스템이 적절히 처리해야 할 필요가 있다. 왜냐하면, 미들웨어 시스템이 전달한 오류 데이터는 궁극적으로 응용 서비스의 품질을 저하시킬 수 있기 때문이다. 따라서 높은 품질의 서비스를 위해서 지능형 RFID 미들웨어 시스템은 응용에 깨끗한 데이터를 전달하기 위해 읽기오류를 상황에 따라 적절하게 처리하여야 한다. 읽기 오류를 해결하기 위한 보편적인 방법 중의 하나는 슬라이딩 윈도우 필터의 사용이다. 따라서 최적의 윈도우 크기를 결정하는 것은 특히 모바일 환경에서는 읽기 오류를 줄이기 위해 쉽지 않은 중요한 일이다. 본 논문에서는 지능형 윈도우 크기 조정을 통해 읽기 오류를 줄이기 위하여 단일 태그를 위한 RFID 데이터 정제 방안을 제안한다. 이항 샘플링을 기반으로 한 기존 연구와 달리, 본 논문에서는 가중치 평균을 사용한다. 이는 최근의 읽기가 더 정확한 현재의 태그 전이를 나타낼 수 있으므로 과거와 현재의 읽기를 차별화하는 일이 필요하다는 것에 기반을 두고 있다. 가중치 평균을 사용하므로 이질적인 읽기 패턴을 갖는 모바일 환경에서도 효율적으로 적응하여 윈도우 크기를 동적으로 조정할 수 있게 된다. 뿐만 아니라, 윈도우 내의 읽음 패턴과 감소되는 윈도우 크기의 효과를 분석함으로서 더욱 효율적이고 정확한 크기 조정 결정을 할 수 있도록 한다. 제안한 방안을 사용하면 RFID 미들웨어 시스템이 응용에 좀 더 정확하고 무결점의 데이터를 제공함으로써 본래의 응용 서비스 품질을 보장할 수 있도록 한다는 궁극적인 목적을 달성할 수 있을 것으로 기대한다.

코로나19 비대면 수업 환경에서 대학생들과 교수의 학업중단 인식 (University Students and Professors' Recognition of Dropout In Covid-19 Non-Face-To-Face Classroom Environment)

  • 정진;최미정
    • 한국엔터테인먼트산업학회논문지
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    • 제15권8호
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    • pp.279-290
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    • 2021
  • 코로나19로 대학 학사운영이 원활하게 이루어지지 못하고 대부분 비대면 수업으로 진행되자, 학생들의 학업중단은 꾸준히 증가하고 있는 추세이다. 이 연구에서는 코로나19 비대면 수업환경에 대한 물리학과 대학생들의 인식과 교수들의 인식, 코로나19 비대면 수업환경이 학생들의 학업중단에 미치는 영향을 포커스 그룹 인터뷰를 실시하여 분석하고 그 결과를 바탕으로 코로나 19 비대면 수업이 물리교육에 주는 시사점을 제시하였다. 물리학과 학생들은 코로나19로 인한 비대면 수업에 대해 '몸은 편한데 마음은 불편한 비대면 수업', '나보다 똑똑한 사람이 책 읽어주면서 설명하는 느낌', '짧은 동영상 강의, 편하지만 손해라는 기분'이라고 하였으며, 교수들 역시 '완전 180도 바뀐 수업체계', '부담감이 많은 온라인 수업'이라고 하였다. 학업중단에 대해서 학생들은 비대면 수업환경으로 학업중단에 대한 고민이 더욱 심화되어 전과에 대한 고민이 증가되었다고 하였다. 교수들은 비대면수업과 학업중단 증가로 활력이 사라는 학과분위기가 되었다고 하였다. 코로나19 비대면 수업상황이 물리교육에 시사하는 바로 교수와 학생간 상호작용을 강화하는 방안 모색과 실습수업을 보완할 수 있는 실재감을 높이는 수업방안 모색, 그리고 물리학 교수들의 교과교육학 지식을 공유할 수 있는 기회 부여가 필요함을 제시하였다.

포트폴리오 평가를 적용한 가정과 주생활 교수.학습 과정안 개발 및 실행 -'주거와 거주환경' 단원을 중심으로 - (Development and Implementation of Teaching-Learning Plan for 'Residence and Living Environment' of Home Economics applied with Portfolio Assessment)

  • 이민정;조재순
    • 한국가정과교육학회지
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    • 제24권3호
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    • pp.225-239
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    • 2012
  • 이 연구는 학생 개개인의 수업과정을 종합적으로 평가할 수 있는 포트폴리오 평가를 가정 교과에 활용하고자 2007년 개정 교육과정의 기술 가정 교과의 8학년 '주거와 거주환경' 단원에 적용할 수 있는 교수 학습 과정안과 포트폴리오 평가 자료를 개발하여 실제로 교실 수업에 실행하여 평가가 통합된 수업을 실현하고 효과를 분석하는데 목적을 두고 있다. 이를 위해 ADDIE 교수설계모형에 따라 분석, 설계, 개발, 적용, 평가 단계로 연구를 진행하면서, 조한무의 포트폴리오 개발 단계가 포함되도록 하였다. 분석단계에서 교수 학습목표와 교수 학습내용을 선정하고. 설계단계에서는 교수 학습 과정안과, 포트폴리오 평가 자료 개발, 수업 실행 및 수업 평가에 대한 계획을 세웠다. 개발단계에서는 매 차시 작성한 활동자료를 모아 포트폴리오 결과물이 완성될 수 있도록 8차시 교수 학습 과정안과 포트폴리오 평가자료(읽기자료, 5개, 개인활동지 5개, 모둠활동지 2개, 주제활동지 3개, 자기평가지 8개)와 수업에 활용될 교수 학습자료(동영상 19개, 사진 8세트), 수업 평가용 설문지, 결과물 평가기준을 개발하였다. 이를 경기도 부천시 소재 K중학교 3학년 2학급 학생 74명을 대상으로 2011년 5월 16일~6월 17일에 실행하고 설문지 평가와 수업의 결과물인 포트폴리오에 대한 평가를 실시하였다. 질문지를 통해 알아본 수업에 대한 평가는 전반적인 소감, 평가를 겸한 수업과정, 학습목표달성도가 모두 높았으며, 세 가지 소단원 주제활동지를 포함한 포트폴리오 결과물도 평균 92점 정도로 우수하였다. 이러한 결과를 바탕으로 이 연구에서 포트폴리오 평가를 적용하여 개발한 교수 학습 과정안은 평가가 통합된 수업으로서 적정하고 효과적이었다고 결론내릴 수 있다. 이 연구에서 다루지 못한 통제집단과의 수업효과 비교, 포트폴리오 적용수업의 전후비교, 소수 어려움을 표시한 학생 지도방안, 개별학생의 지속적인 변화와 발달과정을 분석하는 후속연구를 제안한다.

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초등과학영재학생의 과학지식과 과학창의성의 관계 - 생명 영역을 중심으로 - (The Relationship between Scientific Content Knowledge and Scientific Creativity of Science-Gifted Elementary Students - Focusing on the Subject of Biology -)

  • 김현주;김민주;임채성
    • 한국초등과학교육학회지:초등과학교육
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    • 제39권3호
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    • pp.382-398
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    • 2020
  • This study aims to analyze the relationship between scientific content knowledge of science-gifted elementary students and their expression of scientific creativity, and the characteristics of divided groups according to the levels of their scientific content knowledge and scientific creativity. A science-gifted program was implemented to 33 forth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea. The method of evaluating scientific knowledge was divided into well-structured paper-pencil test (asking specific and limited range of content knowledge of plants) and ill-structured descriptive test (stating all the knowledge they know about plants) to find out which methods were more related to scientific creativity. In addition, in order to find out the characteristics of each group according to the level of scientific content knowledge and scientific creativity, students were required to answer a questionnaire about their own self-perception of scientific knowledge and scientific creativity and how to obtain scientific knowledge. The main results of this study are as follows. First, Both well-structured paper-pencil test (r=.38) and ill-structured descriptive test (r=.51) results of elementary science gifted students were significantly correlated with scientific creativity. Second, As a result of the regression analysis on scientific creativity of science-gifted elementary students, both the knowledge measured by the two evaluation methods have the ability to explain scientific creativity. Third, the students were categorized into four groups according to the levels of their scientific content knowledge and their expression of scientific creativity, and the result showed that the higher the knowledge of science, the higher the scientific creativity. Fourth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type LL students of all 13 students (53.8%, 7 students) answered 'I have little knowledge of plants because I have little interest in them.' Fifth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type HH students of all 15 students (40%, 6 students) answered 'I think my science creativity is high through my experience of scientific creativity. Sixth, the responses to the Questionnaire revealed that 'reading' was the most popular way to obtain scientific knowledge, with 27 out of total 33 students choosing it. In particular, all 18 students from Type HH (high scientific knowledge and high scientific creativity) and Type HL (high scientific knowledge and low scientific creativity) - those with high scientific knowledge - gave that response. On the basis of this research, we should explore practical teaching methods and environment for gifted students to improve their scientific creativity by revealing the nature of the factors that affect scientific creativity and analyzing relationship between knowledge and scientific creativity.