• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• 한국초등과학교육학회지:초등과학교육
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• 제34권2호
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• pp.183-193
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• 2015

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

• 치위생과학회지
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• 제22권1호
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• pp.9-19
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• 2022

Background: The purpose of this study was to identify the differences in the importance of oral pathology learning objectives for instructors and clinical dental hygienists and provide basic data that can guide learning objectives for acquiring practically necessary basic knowledge in the clinical field. Methods: Through the first-stage expert meeting, 27 items with less than four points out of 129 learning objectives in 15 detailed areas were deleted, 12 additional opinions were reflected, 114 learning objectives were set, and a survey was conducted with 253 people. Results: There were statistically significant differences in 92 items after examining the difference between professors and clinical dental hygienists. Among the areas of inflammation and repair, "Can explain the five symptoms of inflammation" had the highest with a score at 4.76 in the case of the professors. Among the areas of tooth damage, "Can explain abrasion" had the highest with a score at 4.61 in the case of the clinical dental hygienists. Conclusion: I would like to propose the existing 15 detail areas and 129 learning objectives as 14 detail areas and 98 learning objectives and strengthen the job competency of dental hygienists in the future. First, you need to develop competencies that are highly relevant to your work. Second, it is necessary to develop related textbooks and educational materials based on revised learning objectives and competencies. Third, based on revised learning objectives, the dental hygienist national examination should be improved. Through these changes in education, the education of oral and maxillofacial disease subjects should strengthen job competencies among dental hygienists with learning objectives that can be applied to actual clinical practice based on basic knowledge rather than knowledge orientation. In addition, it is possible to improve the quality of dental hygiene studies.

• 한국지구과학회지
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• 제34권7호
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• pp.711-726
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• 2013

본 연구의 목적은 2009 개정 과학 교육과정의 지구과학 I 목표와 교과서의 학습 목표와의 일치성을 알아보기 위한 것이다. 이를 위하여 교육과정의 목표와 교과서의 학습 목표를 능력, 공통 개념, 행위 동사로 구분하였으며, 이 자료를 언어네트워크분석을 이용하여 분석하였다. 분석 결과 능력 요소와 관련하여 교과서는 인지적, 정의적 영역을 주로 강조하였다면 교육과정은 이외에도 탐구능력을 함께 강조하였다. 공통 개념은 교과서가 교육과정보다 더 다양한 요소가 사용되었다. 행위 동사 요소는 '이해'를 가장 많이 사용하였으나 대부분 인지 체제 수준으로 제시한 것에 그치고 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제35권3호
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• 기본간호학회지
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• 제12권3호
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• pp.278-283
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• 2005

Purpose: The purpose of this study was to compare changes in learning objectives in Fundamentals of Nursing which were established between 2000 and 2004. Method: 2000, 2004 learning objectives were analyzed with frequencies and percents. Results: There was an increase in the total number of learning objectives used in 2004(n=534) over 2000(n=527). In 2004 compared to 2000, there was an increase in learning objectives related to nursing process, need of oxygenation, need of nutrition, need of temperature regulation, need of activity and exercise, need of comfort, medication, preoperative care. According to Bloom's taxonomy, learning objectives established in 2004, mainly consisted of three domains, 35.5% for comprehension, 23.6% for synthesis, 20.4% for knowledge Changes in learning objectives established in 2004 compared to 2000 decreases in the comprehension domain and increases in the synthesis domain. Conclusion: The learning objectives established in 2004 showed remarkable change when compared to those established in 2000. But the learning objective domains in Bloom's taxonomy were distributed unevenly. For better learning objectives in Fundamentals of Nursing, constant revision will be needed.

• 한국과학교육학회지
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• 제35권3호
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• pp.375-382
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• 2015

교과서는 교육과정의 구체적 산물이며, 교수-학습-평가의 가장 중요한 자료이기 때문에 교육과정의 의도에 맞게 잘 만들어진 교과서가 필요하다. 특히 교과서에 기술된 학습목표는 학습자에게 학습의 대상을 명확하게 제시하여 학습을 촉진하는 역할을 하므로 명확하게 진술될 필요가 있다. 본 연구에서는 우리나라 고등학교 물리I, 물리II 교과서에 진술된 학습목표에 사용된 서술어의 특징을 정리하고, 미국과 싱가포르 물리 교과서의 경우와 비교하였다. 우리나라 물리 교과서 2종에 기술된 학습목표의 특징을 정리해 본 결과 서술어에 사용된 동사의 종류가 22종, 14종으로, 미국과 싱가포르 물리 교과서의 65종, 26종에 비해 적었으며, 주로 '이해하다', '알다'와 같은 추상적이고 포괄적인 뜻을 가진 동사가 사용되고 있다는 점이 문제점으로 드러났다. 미국 물리 교과서의 경우 65종이나 되는 다양한 동사를 서술어에 사용했을 뿐만 아니라, 10% 이상 사용된 것이 없고 소수로 사용된 동사가 대부분이라는 점이 두드러지게 나타났다. 학습목표를 영역별로 분류했을 때 우리나라의 경우 2종의 교과서에서 인지적 영역에 해당되는 학습목표가 98~99%를 차지하고 있으며, 탐구과정 영역에 해당되는 학습목표는 1~2%에 불과했다. 이는 학습목표의 진술 형태가 구체적이지 않을 뿐만 아니라 교과서의 탐구활동이나 읽기자료 등의 내용이 학습목표에 명시되지 않았기 때문에 학습목표의 대부분이 인지적 영역에 해당될 수밖에 없는 것으로 나타났다. 미국 물리 교과서의 경우 탐구 영역이 타 교과서에 비해 많은 비중을 차지하고 있었으며 이 영역의 학습목표 서술어 진술에 사용된 동사의 종류도 또한 많은 것으로 나타났다. 싱가포르의 경우 학습목표가 인지적 영역에 치우쳐있는 것은 우리나라의 경우와 비슷하나 학습목표의 서술어가 행동동사를 사용해 구체적인 형태로 진술되어 있다는 점에서 차이가 났다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.545-556
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• 2013

The purpose of this research was to enhance the understanding of scientific thinking of $5^{th}$ graders of elementary school through conducting investigative analyses on the students' associations with regard to illustrations on science textbooks and to provide basic data that are needed for the teachers teaching science in classrooms to reorganize textbook illustrations suitable to the realities of science contents and realms. In order to achieve the research purposes, subject $5^{th}$ grade students were asked to write down what they associated with the illustrations on the matter part of the $5^{th}$ science textbooks of elementary school: among 14 illustrations, a half of them were after lessons and other half from before lessons. The types of students' learning goal statements according to Bloom's taxonomy of educational objectives were compared with the learning objectives provided in teachers' guide. The differences between before and after lessons in associated words which students used responding to given illustrations were investigated. Students' responses were analyzed in terms of how their associations were consistent with what their preference of learning objectives would be as well. Students variables including their achievement levels and gender were used as group variables in order to locate their effects on differences in their associations before and after the lessons. It was found that students manipulated the given illustrations more variously with more explanations before the lessons than after. After the lessons students tended to describe the illustrations more homogeneously and made theirs stick on the given direction by the textbooks. The implications for how school teaching affected to students' perception was made.

• 한국컴퓨터정보학회논문지
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• 제21권1호
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• pp.181-189
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• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.

• 영재교육연구
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• 제27권1호
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• pp.17-35
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• 2017

이 연구는 대학부설 과학영재교육원의 교육프로그램에 제시된 학습목표를 Bloom의 신교육목표분류체계와 언어네트워크분석 방법을 통해 분석하고 결과를 비교함으로써 학습목표를 분석할 때 언어네트워크분석 방법의 적용 가능성을 알아보기 위한 것이다. 이를 위하여 27개 대학부설과학영재교육원의 교육프로그램 중 과학 분야 169개 주제에 제시된 702개의 학습목표를 분석대상으로 선정하여 Bloom의 신교육목표 분류체계에 따라 분류하고 코딩한 후 각 학습목표 사이의 구조적 특성을 알아보기 위해 언어네트워크분석을 사용하였다. 분석 결과로 나타난 주요 특성은 다음과 같다. 첫째, 주제 별로 사용된 학습목표의 특성을 살펴본 결과 초등은 약 3개, 중등은 약 6개의 서로 다른 범주의 학습목표가 사용되고 있었다. 둘째, 연구방법과 학교 급에 관계없이 지식차원의 사실적 지식, 개념적 지식과 인지과정 차원의 '기억하다', '이해하다', '창안하다'의 비중이 높게 나타났다. 셋째, 단순 통계 분석 결과로는 확인할 수 없지만 언어네트워크분석 방법을 통한 가중치에 근거하여 살펴본 결과 초등 단계는 과학적 사실에 대한 학습을 통해 실제실험과정에 적용해 보는 활동을 강조한 반면, 중등 단계는 이보다는 과학적 사실, 개념 자체를 이해하는 것을 더욱 강조하고 있었다. 이와 같은 결과로 볼 때 기존 단순 통계적 연구를 통해 분석한 것에 비해 보다 다양한 학습목표의 특성을 해석할 수 있는 것으로 보아 언어네트워크분석방법이 학습목표를 분석하는데 적용 가능성이 높은 것으로 판단된다.