• 대한지역사회영양학회지
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• 제15권5호
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• pp.648-655
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• 2010

This study is attempted to propose a quality evaluation method of the materials for nutrition education by applying readability test of printed materials for nutrition education. It is significantly important for the teaching class with nutrition education materials to consider students understanding level and education materials topics or choosing words in developed printed materials. This study performed an evaluation of the readability of text in teachers' guidebook, which is devised for elementary school students' education material about sugar, sodium and trans-fat and attempted to estimate the developing materials through analyzing difficulty level of the text. We utilized "The Teacher's Guidebook for Cooking Activity" that had been developed for elementary school by Ministry Education Science and Technology, as the readability evaluation standard. Compared with the average score of readability about "The Teacher's Guidebook for Cooking Activity", $72.94{\pm}6.85$, "Sugar Guidebook" was 70.94{\pm}7.46, "Sodium Guidebook" was $68.76{\pm}14.50$, and "Trans-fat Guidebook" was $58.87{\pm}10.79$. Considering the subjects careers or ages, "The Teacher's Guidebook for Cooking Activity" has little deviation by the subjects careers or ages and was "intermediate" or "easy" level; however, "Sugar Guidebook", "Sodium Guidebook", "Trans-fat Guidebook" was "intermediate" or "difficult" level (p < 0.05). Readability score was especially low when the contents of some particular subjects were too professionalized or scientific terms were frequently used, and thes results were definitely seen in the "Sodium Guidebook" and "Trans-fat Guidebook". With Cloze test score, the readability evaluation will be using as an evaluation tool for the nutrition education materials.

• 한국환경교육학회지:환경교육
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• 제11권2호
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• pp.144-155
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• 1998

This research aims to perceive the present state of science experimental education practiced in middle school and also to improve the laboratorial environment. Accordingly, this study surveyed 297 middle school science teachers in Seoul to examine the risks and accidents occurred during lab sessions, the conditions of chemical waste disposal, and whether or not teacher's manual clearly states cautions on toxic chemicals. About 70%(69.6%) of science teachers were highly concerned about risks and toxicity of chemicals used in classes, 59.9% experienced actual accidents, and 83.2% were anxiety of incidents caused by chemicals. Besides, 55.2% of science teachers answered that they have little knowledge about caring noxious chemicals used in lab sessions. So it turns out that they need more specific education on handling toxic chemicals. More than one third(36.7%) answered that they disposed of chemical waste water without any special care or kept it in the lab after experiments. The number of chemicals as well used in middle school curriculum is increasing as grades gets higher toxic chemicals. However, there are few teachers' manual covering how to handle noxious chemicals. Therefore, in middle school curriculum the number of poisonous chemicals should be minimized as much as possible, and in case the toxic chemicals have to be used, teacher's guide book should state precautions on handling chemicals in detail. Also government should make it obligatory on schools to instate ventilator for chemical waste, or to transport the waste to proper disposal systems.

• 한국초등과학교육학회지:초등과학교육
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• 제23권2호
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• pp.93-100
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• 2004

To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제21권1호
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• pp.19-37
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• 2018

본 연구는 1, 2학년 수학교과서에 반영된 다문화 교육요소를 분석하기 위해 다문화 수학교육 요소 분석 틀을 개발하여 2015 개정 수학과 교육과정과 이를 바탕으로 한 교과서와 교사용 지도서를 분석하였다. 교육과정 총론에서는 '우리 문화의 정체성'이나 '지식의 다양성', '사회적 문제 해결'에 대한 다문화 교육 요소가 비교적 명확하게 드러나 있었지만, 수학과 교육과정에서는 '우리 문화의 정체성'이 나타나지 않았다. 그럼에도 불구하고 수학교과서에는 '사회적 문제해결'을 제외한 다문화 교육요소가 고루 나타나 있었다. 그러나 교과서에 적용된 다문화 교육 요소의 적용 수준은 대부분 낮게 나타났으며 교과서에 제시된 다른 나라의 수학사나 문화가 지나치게 유럽 중심이라는 문제점이 있었다. 또한 교과서에는 다문화 학생이나 장애인, 타인종은 찾아볼 수 없었다. 이러한 연구 결과를 바탕으로 수학 교과에서 다문화 교육이 활성화 될 수 있도록 다음 교과서를 제작하는데 있어서 시사점을 제공하고자 하였다.

• 한국가정과교육학회지
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• 제6권2호
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• pp.147-160
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• 1994

The purpose of this study was to review the literatures on designing and developing the CAI program and to develop the middle school students’CAI program for tutorial and instructional game. For these purposes, the learning and instructional theories and the developing phases and strategies for the program were reviewed to design the CAI program. And then the developing unit was selected and the CAI types and the developing direction were set according to the analysis of the CAI programs and related literatures on home economics teaching, The four phases-analysis, design, development, and formative evaluation-were carried out in this study. The results of this study are as following: 1. The CAI porgram was developed on health and food life units. The program contains 12 classes on health and food life in two floppy diskettes. It consisted of total 9,000 lines and 76 frame and takes two hours to study this program. This program could be used in educational computers an could be utilized for unit learing tutorial. It was composed of three parts-unit learning, finding maze, and finding food. In the unit learning part, the learning contents in health and food life units were structured and presented. In finding maze and food part, the basic and the applied problems were presented with game. The characteristics of this program were as followings: (1)This program was able to bring learners’motivation due to the strategies of tutorial and instructional game and they can interestingly learn the program for themselves. (2) The learner could practive the learning contents repeatedly and unit learning while playing the gaming, (3) The learner himself can review and supplement the learning contents without teacher’s help. (4) This program was developed to unit learning on health and food life, on the other hand so far many CAI programs for home economics teaching were developed for studying separate learning units. 2. To effectively utilize this program, the guide book for the student and the teacher was developed. It contained method of using the program, introduction of the program, review of the program, the program objectives, the learning contents, and the keys to progress the program.

• 한국가정과교육학회지
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• 제35권3호
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• pp.1-20
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• 2023

유아의 영양교육 및 바람직한 식습관을 정착을 위한 그림책 개발을 위해 유아용 그림책의 식생활교육 내용을 분석하였다. 누리과정지도서 그림책(Nuri) 42권, 국립어린이청소년도서관 추천 그림책(NlCY) 40권, 어린이급식관리지원센터에서 출간한 그림책(CCFM) 46권, 총 128권을 분석하였다. 분석 도구 및 범주는 한국인을 위한 식생활지침과 누리과정의 신체활동·건강 영역 '바른 식생활하기' 교육 목표를 사용하였다. Nuri, NLCY, CCFM 그림책의 차이를 찾기 위해 교차분석을 실시한 결과(p<.05). 그림책에 가장 많이 등장하는 항목은 '매일 신선한 채소, 과일과 함께 곡류, 고기·생선·달걀·콩류, 우유·유제품을 균형 있게 먹자'로 그림책의 28.9%가 이 내용을 담고 있었으며 각 군 간에 유의미한 차이는 없었다. 그림책에서 두 번째로 많이 나타난 식생활지침은 '현지 식재료와 환경을 생각하는 식생활을 즐기자'로 21.9%가 이 내용을 포함하고 있었다. 이 항목은 군 간 차이(p<.05)가 있었는데, CCFM 그림책 6.5%, NURI 그림책 27.5%, NLCY 그림책 33.3%였다. '덜 짜고, 덜 달고, 덜 기름지게 먹자' '물을 충분히 마시자', '과식을 피하고 활동을 늘려 건강한 체중을 유지하자' '아침 식사를 꼭 하자' '음식은 위생적으로, 필요한 만큼만 마련하자' '음식을 먹을 땐 각자 덜어 먹기를 실천하자'는 그림책에 나오는 비율이 8% 미만으로 낮았다. 누리과정에서 '바른 식생활하기' 주요 내용으로 '건강한 음식' 36.72%, '음식을 골고루 먹는다' 30.47%를 차지했다. '바른 태도로 식사한다' 4.69%, '음식을 소중히 여긴다' 3.13%, '식사예절을 지킨다' 6.25%로 낮았다. 그림책에 가장 많이 나타난 식품은 채소류였다. 따라서 향후 식생활지침이나 누리과정의 영양 목표 관련 부족한 내용을 반영한 그림책을 더욱 개발하고 보급할 필요가 있다.

• 컴퓨터교육학회논문지
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• 제15권4호
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• pp.1-12
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• 2012

본 연구는 중학교 교육과정 중 정보 교과에 대한 저작권 교육 내용을 분석하고 저작권 교육을 강화하기 위한 방안을 제안하였다. 2007 개정 중학교 정보 교육과정과 검정 교과서, 지도서를 분석하여 정보교육에서 다루어지는 저작권의 내용과 체계를 추출하였다. 체계적인 분석을 위해 저작권 교육 내용 체계에 대한 연구물을 살펴보고 저작권에 대한 관심, 이해, 이용, 실천의 내용 체계에 맞춰 분석을 실시하였다. 분석결과 저작권 교육은 정보사회와 정보기술의 2단계에 집중되고 있으며 선택교과라는 점을 고려해 볼 때 다양한 영역에서 저작권 교육이 직간접적으로 필요함을 알 수 있었다. 중학교 정보 교육과정에서 저작권 교육의 가능성을 체계적으로 제안하고 이를 통해 저작권 교육이 강화될 것으로 기대된다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.39-50
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• 2006

The purpose of this study was to investigate the effect of metacognitive strategy on conceptual acquisition ofvseasonal change and self-efficacy when it was applied to 6th grade elementary students. This study consists of 2 classes, 76 students in the 6th grade of elementary school, which were divided into the experimental group (38) and the control group (38). First, a pre-test was administrated to check students' levels of metacognitive self-regulation and self-efficacy prior to getting planned lessons and then an instruction program was developed based upon the metacognitive instruction model and students' conception. The control group was exposed to traditional methods mainly using the textbook and teacher's guide book. The experimental group employed a metacognitive learning strategy program and activities with metacognitive questionnaires. After the planned lessons, the students were tested with post-tests about the conception of seasonal change and self-efficacy. One month later the students were tested again with another test to determine the continuation effect. The results were as follows: First, the group that used metacognitive conceptual change instruction did better in forming and continuing to maintain the scientific seasonal change conceptions compared to the control group. Second, the high and intermediate group taught by metacognitive conceptual change instruction was higher in the level of self-regulation than the control group. However, it was not verified in the low group. Third, the group which used metacognitive conceptual change instruction showed a higher level of self-efficacy than the control group did.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.267-275
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• 2012

The purpose of this study is to find out the effect of the role-playing analogy activity-based class on the academic achievement in science and the science process skills of elementary school students. One experimental group and one control group of 4th grade students were selected to perform a prior investigation on the academic achievement in science and the science process skill. Then the experimental group attended science lessons that were based on the role-playing analogy activity and the control group attended the traditional science lessons based on the text book and teacher's guide. After conducting lessons, a post investigation was performed for each group and the results were analyzed to produce the following conclusions. First, the role-playing analogy activity class was more effective to improve students' academic achievements than the traditional science class. And the role-playing analogy activity class was more effective to learners in the high-level group, which made a scores above the average in prior investigation on the academic achievement, whereas it was little effective to those in the low-level group. Second, the role-playing analogy activity class was effective to enhance students' science process skills than the traditional science class. And the role-playing analogy activity class was more effective to the learners' in the high-level group than those in the low-level group.

• 한국학교수학회논문집
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• 제20권1호
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• pp.43-56
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• 2017

본 논문에서는 2009 개정 초등학교 수학과 교육과정에 따른 $\ll$2009 수학 6-1${\gg}$에서 제시하고 있는 각뿔의 외연을 고찰하고 있다. $\ll$2009 수학 6-1${\gg}$에서는 전형적인 각뿔의 겨냥도를 예시하는 외연적 정의 방법을 사용해서 각뿔을 정의하고 있다. $\ll$2009 수학 6-1 교사용 지도서${\gg}$에서는 빗각뿔을 취급할 수밖에 없다고 말하고 있지만, $\ll$2009 수학 6-1${\gg}$에서 예시하고 있는 각뿔의 겨냥도로 보면, 빗각뿔 그리고 밑면의 모양이 정다각형이 아닌 직각뿔이라고 볼 수 있는 것은 사실상 나타나고 있지 않다. 본 논문에서는 이러한 결과를 바탕으로, 다음의 시사점을 결론으로 제시한다. 첫째, 초등학교 수학에서의 각뿔의 외연에 대한 논의와 그 결과에 대한 동의가 충분히 있어야 한다. 둘째, 교육과정의 의도가 교사용 지도서를 거쳐 교과서에서 구현되는 과정에서 각뿔의 외연이 일관되어야 한다. 셋째, 각뿔과 관련해서 초등교사가 알아야 할 지식에 관해 어느 정도 합의가 있어야 한다.