• 한국과학교육학회지
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• 제39권2호
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• pp.187-195
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• 2019

이 연구의 목적은 2015 개정 교육과정에서 신설되어 2018학년도에 처음 적용된 고등학교 통합과학의 운영 실태를 진단하고 과학 교사들의 인식을 파악하며, 이로부터 현장 안착을 위한 시사점을 도출하는 것이다. 이를 위해 통합과학 교원 연수에 참여한 과학 교사를 대상으로 설문을 실시하였으며, 고등학교 과학 교사 384명의 응답 결과를 분석하였다. 분석 결과에 따르면 단위학교에서 통합과학은 6단위로 편성하고 2명 이상의 교사가 성취기준을 나누어 담당하는 경우가 많은 것으로 나타났다. 그리고 과학 교사들은 통합과학 적용으로 인한 가장 큰 변화로 학생 활동 증가를 꼽았으며, 수행평가 비중 증가, 평가 방법 다양화, 교사 간 협의 증가, 자연 현상의 통합적 이해 제고 등에 대해 대체로 긍정적 변화 인식을 보였다. 특히 화학을 전공한 교사들은 자연 현상의 통합적 이해 제고에, 교직 경력 15년 이상의 교사들은 학생 활동 증가, 평가 방법 다양화, 교사 간 협의 증가에 대해 더욱 긍정적으로 인식하고 있었다. 통합과학을 지도하는 데 있어서는 비전공 내용에 대한 교수를 가장 어려워하며, 가르쳐야 하는 내용의 적정 수준을 결정하는 것 역시 어렵게 느끼고 있었다. 그러나 공통과학을 전공한 교사들은 비전공 내용을 가르치는 것에는 어려움을 거의 호소하지 않았으며, 15년 이상 경력 교사들은 상대적으로 활동 위주의 수업과 과정 중심 평가에 어려움을 겪는 등 집단 간 차이도 확인되었다. 통합과학을 2명의 교사가 나누어 담당하는 경우에 연수 내용으로는 교과내용학, 연수 방법으로는 이론과 실천을 접목한 혼합 연수와 맞춤형 연수에 대한 요구가 통계적으로 유의하게 높았고, 1명의 교사가 전담하는 경우에는 대체로 가장 낮은 요구를 보이는 것으로 나타났다. 이러한 결과를 바탕으로 통합과학이 성공적으로 실행되기 위해서는 양질의 교수학습 및 평가 자료를 개발하여 배포해야 하고 통합과학 지도를 위한 교사 연구 모임 등을 활성화하며, 중 장기적으로는 단위학교 상황에 맞게 적용할 수 있는 통합과학 편성 운영 모델을 개발하고 통합과학에 대한 전문성을 갖춘 과학 교사 양성 시스템이 요청됨을 논의하였다.

• 한국콘텐츠학회논문지
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• 제16권3호
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• pp.607-616
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• 2016

이 연구의 목적은 중등 과학 교사의 과학 교수 효능감에 따라서 천문 수업에서 나타나는 수업 반응은 어떠한지를 알아보았다. 2009개정 과학과 교육과정 내용체계 중 '태양계'와 '외권과 우주개발'을 담당하는 중학교 과학교사들을 대상으로 무선 표집하여 29부의 과학 교수 효능감에 관한 질문지를 배부하였으며, 이 중 응답이 완결된 27부를 연구 자료로 채택하였다. 또한 질문지로부터 나온 총점을 빈도 분석하여 상위 및 하위 5%를 본 연구의 연구대상으로 선정하였으며, 자료 수집을 위해 준참여관찰, 녹음, 반구조화된 면담 등의 방법을 사용하였다. 그 결과는 다음과 같다. 첫째, 효능감이 높은 과학 교사의 수업에서는 천문 분야와 관련된 전문적인 지식에 대한 접근성이 뛰어나고 교과 내용학 지식이 매우 높았다. 둘째, 효능감이 낮은 교사가 교사 위주의 수업을 지향하고 있는 반면, 과학 교수 효능감이 높은 교사는 학습자 위주의 수업과 이에 맞는 수업전략이 마련되어 있었다. 셋째, 과학 교수 효능감이 높은 교사는 천문연구회를 통한 과학지식뿐만 아니라 다양한 기구를 활용할 수 있는 아이디어를 제공받고 있었다. 따라서 천문수업에 대한 자신감과 교과 내용학 지식을 통한 수업전략 뿐만 아니라 천문관측과 같은 수업관련 활동이 과학 교수 효능감을 유의미하게 예측해 주는 중요 변인이었다.

• 과학교육연구지
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• 제45권2호
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• pp.143-155
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• 2021

본 연구의 목적은 2018년도부터 적용된 2015개정 교육과정의 통합과학과 과학탐구실험의 지난 3년간의 현장적용 실태를 점검하고, 이를 토대로 2022 개정 교육과정 및 고교학점제에 대비하여 두 과목의 개선 방안을 탐색하려는 것이다. 이를 위해 전국에 분포한 고등학교들이 고르게 포함되도록 지역별로 분배, 표집하여 설문조사를 실시하였으며 총 192개 학교의 과학교사가 설문에 참여하였다. 또한 과학과 선택과목 재구조화에 대한 현장전문가의 의견을 조사하기 위해 12명의 고등학교 과학 교사들을 초점집단으로 선정하여 심층면담을 실시하였다. 주요 연구결과를 살펴보면, 설문조사에서 통합과학의 경우 현장적용 3년차를 맞이하여 대부분의 학교에서 6~8단위로 편성·운영하는 것으로 나타났으며, 학급당 통합과학 담당 교사는 3개년도 평균 2~3명으로 나타났다. 과학탐구실험의 경우 학기당 1단위씩 총2개 학기로 편성·운영하는 경우가 가장 많았으며, 부족한 시수를 채우기 위해 여러 명의 과학교사가 과학탐구실험을 담당하고 있는 것으로 나타났다. 심층면담에서 과학교사들은 향후 고교학점제에 대비하여 학기단위 집중이수가 가능한 규모로 통합과학을 축소하고, 핵심역량을 강화하여 재구조화해야 한다고 주장하였다. 연구결과를 토대로 2022개정 교육과정의 고등학교 공통과목 재구조화에 주는 시사점을 학기단위 집중이수가 가능하도록 통합과학을 빅아이디어를 중심으로 재구성하는 방안, 선택과목 수강을 안내할 수 있는 기본 과학개념을 중심으로 과학과 공통과목을 구성하는 방안, 고등학교 1학년 과학과 공통과목을 통한 선택과목 안내 및 진로지도의 필요성, 과학영역간 간학문적, 다학문적 통합·융합 과목을 지도를 위한 교사 전문성 강화의 필요성 등을 제안하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.252-259
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• 2007

The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.

• 대한영양사협회학술지
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• 제5권2호
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• pp.117-127
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• 1999

This study was carried out to provide the improvable way of foodservice management to dietitian in the elementary schools. For this purpose the serving pattern of food, menu planning, nutrition education, leftover management and difficulties in foodservice were investigated. The survey was conducted through questionnaires, which were collected from 249 dietitions randomly selected in Taejon and Chung Nam. Data were analyzed by SAS program. The main results of this study are as follows. The children in Taejon took foods in the class room(65.7%) and those in Chung Nam in the dinning hall(89.9%)(p<0.01). In menu planning the balance of nutrition(42.6%) was mainly considered and then food preference(19.7%), variety of menus(16.1%), food cost(16.1%), composition of food color, taste and texture(3.2%), skills of food making(1.6%) and the number of students(0.8%). They referred cooking magazines(47.7%), the previous menu(42.2%), children's opinion(7.2%) for planning menu. The insufficiency of implements and devices for food(24.1%) and lack of season's food(20.4%) were indicated as difficulties in their job. 34.5% of dietitians used a standard menu, 79.5% investigated food preference of children, 74.3% evaluated taste of foods before serving, and 80.7% regularly checked leftover. The major reason for leftover was careless of the teacher in charge in Taejon and bad taste of foods nutrition in Chung Nam(p<0.001). 98.5% of them answered that they had the responsibility for nutrition education in elementary school. They had a hard time in relationship with the staffs in school(40.6%) and employees for food(39.8%), and lack of market information(38.2%). To efficiency of dietitian's work can be enhanced by reflecting the results of children's food preference and leftover, by using standard cooking method and proper cooking utensil, and by performing nutrition education for children by themselves.

• 지역사회간호학회지
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• 제32권4호
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• pp.566-577
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• 2021

Purpose: This study aimed to determine the correlation between job performance difficulties and job satisfaction that novice health teachers experienced in a new school environment, and provide the basic data necessary for policy development. Methods: Data were collected from 196 novice health teachers without in-service training program for the qualification of 1st grade and with less than four years of work experience in Korea. The self-report questionnaire consisted of general characteristics, perception of difficulties in job performance, and job satisfaction. The data were analyzed using the x² test, t-test, ANOVA, and Pearson's correlation coefficient. Results: Novice health teachers had the most difficulty in health education during their job performance, whereas teachers without hospital clinical experience encountered difficulties in health management. Those with less than two years of teaching experience or no experience of being contract health teachers had higher job performance difficulties. The results revealed that the lack of experience in performance at a school site had a considerable influence on the difficulty in job performance. In terms of job satisfaction, novice health teachers had the highest satisfaction with status recognition and the lowest satisfaction with their tasks in charge. Additionally, as the difficulty in job performance increased, job satisfaction decreased. Conclusion: The study results indicated the need for training to provide novice health teachers with sufficient experience in job performance before being placed in a school. The provision of support to respond to difficulties in job performance will improve job satisfaction and contribute not only to the development of novice health teachers, but also to the improvement of the quality of school health.

• Journal of Nutrition and Health
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• 제55권6호
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• pp.699-708
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• 2022

Purpose: Adequate nutrition is to be provided for normal growth and development during early childhood. Currently, childcare teachers provide lunch to most children in Korea. The purpose of this study was to investigate the portion size provided by teachers and examine the effect of education on food serving size. Methods: The subjects were childcare teachers (n = 120) in charge of children aged 3-5 years at a daycare center in Hanam-si. The survey was conducted through questionnaires which included questions on the general characteristics of the teachers, their nutritional education status, and the source of nutrition information. In addition, the portion sizes of items on the menu currently provided to children were measured and the data were analyzed. To assess the effectiveness of education in determining serving size, the subjects were randomly equally divided into two groups. In the first group (n = 60) theoretical education on nutrition and serving sizes was given, whereas in the second (n = 60), practical education on these topics was provided. Results: The difference between the actual portion size of rice and the serving size announced on the menu was observed to decrease along with the increase in the experience of the teacher, although the differences in the main dish and kimchi were higher. The gap between the serving size mentioned in the menu and the portion size distributed widened as the age of the teachers increased. Notably, the difference between the portion size and the serving size of food decreased after both practical and theoretical education. Furthermore, the effect of education on the serving size of the main dishes (p < 0.001), side dishes (p < 0.01), and kimchi (p < 0.01) was observed to be greater in the practical education group than in the theoretical education group. Conclusion: Regular education should be provided to teachers on the serving sizes mentioned in the menu, as the quantity of food served depends on the experience and age of teachers. In the case of rice, theoretical education alone sufficed to ensure a proper serving size. However, hands-on training on the main and side dishes, and kimchi would be much more helpful.

• 초등상담연구
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• 제6권1호
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• pp.193-215
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• 2007

The purpose of this study was to identify the effect of the Peer Relationship Program on the school adjustment of Ha-nul with the school maladjustment by peer problems. To achieve this purpose, single subject pretest-pottiest design was implemented for Ha-nul with school maladjustment in the third grade of the elementary school. As for the testing period of this study, this program was carried out one time a week for 10 weeks from Sept 11, 2006 to Oct 13, 2006. Each test lasted for $40{\sim}60$ minutes. To find out changes in the school adjustment of the subject child, the progress in change before and after tests was comparatively analyzed through a Likert-type three-step evaluation scale and presented as tables and graphs regarding the target behavior table. And the school adjustability was calculated in terms of percentage and presented as tables and bar graphs through a Likert-type four-step evaluation scale. Change in the subject Ha-nul's behavior, which was shown in test scenes, was observed and recorded and then Qualitatively analyzed. The following conclusions were drawn from the results of this study: First, the Peer relationship improvement program was effective in the positive influence to the relationship between a teacher in charge and Ha-nul with the school maladjustment This program made a confidence and increased the ability to express one's own ideas and feelings to others. Second, the Peer relationship improvement program was effective in the positive influence to the relationship between schoolfellows and Ha-nul with the school maladjustment This program provided the opportunities to get along with peers naturally and the abilities of a mutual understanding. Third, the Peer relationship improvement program was effective in the partially positive influence to Ha-nul with the school maladjustment. Fourth, the Peer relationship improvement program was effective in the positive influence to follow the school rules by experiencing a role, concession and fairness through the various activities. Fifth, the Peer relationship improvement program was effective in the positive influence to take part in the school event with a self-confidence and cooperation with peers through the various activities.

• Child Health Nursing Research
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• 제8권4호
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• pp.422-434
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• 2002

This study was conducted with 512 students in 4 primary schools located at the inner and the outskirt of K city, Northern Kyungsang Province from November 6, 2001 to November 27, 2001(during 3 weeks). This study was a research about the difference of a bullying degree and tendency of both teasing and teased students. The purpose of the study was to help nursing teachers in charge of student consultation and treatment. The findings are as follows: First, for to whom students confess their worries, students in lower grade talked to their parents while students in higher grade talked to their close friends. The higher grader, the higher rate in solving their problems by themselves. For how many students are teased by their peers in groups, 52.0％ students answered 1 or 2 students in a class. For the reasons of bully, 37.0％ higher graders answered, very selfish and putting on airs after 29.6％ lower graders answered, ugly and bad at speaking. Second, for perception of peer relation, 81.3％ students participating in the study answered, very important. For a question whether students satisfy present relation with their friends by gender, 53.7％ boys were satisfied while 34.6％ girls were satisfied. Third, for difference in bullying by gender, boys mainly teased others by using words and physical power(p<0.000) while girls estranged others. When it goes to teased students, it was the case: boys were bullied physically(p<0.000) and linguistically while girls were hurt by estrangement. Having nothing direct to do with school achievement, nursing teacher should make good use of such an advantage that students tend to easily confess their worries to them and take care of psychological aspects of students in treatment. Furthermore, it needs to include contents of bully in the regular heath care education.

• 보건교육건강증진학회지
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• 제15권2호
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• pp.43-53
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• 1998

The National Health Promotion Law passed in 1995 was a milestone for initiating a national health promotion program in Korea, and government officers and health professionals are working on how to approach health promotion issues. The purpose of this study was to analyse methods and use of constructivist paradigm in health promotion and education. The health promotion area needs community empowerment, building community partnerships, and community capacity. To meet these health promotion requirements health promotion workforce should be trained through professional preparation programs that contains communication skills, group process skills, and management of programs in advanced countries such as the United States and Australia. Skills and responsibilities of those who are in charge of providing health promotion services have not yet been clearly defined in Korea because the area of health promotion is a multi-academic field, and needs a different approach, constructivist approach. Constructivist paradigm requires relativism, reasoning skills, collaborating, and motivation. These components are needed for community empowerment. Constructivism also has been applied to the field of education. Problem-based education, outcome-based education, performance-based education came from the constructivism. These educational methods are student-centered method. As the modernizing society becomes more complicated, traditional or conventional teacher-centered education cannot meet the needs of students. Students need to learn skills necessary to make healthy decisions with individual value system. So these interactive, self-learning methods can serve much more to the learner. Constructivist educational methods can be applied to educational programs in computers, too. To expand and differentiate the area of health education and health promotion from other health related fields, it is crucial to devote efforts in application and development of constructivist methods.