• 한국과학교육학회지
• /
• 제24권1호
• /
• pp.29-47
• /
• 2004

Two project-centered secondary school programs were studied as part of an effort to elucidate successful components for science reform-based curriculum development. The Teachers for Exciting Science (TES), and Foundational Approaches in Science Teaching (FAST) programs in Korea and U.S., respectively, are project-centered programs because their curricula are centered on the activities initiated and engaged in by the students. Students serve as principal investigators in their projects, and teachers serve as guides. Both programs were analyzed based on criteria such as curriculum design, teaching, lives of students, lives of teachers, evaluation of program, from the Third International Mathematics and Science Study (TIMSS). In the programs, teachers and students directed the development of curricula and their implementation. Students assumed teacher roles as mentors of other students. And emphasis was on development of communication skills through student-delivered talks and written papers, and professional development of teachers as educators and scientists. Participation in TES stimulated secondary school student interest in science, encouraged inquiry thinking, increased achievement in learning science, and promoted better awareness of science related to real life. FAST students practice laboratory and field techniques, experimental design, hypothesis formation, generalization, and practical implications of research as academic and applied disciplinarians. These project-centered programs have been successfully implemented in field, lab, and classroom curricula for secondary science education. Comparison of these programs will provide an opportunity for identifying key elements instrumental in successful implementation of guidelines for science education, as measured through successful outcomes.

• 대한화학회지
• /
• 제58권1호
• /
• pp.118-125
• /
• 2014

이 연구의 목적은 Nature-Study의 형성 과정을 역사적으로 고찰함으로써 오늘날 이루어지고 있는 과학교육의 방향과 의미를 재고하여 시사점을 찾는 것이다. Nature-Study의 사상은 실물 교육을 강조한 캄파넬라, 라트케, 코메니우스, 페스탈로치 등의 사상에 기초하고 쉘던의 사물학습, 아가시의 자연사, 파커의 진보주의에 의해 형성되었다. Nature-Study는 방법적 측면에서는 사물학습의 '실물 주제 중심의 학습', 내용적 측면에서는 자연사의 '자연에 대한 학습', 철학적 측면에서는 진보주의의 '학습자 중심의 학습'에 영향을 받아 발전해 나갔다. 아가시의 제자로 쉘던의 오스위고 사범학교와 파커의 쿡 카운티 사범학교에서 근무한 스트레이트는 이 세 영역을 종합화하여 Nature-Study 형성의 기틀을 마련하였다. 이어 쿡 카운티 사범학교의 잭만은 Nature-Study를 교과로서 확립시켰으며 코넬 대학의 베일리와 콤스톡은 미국 Nature-Study 협회를 구성하여 대중화에 공헌하였다. 그러나 교육자들이 점차 통합적인 Nature-Study를 거부하고 직접 경험보다 교과서를 중요하게 여기면서 1920년대 이후 Nature-Study가 쇠퇴하게 되었다. 과학교육에서 Nature-Study 정신은 통합과 실제적 학습을 강조하는 오늘날 과학교육에 있어 자연을 주제로 한 통합교육, 자기주도적 학습, 자연과의 교감, 학습자의 인격 형성에 큰 역할을 할 것으로 판단된다.

• 한국사회정책
• /
• 제23권2호
• /
• pp.141-172
• /
• 2016

본 연구는 광주광역시 초등학교 돌봄교사 대상 심층면접을 통해 수집한 자료를 바탕으로 초등돌봄교사의 고용형태와 노동조건에 대해 살펴보고 이들의 노동경험에서 나타나는 다양한 문제들을 고찰한다. 초등돌봄교실은 초등학교 학생들의 방과후 돌봄공백을 해결하기 위한 교육부의 정책으로 2014년에 급속하게 확대되었으며, 이 과정에서 학교 비정규직인 시간제 돌봄교사들이 대거 학교현장으로 유입되었다. 여성이 다수를 차지하는 초등돌봄교사의 비정규직화는 여성 비정규직과 관련 노동에 대한 사회적 차별, 배제와 불평등 현상이 공공영역인 학교에서도 나타나고 있음을 대표적으로 보여준다. 돌봄교실의 제도화를 통해 사적영역에서 담당해온 돌봄이 가정을 벗어나 사회화된다 하더라도 돌봄노동을 수행하는 주체는 여전히 여성이 주가 되며 공적영역의 돌봄노동은 저임금과 불안정고용으로 특징지어지며 저평가된다. 공교육에서 돌봄교실의 중요성과 수요급증에 따른 확대가 강조되는 상황에서 초등돌봄교사의 고용형태와 노동조건은 오히려 더 열악해져왔다. 교육부와 각 시도교육청은 '질높고 안전한 돌봄서비스 제공'을 위한 돌봄교실의 효율적 운영을 내세우며 돌봄교사의 시간제 계약직 고용과 돌봄교실의 외주위탁운영을 확대하고 있다. 본 연구의 사례로 살펴본 광주광역시의 경우, 최근 2년동안 돌봄교사의 주15시간미만 초단시간 근로계약 체결과 돌봄교실의 외주화가 확대되면서 돌봄교실의 공공성 문제가 제기되고 있다. 주15시간미만 초단시간 근로와 외주위탁 형태로 고용된 시간제 돌봄교사들은 상시적인 고용불안에 시달리며 열악한 노동환경과 저임금, 학교 내 차별과 배제, 업무에서의 소외 등의 경험을 하고 있다. 이 과정에서 돌봄교사들의 노동은 고용의 결정권한을 가진 학교와 위탁업체에 의해 이중적으로 통제되고 있으며, 교육청과 학교는 고용형태에 따른 교사 간 서열화와 분업, 공간의 분할 및 해고 위협 등의 기제를 통해 돌봄교사들을 개별화 고립화하여 집단적 저항을 최소화하려는 시도를 하고 있다.

• 대한가정학회지
• /
• 제27권2호
• /
• pp.163-185
• /
• 1989

Korean home economics education has around 100 years history. The main aims of home economics education up 1950 had not been changed, they were mainly for the improvement of household-skill to raise both standard of living and life quality as well as womanhood. After 1960's the standard of living drastically improved and the industrialization of Korean society was quite rapidly proceeded from simple to complex one. Because of these changes, I considered that the aims and the contents of home economics education should be reexamined and reshaped. This study motivated me that especially home economics major should be trained to be competent enough to work in industrialized society as much as the input to her college education. As industialization was made progress, family member's diverse role differentiation also occurred from past simple role such as house wife or girl's high school teacher among by home economics major. In this current societal change, most of the home economics major have wish to have opportunities obtaining new kinds of employment rather than obtaining merely teaching work. With this in mind I made a study on college level home economics education of the new adjustment to current and future industrialized Korean society. (1) The full number of officially admissible home economics major in 169 Korean colleges, 70 junior colleges, and one open university were as follows, 7139, 6080, and 230 respectively. The percentages of employed of employed numbers of them for the college and junior college graduates were 26.5 and 39.0 respectively. (2) The certificate qualifications issued to college home economics major are nutritionist (1st grade and 2nd grade), clothes and textilist, home economics teacher (2nd grade for high school) and kindergartener (2nd grade), The qualifications are certified after majoring each field from major departments of college of home economics by Ministrys of Labour and Education of the Korean government. The percentages of their employment are low as mentioned earlier. (3) To find out new employment opportunity for home economics graduates in home economist in business (henceforce/HEIB) status quo of consumer division for mational enterprise was surveyed. According to govermment decree of general law of consumer protection (1980), enterprise should organize bureau (offics, subdivision) on liability to consumer's complaint. Of 89.6% of the enterprise established th subdivision in which 96.2% of employee was male (3.8% was female). Of the employee college graduate and high school graduate were 93.2% and 6.8% respectively. On the employee's major acadmic backgroud (%), economics and business administration, engineering and low-political science were 39.5, 26.2 and 11.2 respectively. (4) To study on the relation between home economics and home economist in business, the aspect of historical development of HEIB, group of HEIB employing enterprise and their nature of business were tried to find out as well as perception and evaluation by enterprise on HEIB. (a) In the united States of America employed home economics major to enterprise was organized autonomously HEIB subdivision within American Home Economics Association since 1920's and the membership of HEIB was 3,000 of the AHEA membership 50,000. (b) In Japan the Japanese founder HEIB had three times the bilateral congress with the U.S.HEIB and had 10th anniversary celebration in 1988. Japanese HEIB member are not necessary to be home economics graduates but should have certificate as consumer adviser effected by the Minister of Trade and Industry. Japanese subdivision of consumer affaire within Japanese enterprise employ the consumer adviser with the certificate. Because of this different system from the United Sates, Japanese HEIB call their title "HEEB" instead of HEIB. The Japanese consumer adviser certificate system had initiated since 1980 and it belongs to 2nd level national qualification certificate. Currently active membership of Japanese "HEEB" association had increased from 115 (in 1979) to 319 in 1988. (5) For the opening of the future new employment of home economics graduates to enterprise and qualification required for the HEIB by national enterprise in Korea, I studied on the courses which seem to be important and required by employee in the field of HEEB in the United States of America and preliminary curriculum for home economics related major student aimning to be the future "HEEB" by Japanese HEEB study group of Japanese Association of Home Economics. It is suggested that it is very important and urgent to realize as home economics educator to have common deep concern and endeavors on opening new employment for our home economics major student1), we should try to publicize strongly and let enterprise and consumer protection board realize that employee in the subdivision of consumer protection should be the one who well experienced home economics major graduates2), we, home economics educator, should try to develop actively new curriculum in line of the suggestion made earlier for our future home economics major student of open broadly their future employment opportunities3), we, home economics educators, should try to have consensus on whether we should have support from government in terms of receiving national qualification certificate on consumer pretection or not4), and I would appreciate if the Korean Home Economics Association and Korean Home Management Society paydeep and positive concern on this matter.