• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제23권3호
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• pp.71-80
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• 2017

Purpose: At the moment prevention and treatment of animal related diseases is becoming a social concern as the demand for animal increases. Furthermore, The design of the veterinary medical teaching hospital are even more complex because they have to accommodate medical program for animal and education and research program for students. However, there are a few experience and useful guidelines for the planning of the veterinary medical teaching hospital. So it is not easy for the regional hub universities to work out the proper plan for the construction of the veterinary medical teaching hospital for their own. This study has been started in order to provide basic informations for the planning of Korean veterinary medical teaching hospital. Methods: Interview to veterinarian, intern and employee of the veterinary medical teaching hospital and Field surveys to veterinary medical teaching hospital in Korea have been conducted for the data collection. The drawings of three universities of veterinary medical teaching hospital have been analysed and diagramed. Results: The result of this study can be summarized into three points. The first one is that the veterinary medical teaching hospital spaces are divided into five areas (ambulatory care, central medical care, hospitalization, education and research, operations and support) and each area is divided independently and connected properly. The second one is that the veterinary medical teaching hospital differs from hospital in the detailed space plan in the sense that the animal is a patient. The third one is that each hospital has different operating practices and programs according to local conditions Implications: It is meaningful as a basic source of veterinary medical teaching hospital design in the future.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.138-148
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• 2003

This study was to analyze how elementary school science textbooks explain dissolution and to examine the patterns of elementary school teachers' conceptions on dissolution and the teaching practices on dissolution of elementary school teachers. According to the result of the textbook analysis, the textbooks based on the 7th curriculum didn't explain dissolution very differently from those based on the 6th curriculum. The contents dealing with dissolution in the textbooks of 7th curriculum became difficult gradually as the year went up, but the connected organization of the contents made students learn it easily. For example, in order to learn dissolution introduced first in the 3rd year 2nd semester textbook, students would tell soluble substance in water from insoluble substance in water as they put powdered substance in water. In the 5th year 1st semester textbook students were supposed to acquire the knowledge related to dissolution through the designed activities such as comparing solubility produced by different solvents and defining a solvent, a solute, dissolution, and a solution. In addition, teachers' guide for 5th year 1st semester textbook elucidated the principle of dissolution using attraction concept that was scientific. The result of the survey on teachers showed that 90% of elementary school teachers understood the dissolution of salt in water just as millet particles' filling the space between bean particles and they responded that they demonstrated millet particles' filling the space between been particles when they taught the dissolution of salt in water. When it comes to teachers who had the right idea on dissolution as the attraction conception, understanding was one thing and teaching was another, because they often instructed dissolution as the space conception in the real teaching.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제8권2호
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• pp.69-96
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• 2004

The purpose of this study is to understand teaching and learning mathematics in elementary school classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Which kinds of lesson organization reveal? 2) Which kinds of social participation structure reveal? 3) Which processes of making meaning reveal? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data related to the social practices formed their classroom. The social practices of mathematics classroom was analyzed from three aspects such as lesson organization, social participation structure and making meaning. The results from which we analyzed the social practices of the mathematics classroom are as followings. From the aspect of lessons organization, the teacher had a lot of power and authorities in the classroom and used them to elicitate students' responses. From the aspect of social participation structure, five SPSs(social participation structures) which revealed in Jo(1997)'s economics classrooms, were shown in this mathematics classroom, but there were a difference to the situations or frequencies which the SPSs appeared. From the aspect of making meaning, it was common that meanings are formed by the explanation of the teacher, but the teacher didn't deliver the mathematical meanings directly. She tried to interact with students to arrive shared meanings.

• 한국과학교육학회지
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• 제28권5호
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• pp.409-423
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• 2008

최근 과학교육 분야의 연구들에 의하면 학생들은 과학수업 시 다양한 어려움을 지각하며 수업 후에도 이러한 어려움이 잘 해소되지 않는다는 연구 결과가 보고되고 있다. 그러나 학생들이 느끼는 과학학습의 어려움과 그 원인을 조사하여 이를 해소시키기 위한 연구는 아직 부족한 실정이다. 따라서 학생들의 과학학습 어려움에 대한 체계적인 분석과 더불어 어려움을 해소하고 학습효과를 향상시킬 수 있는 새로운 수업모형 개발이 필요하다. 본 연구에서는 최근의 과학학습 과정에서 학생의 겪는 어려움과 기존 과학수업 모형에 관한 선행연구들을 조사하여, 이 결과를 통합적 정신모형이론 관점에서 분석하였다. 이러한 과정을 거쳐 과학학습 어려움 해소를 도울 수 있는 통합적 정신모형 이론에 기반한 4M 순환학습 수업모형을 개발하였다.

• 한국과학교육학회지
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• 제42권4호
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• pp.449-475
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• 2022

본 연구의 목적은 교원양성 교육과정을 구성하는 핵심 학문 중에서 특히, 과학교과내용학과 과학교육학을 '본질적-총체적' 관점에서 비판적으로 고찰하는 것이었다. 본 연구에서는 먼저, '본질적-총체적' 관점의 정의, 철학적 배경, 그리고 실천전통과의 관계 등에 관하여 심층적으로 탐구하였다, 그리고 '본질적-총체적' 관점에서 과학교과 내용학과 과학교육학의 본질에 관하여 탐구하였다. 이에 따른 연구결과는 다음과 같다. 첫째, '본질적-총체적' 관점에 따른 과학교과내용학은 과학의 실천전통을 탐구하고 그 탐구의 결과를 체계화하는 학문이다. 과학교과내용학의 주요 활동에는 '교사를 위한 과학'의 정립과 실행, 과학교육과정(교과서) 개발에의 참여 등이 있다. 둘째, '본질적총체적' 관점에 따른 과학교육학은 과학의 실천전통에 뿌리를 둔 과학교육 현상 속의 본질적인 문제를 심층적으로 탐구하고 올바른 가르침을 수행하는 것에 관한 학문이다. 좀 더 구체적으로 말해, 과학교육학은 과학의 실천전통으로 학생들을 초대, 참여, 성장하도록 이끄는 것 (즉, 실천전통으로 입문시키는 것)과 관련된 일을 수행하는 분야라고 할 수 있다. 이와 관련된 과학교육학의 주요 활동에는 '과학교육과정(교과서) 개발부터 수업, 평가(기록)'에 이르는 활동이 포함된다. 논문에서는 연구의 결과를 바탕으로 향후 진행되어야 할 중요한 과제들을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• 아동학회지
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• 제22권3호
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• pp.167-181
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• 2001

This study explored the beliefs and practices of Developmentally Appropriate Practice (DAP) in 83 principals and 83 teachers of public and private kindergartens in Pusan and Ulsan. The research instruments was a teacher questionnaire by Kang(2000). Data were analyzed by t-test and ANOVA. Results showed that educational and career variables were unrelated to the DAP beliefs of principals, but there were differences in DAP beliefs by career variables of teachers. Teachers' use of DAP varied as a function of children's age and of combined levels of beliefs of principals and teachers.

• International Journal of Contents
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• 제9권4호
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• pp.45-51
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• 2013

The purpose of this paper is to analyze educational theories and practices represented in the movie Dangerous Minds. This paper begins by giving the overview of the movie. Then this paper makes an analysis of the pedagogical methods and practices used by the teacher in the movie, which can encourage students to fulfill their academic success and social mobility. The lives of students at risk are transformed through the teacher's beliefs and pedagogical practices based on the constructivism, leading students on a path of selfdiscovery and self-empowerment. What is imperative in the students' lives here is their intrinsic motivation and self-efficacy toward the self and their educational system. By providing constructivist pedagogical paradigms and viewing these media texts within the context of an urban school, this paper intends to introduce educational theories and methods which can create better educational environment for students. In short, this study explores teaching theories and methods represented in the movie based on the constructivist perspectives, which are supposed to fully cultivate the potential of students.

• 한국어교육
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• 제28권1호
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• pp.141-171
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• 2017

This study investigates Korean language teachers' perception/beliefs and practices in written feedback. Two types of data were collected: (1) teachers' feedback on three compositions by elementary-level learners, and (2) a survey questionnaire. The result showed that teachers perceived written feedback to be important even though they had not enough opportunities to receive appropriate training. Lack of training brought about limited feedback in terms of both quantity and quality, and inconsistency between their beliefs and practice. This study closes with the needs for teacher training and further studies on teachers' feedback practices.

• International Journal of Contents
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• 제17권2호
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• pp.9-19
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• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.