• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.535-552
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• 2011

The purpose of this study was to investigate elementary school teachers' conceptions on the general remarks (GR) in the new science teacher's guide, the teachers' conceptions on inservice training program of the GR, and their opinions of improvement on the GR. Also, the teachers' utilization of the GR was examined. The participants were 152 elementary school teachers who were teaching grade 3~6. A questionnaire was used to collect data. The results of this study are as follows; First, at least 13.2~17.1% of the teachers did not have specific conception of the purpose of the GR, and more than 90% of the teachers expressed that the GR is necessary in the teachers' guide. Second, about 60% of the teachers responded that the training program on the GR is necessary, and when the program is open, their most favorite agency and speaker were a provincial education office and a textbook developer(or author), respectively. Their most favorite time and period of the training program were the vacation and 15~30 hours, respectively. Third, the mean values on the frequency of use were lower than 3 point of the five-point Likert scale at both the GR for grade 3~4 and the GR for grade 5~6, and the teachers' main use of the GR was the planning a science lesson for an open class. Fourth, the teachers suggested various opinions and there was difference between the opinions about the GR for grade 3~4 and the opinions about the GR for grade 5~6.

• 한국주거학회논문집
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• 제1권1호
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• pp.113-128
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• 1990

This study was designed to identify the problems in teaching housing course at secondary level. The main tasks of Investigation were to: (1) identify appropriate housing concepts to be taught at secondary school, (2) determine the Kinds of media and methods used for teaching housing course at secondary school. The questionnaire was divided Into three sections: (1) the teacher`s background, (2) the teacher`s opinion regarding the importance of various housing topics to teaching. (3) what type of media and methods were used by teachers. Data were collected In Pusan during November 1959. The Sample, 150Home Economics teacher was randomly selected from secondary school list in Pusan. Responses from 122 Home Economics teachers, were processed by the S.P.S.S. computer program. and N.P.E.R.C using for frequency counts and percentages to analyze the data from all three sections of questionnaire. One-way Analysis of Variance and Newman-kuels Multiple Comparison test were used to reject or accept the hypotheses. The major findings were: (1) there were some difference between teachers` opinions regarding the importance of various housing topics to teach and teachers actural practice of teaching housing concepts and topics, (2) teachers taught housing concepts which were important to teach by their opinion, even though those concepts were neglected in textbook, (3) teachers did not use a various of media and methods for their teaching housing class, (4) the important reasons given why the teachers for not using the various media and methods were because of undesirable educational situations, and (5) there were some significant differences between teachers` background and teachers` opinion regarding importance of teaching topics in housing class at secondary school, using media and methods.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권2호
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• pp.93-110
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• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.

• 한방안이비인후피부과학회지
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• 제16권2호
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• pp.221-243
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• 2003

Sudden sensorineural hearing loss may be defined as a severe loss of hearing occurring within a short space of time without any obvious cause. Its etiology is not verified yet, treatment and prognosis are uncertain. Objectives: We reviewed 6 cases of patients who hospitalized in Kyunghee Oriental Medical Center Dept. of Otolaryngology. Using the criteria of Siegel and Research Team of the Japanese Ministry of Health and Welfare of Japan, We are to evaluate the effect of Herb medication, Acupuncture therapy, and Negative therapy. We also attempted to search effective methods of therapy of sudden sensorineural hearing loss. Methods: We treated them with Oyaksunki-san(烏藥順氣散) for softening qi-stagnation and supressing 'Wind'(順氣治風), Chungsimjihwang-tang(淸心地黃湯) for strengthening 'Heart' and 'Kidney'(補心益腎), Boikyangwi-tang(補益養胃湯) for strengthening 'Wi-qi' and 'Stomach'(補衛(胃)氣). We also used acupuncture therapy and negative therapy based on the textbook of Acupuncture and Moxibustion. Results: One patient recovered completely after 5 days therapy, two patient markedly, another two patient slightly and one patient had no improvement. Conclusions: To treat sudden hearing loss, we can use Oyaksunki-san(烏藥順氣散) in the early stage of the disease. We can treat with Chungsimjihwang-tang(淸心地黃湯) and Boikyangwi-tang(補益養胃湯) in the late period of the disease, and administer Jaeumgenby-tang(滋蔭健脾湯) for suppressing tinnitus. If there is evidence of viral infection and the patient have too severe hearing loss, We can also use steroid in combination with Herb medication in the early stage of the disease. The Western medicine demonstrated that the start time of treatment had influence on recovery. If we started Oriental medical treatment within a week from the onset of sudden deafness. we will obtain the desired results. As the Western medical treatment does, Oriental medical therapy may have no effect after one month from onset of the disease.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제19권4호
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• pp.277-289
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• 2016

수학에서 다루는 개념적 지식과 절차적 지식의 연결은 중요하다. 개념적인 이해 없이 절차적 지식만을 강조하게 되면 무의미하게 알고리즘만을 반복적으로 수행할 가능성이 높기 때문이다. 이 글에서는 대분수와 가분수의 의미있는 상호 변환 과정을 강조하기 위하여 우리나라와 외국교과서에 제시된 대분수의 정의 방식과 대분수와 가분수의 상호 변환 내용을 분석하였다. 분석 결과, 우리나라와 외국의 교과서에서 대분수와 가분수의 변환 과정에서 분수 모델을 이용한 변환과 덧셈식을 활용한 변환으로 차이가 있는 것으로 나타났다. 분석 결과를 통해 대분수와 가분수에 대한 개념적 이해와 대분수와 가분수의 상호 변환과정에서 대분수의 수학적 의미를 바탕으로 학생 스스로 이들의 변환 과정에 대한 알고리즘을 발견할 수 있도록 교과서 내용을 재구성할 필요성을 제안하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.44-49
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• 2004

This study was based upon the survey on the name of 13 basic experimental instruments used in elementary science class: Schale, evaporating dish, mortar & pestle, beaker, erlenmeyer flask, spuit(medicine dropper), graduated cylinder, balance, spatula, dropping bottle, gas collecting bottle, funnel, alcohol burner, and their uses. To implement this study, an open-ended, written questionnaire was administered to the subjects of in-service elementary school teachers, future elementary teachers who have attended at the Gyeongin national university of education, and elementary students in Korea. The findings of this study were as follows: The rates of in-service and pre-service elementary school teachers that knew correct name of experimental instruments were not high, the elementary school student's rates were especially very low. In this study, we found several reasons which they wrote inaccurately: the name to be represented at the textbook that they had studied, the confusion of the name about a fortis pronunciation, the recognition as the vocabulary like flask and cylinder to be meaningless, the habit to say in an everyday life, wrong expression in the internet and general book. All respondents had a wide range of perceptions of uses for the experimental instruments. Their understanding of uses for evaporating dish, erlenmeyer flask, balance, gas collecting bottle were very poor. And then most of them understood that graduated cylinder, beaker, and erlenmeyer flask were tools to measure the volume of solution or liquid, so they did not exactly distinguish the difference of their uses.

• 과학교육연구지
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• 제39권3호
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• pp.404-417
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• 2015

교육의 효과를 높이기 위해서는 학생들이 수업에 능동적으로 참여하는 것이 중요하다. 본 연구는 과학 수업 시간에 학습자의 수업 참여도에 영향을 미치는 주된 요인 가운데 하나로 교과서를 꼽고, 현행 과학 교과서가 학생들의 수업 참여를 촉진시키기 위한 도구로서 어떠한 문제점이 있는지 파악한 뒤 개선 방안을 모색하고자 실시되었다. 학습자 중심 수업 운영을 위해 과학 교과서가 갖추어야 할 요건과 현재 과학 교과서가 가진 문제점을 알아보기 위한 설문지를 제작하고 초, 중학교 과학교사 99명과 학생 821명을 대상으로 설문조사를 실시하였다. 설문 결과 학생들은 현재 과학 교과서의 문제점으로 설명이 부족하고, 어려운 단어가 많으며, 문장이 복잡하여 이해하기 어렵고, 재미가 없다 등을 꼽았고, 과학 교사들은 학습 분량이 많고, 지식중심으로 기술되어 있으며, 실생활 연계가 부족하고, 스토리가 없는 등의 문제점을 꼽았다. 결론적으로 학습자 참여를 활성화하기 위해서 과학 교과서가 개선되어야 할 점으로 일상생활과의 연계를 강화하고, 학생 활동을 늘이며, 학생들의 수준에 맞는 단어나 문장을 구사하고, 스토리를 강화하고, 학생들이 자신들의 이해 정도를 확인할 수 있는 기회를 충분히 제공할 것을 제안하였다.

• 대한정형도수물리치료학회지
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• 제4권1호
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• pp.21-33
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• 1998

This Evaluation was made through 300 persons who had attended the lecture organized by O. M. P. T. (Orthopeadic Manual Physical Therapy) during the period of January to June 1998 in Seoul and in other six(6) cities. The result of evaluation is summarized as follows : 1. With regard to general satisfaction with lecture, it was evaluated as 'more than good 'by 204 person(68.0%) for 'Preparation for lecture of lecturer' and by 194 person (64.7%) for 'Teaching Method'. Statistically, the significance was largely given to 'Place and Preparation for Lecture of Lecturer' and 'Preparation for Lecture as per each Lecturer' (P< 0.001). 2. With regard to understanding of lecture, it was evaluated as 'more then good' by 190 persons(63.3%) for 'Appropriate Teaching Hours' and by 149 persons(49.7%) for 'Appropriate Degree of Lecture Difficulties'. Statistically, the significance was largely given to 'Lecturer and Appropriateness of Teaching Hours' (P< 0.05) and 'Appropriateness of Teaching Courses and Degree of Lecture Difficulties' (P< 0.01). 3. With regard to satisfaction with lecture's performance, it was evaluated as 'more than good' by 194 persons(64.7%) for 'Lecturer's Zeal for Teaching' and by 198 persons(66.8%) for 'Suitability of Textbook'. Statistically, the significance was largely given to 'Sex Distinction and Lectuer's Zeal for Teaching' (P< 0.01) and 'Lecturer and Suitability of Textbook' (P< 0.05). 4. With regard to teaching environment, it was evaluated as 'more than good' by 102 persons(37.4%) for 'Appropriateness of Teaching Environment' and by 193 persons(64.3%) for 'Provision of Appropriate Audio-Visual Aids for Teaching'. Statistically, the significance was largely given to 'Place and Appropriateness of audio-visual aids for Teaching' (P<0.05). 5. With regard to parctical use of lecture, it was evaluated as 'more than good' by 172 persons(54.7%) for 'Usefulness to clinical demonstration' and by 209 person(69.6%) for 'Attitude towards study'. With the result of evaluation made as in the above, we are able to see that the education of orthopedic physical therapy which is organized by Orthpedic Physical Therapy Society of Korea, is being successfully conducted and evaluated by its members, and furthermore the staff of this society has to make his best endeavoures for the growth of this society and for the development of this education.

• 정보관리학회지
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• 제31권3호
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• pp.29-63
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• 2014

본 연구에서는 Y세대의 특징을 밝히고 Y세대가 요구하는 차세대디지털도서관서비스를 도출하고자 하였으며, 이들의 요구가 베이비붐세대와 어느 정도 차이를 보이는지를 비교하고자 하였다. 연구결과, 첫째, Y세대가 가장 많이 이용하는 디지털기기는 휴대폰 또는 스마트폰으로 나타났고, 다음으로 데스크탑 PC, 노트북 PC, 디지털 카메라 순으로 나타났으며, 사용비율에 있어서 약간의 차이는 있지만 그 순위는 베이비붐세대와 거의 유사하게 나타났다. 둘째, 이용하는 디지털서비스에 있어서 Y세대와 베이비붐세대는 상당한 차이를 보이고 있는 것으로 분석되었으며, Y세대는 인터넷 포털을 가장 많이 이용하고 베이비붐세대는 이메일서비스를 가장 많이 이용하는 것으로 나타났다. 셋째, Y세대와 베이비붐세대가 차세대디지털도서관에 요구하는 서비스를 클라우드서비스, 무한창조공간, 빅데이터, 증강현실, 구글글래스, 상황인식기술, 시맨틱서비스, SNS서비스, 디지털교과서서비스, RFID 및 QRCode 서비스, 도서관공간구성, 최첨단디스플레이기술, 기타 획기적인 서비스로 구분하여 조사한 결과, Y세대가 가장 높은 요구도를 보인 서비스는 빅데이터서비스였고, 베이비붐세대는 디지털교과서서비스였다.

• 한국학교ㆍ지역보건교육학회지
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• 제1권1호
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• pp.95-106
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• 2000

The purpose of this study was to be of use for the preparation of more desirable sex education system at elementary school, by making content analysis of the current textbooks related to sex education and surveying what opinions the persons concerned had about it. The purpose of this study were as follows; Elementary school textbooks were analyzed to find out what kind of sex education was included in them. And questionnaires on how to improve school sex education content were prepared, by which 207 male and female teachers were surveyed in the city of Paju and Koyang, Kyonggi province. The conclusions were as follows; 1. Content Analysis of Textbook Sex Education The content related to sex education was relatively much included in textbooks of the right life, morality and physical education. Although morality was a subject to be instructed for the third-grade students or older, elementary school students virtually received sex education from the first grade, as the right life and the joyful life were a subject for the lower-grade students, and this met the goal of sex education or the need of the times. However, sex education content leaned heavily toward family, family life or parental love. There was no mutual complement among subjects, and no link among grades, either. 2. Teacher Opinion on Sex Education Content for Each Grade When the subjects were asked about if sex education content was appropriate for each grade, they answered 20 items should be more emphasized and 6 items might be left out. And there were 6 items regarded by them as one that should be rearranged in consideration of grade. 3. The Ideal Opinion of Sex Education Content The following model could be recommended for elementary school sex education, which was designed to meet the objectives of school sex education as much as possible and to offer a systematic link among grades, based on the findings by textbook analysis and Questionnaire survey, and on elementary school sex education materials recommended by the Ministry of Education: The content selected for the first grade of elementary school was my body, cleanness of genitals, male-female cooperation, and family cooperation. For the second grade, the selected content was male-female physical difference, male female psychological difference, parental and I(origin of a birth). For the third grade, the selected things were important a body(cleanness of genitals), birth of a life, and male-female comprehension and cooperation. For the fourth grade, the selected things were physical development, management of genitals, physiology and management of menstruation, propagation and growth of organism, concern for the other sex, comprehension of and cooperation with the other sex, and prevention of sexual violence. Four the fifth grade, the selected things were secondary sex characteristic, physiology and management of menstruation, operation for phimosis, understanding of seminal emission, structure and function of the genital organs, birth and growth of a baby, television/sex information, and mass communications/sex information. For the sixth grade, the selected things were secondary sex characteristic, understanding of seminal emission, male-female cooperation, male and female role, male-female manners, mass communications/sex information, family and family life. Finally, what should be taught in sex education must be studied constantly, as it should be revised or supplemented periodically, according to student's sexual maturity or social, cultural changes.