• 한국도서관정보학회지
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• 제40권1호
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• pp.471-492
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• 2009

탐구수업은 학생들이 자신의 학습활동에 적극적으로 참여하여 스스로 문제를 제기하고, 해결하는 역동적인 과정이다. 탐구수업은 교사가 지식을 전달하는데 그치지 않고, 학생스스로가 지식을 발견할 수 있도록 도와주는 촉진자로서의 역할을 수행한다. 그러나 현행 탐구수업은 학교도서관과의 연계성 부족, 사서교사와 교과교사간의 협력 부족, 실무적으로 적용할 수 있는 탐구수업 모형이 미흡하다는 문제가 있다. 반면에 정보의 접근, 평가, 이용능력 신장을 목표로 하는 정보활용능력은 탐구과정과 밀접하게 관련되어 있다. 이에 본 연구에서는 리피트(Lippitt)의 탐구과정과 정보활용과정모형(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, IP, IRP)을 비교 분석하여 탐구수업에 적합한 기능, 전략, 활동을 추출하였으며, 이를 바탕으로 정보활용과정에 의한 탐구수업의 정교화 모형을 설계하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.382-389
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• 2009

The purpose of this study was to examine the instructional effect of problem-based learning on creative problem-solving skills and academic achievement in elementary science classes. Based on the literature review, six stages for problem-based learning were applied: Orientation, Presenting problems and the process of learning, preliminary problem solving, problem solving, sharing results, and wrapping up/evaluating. The subjects were 74 students in two six-grade classes in Gyeonggi province. As a result, the following findings were given: First, the students who were engaged in problem-based learning showed better progress in creative problem-solving skills. Second, science academic achievement of experimental group were better than traditional group. Educational implications were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제18권1호
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• pp.65-73
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• 1999

The purpose of this study is tile development of tile observation Assessment criteria that is used to assess manipulative skills in elementary science. The procedures of developing observation Assessment criteria are as follows. First, we investigated the actual condition about science process skills assessment with tile questionnaire. Second, we selected 7 experimental apparatus through the analysis of the science textbooks. The selected experimental apparatus are dropper, alcohol lamp, thermometer, test tube, filtering device, able balance, graduated cylinder Third, the observation Assessment criteria arc developed through tile analysis of the related experimental textbooks, the demonstrations, and the questionnaire, Forth, tile validity is verified by science education specialists and graduate students who major in science education. Fifth, the first jilter-rater agreement is investigated in the result of the field with observation criteria of which the validity was verified. The second inter-rater agreement is investigated through the revision and the addition of the criteria with the low agreement. In result, the jilter-rater agreement ranged from 0.86 to 0.98. One of the major problems in observation assessment is the rater's subjective viewpoint. So, this research shows a more specified scale and criteria for the assessment. This suggests that the observation Assessment criteria developed in tile study satisfies the high reliability and validity requirements. Considering the results, this criteria call be used effectively for assessing manipulative skills of elementary school students.

• International Journal of Computer Science & Network Security
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• 제21권11호
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• pp.278-286
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• 2021

The aim of this paper is to examine the importance of skills development in the process of employee performance. As part of this research, we will seek to determine the nature and extent of skills development impact in improving employee performance. This research project is one of the new themes that some researchers have started in recent years. The novelty of this theme is the inclusion of the skill development factor. This factor is likely to have a positive impact on employee motivation and performance. Some of the factors already known to have an impact on employee performance, such as motivation, career development, training, and experience, will be adopted. It is assumed that the results of this research will have a positive impact on employee performance and employee retention.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• 한국과학교육학회지
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• 제21권3호
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• pp.506-515
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• 2001

중학교 3학년 학생들이 과학적 탐구과정기능에 대한 자기평가를 신뢰롭게 할 수 있는지 알아보기 위해 학생의 평가가 교사의 평가와 얼마나 일치하는지, 교사에 비해 자신을 얼마나 높게 혹은 낮게 평가하는지 알아보았다. 학생들은 탐구과정 기능에 초점이 맞추어진 점검표를 이용하여 개방적 탐구 후에 작성한 보고서를 자기평가 하였다. 학생의 자기평가와 교사의 평가가 일치하는 정도는 평균 73% 이었다. '자기평가능력'의 남녀간 차이는 없었으나, '성취도'를 기준으로 한 상 중 하 집단의 차이가 있었다. '자기평가능력'은 '성취도와 상관이 있는 것으로 나타났고, 여학생의 경우 상관 관계가 더 높았다. 탐구과정기능의 영역 중에서 '자기평가능력'이 높은 영역은 결과정리 및 해석 영역이었고, 가장 낮은 영역은 결론도출영역이었다. '자기평가경향'을 분석한 결과 전체 학생들은 평균적으로 교사보다 자신의 능력을 조금 높게 평가하였다. 탐구계획 영역의 항목들과 변인통제 항목은 교사에 비해 자신을 낮게 평가하였고, 결론도출 영역의 항목들은 교사보다 자신을 높게 평가하였다. 상위권 학생들은 교사보다 평가항목에 대한 기대 수준이 높아 자신을 낮게 평가하였고, 특히 하위권 학생들은 평가항목에 대한 기대수준이 교사보다 낮아 자신을 교사보다 높게 평가하는 경향이 두드러졌다.

• International Journal of Knowledge Content Development & Technology
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• 제12권4호
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• pp.105-117
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• 2022

The study investigated digital literacy skills and utilization of online platforms for teaching by LIS educators in universities in Rivers State, Nigeria. The study was undertaken as a descriptive survey design. Three research questions and three hypotheses guided this study. The population of the study was twenty-six Lecturers from the three universities in Rivers State where library and information science are offered. The twenty-six constitute the sample size. Census sampling technique was adopted for the study. The instrument titled Digital Literacy Skills and Utilization of Online Platform for Teaching Questionnaire (DLSOPUQ) was used to elicit information from the respondents. Twenty-six copies of the questionnaire were administered and retrieved. Mean (${\bar{x}}$) was used to analyze the research questions and the null hypotheses was tested with t-test at 0.05 level of significance. The study revealed that there is no significant difference between digital literacy and utilization of online platforms for teaching by LIS educators in universities in Rivers State. Further findings revealed that LIS educators do not have the necessary skills to navigate the online environment for teaching without assistance. In conclusion LIS educators should be innovative and update their skills to meet up with global practice. It was recommended among others that LIS educators should be trained and retrained by the university management to cope with online teaching and provision of the right infrastructure by governments for effectives teaching and learning process.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.116-125
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• 2011

The purpose of this study is to make a Result analysis on the Free Inquiry Method of Elementary school student. Also, this study investigates how free inquiry activities effect the science creative problem solving ability and science process skills of Elementary school student. For this study 150, third year, elementary School students from Busan City were selected. The Inquiry examined the effectiveness of each of the following free inquiry methods: the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: First, the Science Notebooks Method activities proved to be much more effective than the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method in terms of developing on science creative problem solving ability. Second, the Project method activities proved to be much more effective than the Program Based Learning method, the Independent Investigation Method, the Small Group Inquiry Method, the Science Notebooks Method in terms of developing on science process skills.

• 한국과학교육학회지
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• 제26권3호
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• pp.307-316
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• 2006

본 연구의 목적은 초등학교 과학영재 학급 학생들의 지적 특성을 분석하는 것이다. 이 목적을 위하여 72명의 과학영재학급 학생들을 선발하였다. 그리고 이 학생들의 다중지능, 창의성, 그리고 과학탐구능력을 조사하였다. 그리고 이러한 과학 영재 학급 학생들의 특성을 일반 학생들의 특성과 비교하기 위하여 78명의 일반학생들을 대상으로 동일한 검사를 실사하였다. 그 결과, 과학영재교육을 받는 학생들은 논리 수학적 지능, 개인이해 지능, 자연탐구 지능이 일반학생보다 유의미하게 높았으며, 특히 논리 수학적 지능과 개인이해 지능은 강점 지능으로 나타났다. 그러나 8개지능 가운데 음악적 지능은 약점으로 나타났다. 과학영재 학급 학생들은 창의력과 과학탐구능력도 일반학생들보다 뛰어났다. 초등학교에서 이루어지는 과학영재교육 프로그램의 효율올 높이기 위하여 우리는 영재 교육을 받는 학생들의 이러한 지적 특성을 고려할 필요가 있다.

• 한국보육지원학회지
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• 제7권3호
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• pp.165-187
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• 2011

본 연구는 구성주의에 기초한 물리과학 활동이 유아의 과학적 탐구능력과 태도 및 인지적 자아에 미치는 효과를 알아보기 위하여 G광역시에 소재한 G유치원의 만 5세 유아 2개 반 각 20명씩 40명을 연구대상으로 주 5회씩 6주간 구성주의에 기초한 물리과학 활동을 실시하였다. 연구결과 유아의 과학적 탐구능력의 하위영역에서는 '예측하기', '관찰하기', '측정하기', '토의하기'에서, 과학적 태도의 하위영역에서는 '솔직성', '객관성', '비판성', '판단유보', '끈기성'에서 유의한 차이가 나타났으며, 유아의 인지적 자아에서도 유의한 차이가 나타났다. 본 연구결과는 유아들이 능동적이고 적극적으로 사물을 탐색하고, 비교, 예측, 조작, 실험하고, 유아-유아, 유아-교사, 유아-자료간의 다양한 상호작용을 할 수 있는 과학활동에 참여함으로써, 유아의 과학적 탐구능력, 과학적 태도, 인지적 자아 증진에 효과가 있음을 알 수 있었다. 따라서 본 연구는 과학의 결과만을 중요시하는 교육이 아니라 유아들에게 능동적으로 참여할 수 있는 과학활동이 제공되어야함을 시사함과 동시에 이러한 과학활동이 유아교육기관에서 의미 있게 활용될 수 있는 기초자료를 제공한다고 볼 수 있다.