• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.221-224
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• 2011

본 논문에서는 최근 교육부에서 강조하고 있는 STEAM 교육을 기반으로 한 교육용 로봇 활용 초등학생 대상 학습 프로그램을 개발을 하고자 한다. STEAM 교육은 Science, Technology, Engineering, Art, Mathematics 다섯 교과를 융합적으로 가르치는 교육을 의미한다. 실생활과의 연계를 중요시하는 최근 교육의 경향을 볼 때, 한 가지 교과만으로는 실생활과의 연계를 설명할 수 없기 때문에 여러 교과를 같이 융합하여 가르쳐야 한다. 이와 관련하여 교육용 로봇을 활용하여 지도하는 방법을 모색하고자 한다. 구체물을 사용하여 조작하는 것은 초등학생의 인지발달단계와도 맞물려 있으므로 흥미있게 주제에 접근하는 좋은 방법이 될 것이다.

• 한국벤처창업학회:학술대회논문집
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• 2018.11a
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• pp.67-70
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• 2018

본 연구는 커피 바리스타 교육 프로그램에 최근 트렌드를 반영한 연계 과정을 추가하여 예비 창업자들의 커피 전문점 창업의지에 어떠한 영향을 미치는지 확인하고자 한다. 연구 대상은 커피 전문점을 창업하려는 예비창업자를 중심으로 커피 바리스타 교육 과정을 이수하였거나, 현재 교육 과정을 수강 중인 수강생을 대상으로 한다. 실증연구에서 확인된 커피 바리스타 교육 프로그램과 커피 트렌드 연계과정을 포함한 교육 프로그램의 변수를 중심으로 상관분석을 통해 상관도를 확인하고 창업의지에 미치는 영향을 확인하고자 경로분석을 통해 가설 검증을 확인하고자 한다. 따라서 본 연구를 통해 스폐셜티 커피, 커피 산업의 제3의 물결과 같은 지속적인 커피 트렌드 분석을 통해 바리스타 교육 프로그램에 추가한다면 커피 바리스타의 전문성을 향상 시켜 소비자의 다양한 욕구를 충족시키고 커피 예비 창업자들의 창업의지를 향상시킬 것으로 보인다.

• 한국벤처창업학회:학술대회논문집
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• 2019.04a
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• pp.153-159
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• 2019

본 연구는 청소년을 대상을 실시한 창업 교육이 청소년의 기업가정신과 창업의지에 미치는 효과 및 창업 행동에 영향을 검증하였다. 창업 교육은 주식회사 슘페터 청소년 창업 프로그램 활용하여 특성화고등학교 1학년 학생 303명을 대상으로 실시하였다. 슘페터 창업 프로그램 커리큘럼의 학습 목표 및 활동내용을 분석을 통해 다양한 키워드를 도출하여 최종적으로 11개의 변수를 채택하여 사전 사후 설문을 실시하였다. 창업교육을 통해 기업가정신이 높아지고 이를 통해 학생들의 창업의지에 미치는 영향을 분석한다. 또한 창업의지가 생기면 창업 행동에 영향을 줄 것이라고 가정했다. 이를 바탕으로 효과적인 기업가정신 및 창업교육 활성화 방안을 제시하고자 한다. 본 연구의 실증분석 결과는 다음과 같다. 슘페터 창업 교육을 받은 고등학생의 1) 기업가정신, 2) 기회발견, 3) 기획력, 4) 창업가적 프로세스, 5) 사회적문제 해결력, 6) 정보수집력, 7) 창의성 역량 향상에 효과가 있는 것으로 분석 되었다.

• Proceedings of the Korean Society for Information Management Conference
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• 2003.08a
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• pp.333-340
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• 2003

본 연구는 정보활용교육이 교육과정 전반에 기초소양교육으로서 수행되어져야 교육적 효과를 향상시킬 수 있다는 결과를 도출하기 위함이다. 이를 위하여, 제7차 교육과정의 초등학교 $\boxDr$과학$\boxUl$ 교과서를 대상으로 정보활용교육적 요소를 추출하고자 한다.

• Journal of Educational Research in Mathematics
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• v.16 no.2
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• pp.95-113
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• 2006

The study tries to differentiate the levels of mathematical reasoning from inductive reasoning to formal reasoning for teaching gradually. Because the formal point of view without the relation to objects has limitations in the creation of a new knowledge, our mathematics education needs consider the such characteristics. We propose an intuitive level of proof related in concrete operations and perceptual experiences as an intermediating step between inductive and formal reasoning. The key activity of the intuitive level is having insight on the generality of reasoning. The details of the process should pursuit the direction for going away from objects and near to formal reasoning. We need teach the mathematical reasoning gradually according to the appropriate level of reasoning more differentiated.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.92-100
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• 2019

The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

• Journal of Christian Education in Korea
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• v.69
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• pp.221-251
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• 2022

This study analyzed research trends related to lifelong church education through the analysis of academic papers recently published in Korea since 2000 and derived implications for lifelong church education. For the study, a total of 95 studies related to lifelong church education were analyzed among academic papers in domestic journals from 2000 to 2021. Academic papers were classified into research years, published journals, research subjects, research topics, and research methods, and then research trends were analyzed. As a result of the analysis, first, research related to lifelong church education has been activated since 2000 and has shown an increasing trend since 2010. Second, it was found that lifelong church education research has been conducted in various academic journals other than Christian education-related journals. Third, learner-centered research was the most common research subject, and among them, many studies targeting the elderly. Fourth, in relation to the research topic, studies on the role and necessity of lifelong church education were the most dominant, and many studies on the direction of promotion of lifelong church education were also conducted. Fifth, research related to lifelong church education is a theoretical study, and literature research is mainly conducted, and the use of other research methods was insignificant. According to these research results, it was found that practical approaches such as analysis of demands for life long education and verification of program effectiveness were insufficient. Therefore, an integrated search for lifelong church education is needed. In addition, it is necessary to continuously develop regional customized programs to support detailed areas of lifelong church education and local missionary work. It is suggested that policy sponsorship at the church, seminary, and state level is needed to promote lifelong education in churches.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.6
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• pp.17-24
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• 2011

• The Mathematical Education
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• v.33 no.2
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• pp.235-249
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• 1994

• The Mathematical Education
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• v.2 no.6
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• pp.1-9
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• 1964