• Proceedings of the Korean Society for the Gifted Conference
• /
• 2003.11a
• /
• pp.165-166
• /
• 2003

2002년 3월부터 영재교육법 시행령이 적용됨에 따라 과학기술부에서는 교육인적자원부, 부산광역시 교육청과의 협약을 통하여 부산과학고등학교를 과학영재학교로 지정하였으며 2003년 3월 신입생 입학 이후 현재까지 운영되고 있다. 과학영재를 조기에 발굴하여 맞춤식 교육을 체계적으로 실천함으로써 지식기반 사회를 선도할 수 있는 창의적인 과학영재를 육성하려는 과학영재학교의 설립목적에 부합되도록 계획, 운영, 평가되기 위해서 현재 진행되고 있는 운영 전반에 대하여 점검 및 분석이 이루어질 필요가 있다. 이에 과학영재학교 운영상의 주요 측면인 교육과정 운영 분야에 대하여 그 실태와 학생 반응을 분석하는데 본 연구의 목적이 있다. 과학영재학교의 교육과정 기본 방침은 과학 분야에 대한 깊은 이해와 논리적, 비판적, 창의적 사고력과 태도를 통하여 지식을 창출하는 자기 주도적 탐구자의 양성을 전제로 하고 있으며 교육과정 편제는 교과, 자율연구, 위탁교육 및 특별활동으로 구성되어있다. 교과에는 국어, 사회, 외국어, 예체능을 포함하는 보통교과와 수학, 과학, 정보과학을 포함하는 전공교과가 있다(과학영재학교 교수요목안내서, 2003). 본 연구에서 교육과정 편제, R&E, 교수학습 및 평가의 하위 영역별로 그 실태와 각 영역별 학생 설문 결과를 분석한 결과는 다음과 같다. 첫째, 영재학교 교육과정 편제 및 운영에 대한 학생들의 인식을 조사한 결과, 심화 선택과목의 학점 비중을 더 높여야한다는 의견과 보통교과의 학점을 줄이고 전공교과의 학점을 늘려야 한다는 의견이 상대적으로 높게 나타났다. 이러한 결과는 대상 학생들이 과학영재학교 선발과정에서 수학, 과학 각 분야별 우수자로 선발된 경우가 많아 학생 개인적으로 자신감을 가지는 과목만 집중적으로 학습하고자 하는 의도의 반영으로 볼 수 있다. 이와 관련하여 영재교육과정의 운영지침(이상천, 2002)에 의하면, 대학 수준의 내용을 그대로 도입하는 속진보다 창의성과 사고력 계발에 보다 충실할 수 있도록 내용의 폭을 넓히고 접근방법을 달리하는 심화 중심으로 교육과정을 구성하고 운영한다고 하였다. 그러나 현재 개발된 교육과정 편성과 운영은 창의성 교육의 구현보다는 압축형 속진 교육과정의 특성이 강하여, 이와 같은 운영지침을 실현하기 어려운 것이 현실이므로 교육과정 편제의 개선이나 운영지침에 적합한 교육내용의 개발이 시급히 이루어져야 할 것이다. 둘째, R&E(Research ＆ Education)는‘연구를 통한 교육’,‘교육을 통한 연구’를 의미하며 과학영재교육과정의 가장 큰 특징이라 할 수 있는 자율연구와 위탁교육을 위한 프로그램이다.

• Journal of The Korean Association For Science Education
• /
• v.38 no.4
• /
• pp.519-526
• /
• 2018

The purpose of this study is to analyze the Korean high-school physics teachers' difficulties in teaching textbook physics inquiries. For this purpose, 63 high school physics teachers completed a questionnaire. We asked teachers to evaluate the degree of difficulty in teaching textbook physics inquiries. Additionally, we asked physics teachers to select the two most difficult inquiries to teach and to express their reasons for these selections. The main results are as follows: First, the degree of difficulty for all the inquiry is 2.79, indicating a little easy level of difficulty. The two most difficult inquiries are 'Meissner effect experiment' and 'Investigation of diode characteristics using $Cu_2O$ plate and ZnO powder.' Second, the difficulty reasons to teach physics inquiry was presented in the order of 'environment domain,' 'textbook domain,' 'student domain,' and 'teacher domain.' In particular, the biggest reasons for difficulty for teachers are 'preparation of experimental apparatus' and 'safety.' There are many opinions related to 'problem of the experiment itself' in 'textbook domain' and 'lack of ability to manipulate' in 'student domain.' Based on the results of this study, we added a discussion to activate the high school physics textbook inquiries.

• Journal of Korean Home Economics Education Association
• /
• v.15 no.3
• /
• pp.29-44
• /
• 2003

This study aimed to evaluate the subject matters and goals, and to know the operation of Technology·Home Economics of middle and high schools in Kyungnam area. Data were collected from 235 teachers with the questionnaire by mail. The results were following; 1. The major of teachers was Technology·Industry 30.6%, Home Economics 67.2%. The teaching style was the team-teaching 51.1%, one's responsible teaching 41.3%. The team-teaching was operated more frequently in high schools than middle schools. The most difficulties were the shortage of subject's hours, the shortage of practice hours, etc. 2. The overall evaluation of subject's matters and goals were about middle levels. but the items of the job-course education and the interrelatedness of Technology and Home Economics were a little low levels. 3. The speciality and the utility of the subject's matters were evaluated highly oneself for one's major, but those of different major were lowly so. The sector of Computer was shared commonly with Technology and Home Economics' teachers. 4. The attitudes toward the separation or integration of Technology·Home Economics in the 8th curriculum revision were half and half. If Technology·Home Economics will be separated, each subject need 2 hours per week.

• Journal of vocational education research
• /
• v.35 no.6
• /
• pp.21-38
• /
• 2016

The purpose of this study is to analyze an experience of field practice perceived by vocational teachers. Data for analysis were collected from 689 vocational teachers who participated in the training at the Center for in-service teacher education in the School of Agriculture and Life Sciences, Seoul National University and at the Center for in-service teacher education of Chungnam National University. After screening, 685 responses were used in the analysis. As a result, it turned out that only 112 vocational teachers(16.5%) participated in the field practice for more than 4 weeks when they were in pre-service education. However, vocational teachers seemed to perceive that experience of field practice was generally required in pre-service education(average 4.07). In-depth questionnaire was conducted on 143 respondents who replied that they participated in field practice program for more than 4 weeks and those who participated in the program for less than 4 weeks but completed the paperwork. Most of vocational teachers who participated in field practice were placed in small and medium sized enterprises, stayed at home or relatives' home and commuted by the bus or subway. In this research, 34.8% of the vocational teachers who participated in field practice received financial compensation and 80.3% of the teachers got credit recognition. The perception of satisfaction on field practice program was found to be moderate(average 3.51).

• Journal of Korean Home Economics Education Association
• /
• v.19 no.1 s.43
• /
• pp.81-97
• /
• 2007

This study investigated the Present status of laboratories for experiment and practice, and analyzed teachers' recognitions on experiment and practice for Home Economics area of a Technology and Home Economics curriculum according to majors of teachers. Questionnaires were mailed to middle school teachers who taught home economics part and they answered on the web. 220 replies were used for the final analysis. The findings were as follows: First, the facilities and teaching equipments of laboratories for home economics area were inferior, especially, for clothing and textiles part and housing part. Second, teachers recognized necessity to conduct experiment and practice highly. Food life part scored the highest, while housing part scored the lowest. Teachers who majored in home economics recognized more necessities of experiment and practice than teachers who didn't majored in home economics. Third, they recognized level of experiment and practice to be suitable to students, but 'maintenance and repair of housing' section was relatively less suitable than other sections. Fourth, 'making clothes and recycling' section was recognized to have the least suitability in quantities and hours of experiment and practice lesson, because of too much contents and lack of lesson hours. Fifth, teachers recognized that students were more interested in 'the basis of food preparation and practice' section, but they are less interested in 'maintenance and repair of housing' section. Sixth, teachers recognized that contents of experiment and practice were very useful to the real life. 'The basis of food preparation and practice' section was the most useful, while 'maintenance and repair of housing' section was the least useful. Seventh, experiment and practice lessons for food life part were put in practice very well, followed by the order of clothing and textiles part and housing part. Teachers who majored in home economics usually took more experiment and practice lessons than teachers who didn't major in home economics.

• Journal of Korean Elementary Science Education
• /
• v.25 no.2
• /
• pp.118-125
• /
• 2006

The purpose of the study was to research science gifted students' learning styles and perceptions on subject matter content. The data was collected from primary science and mathematics classes of a University Center for Science Gifted Education, science classes of a Metrocity Primary Gifted Education Institute, and classes of a normal school. The results of the study were that gifted students perceived the school curriculum much easier than non-gifted students did, ($X^2(4)=33.180$, p<.001), and that levels of interest in the content did not differ between the groups, but 34.6 percent of the total students responded that they found the content uninteresting. Gifted students did not see the content as being important compared to the non-gifted students, ($X^2(4)=12.443$, p<.05), and gifted students valued the methods used higher than the actual content of the textbook. The most helpful activities for their teaming that gifted students chose were projects, listening to teachers, and conducting experiments, amongst others. They also preformed 'teaming at their own speed in a mixed group'" for the study of social studies, science, and mathematics, whereas non-gifted students preformed teaming at the same speed. The two groups of science gifted students varied especially in their perceptions of most helpful activities. It is suggested that special programs for fulfilling gifted students' needs and abilities need to be developed and implemented.

• Proceedings of the IEEK Conference
• /
• 2003.07d
• /
• pp.1645-1648
• /
• 2003

본 연구는 멀티미디어를 활용한 웹 기반 코스웨어의 개발로서 첫째, 7차 교육 과정 9학년 과학 교과의 '생식과 발생' 단원을 선정하여 기된 과정의 내용을 철저히 분석하고 심화ㆍ보충 과정과 관련된 자료를 추출하였으며, 둘째, 멀티미디어 기반의 코스웨어가 구동될 수 있는 서버 환경을 구축하였고, 세째 멀티미디어 기반의 웹 코스웨어를 제작하고 구현하였다. 네째. 구현된 코스웨어를 교실 환경에 투입하고 교사와 학생의 반응을 조사하는 순으로 수행하였다. 코스웨어 설계의 기본 방향은 기된 과정의 학습 내용을 학습자 중심의 학습이 되도록 주제별로 적절히 재구성하고 심화ㆍ보충 과정에 해당하는 부분의 내용을 추출하여 학습자가 학습 동기를 향상시킬 수 있는 다양한 멀티미디어 컨텐츠를 학습자와의 상호작용을 할 수 있도록 CGI를 활용하여 구현하였다. 코스웨어의 기본 구조는 기본학습(내용 항목), 학습평가, 학습 자료실, 보충 학습, 심화 학습, 교과서를 넘어서, 유용한 사이트 등으로 구성이 되어 있다. 교사용 검사지는 주로 일반 사항, 수업 설계 측면에서 추출하여 사용하였고, 학생용 검사지는 일반 사항과 기술적 측면에서 추출하여 사용하였다. 설문지 조사 결과 대부분의 항목에서 보통이상의 점수를 얻음으로써 개발된 코스웨어의 필요성 및 유용성이 입증이 되었고 앞으로도 더 많은 멀티미디어를 포함한 웹 기반의 코스웨어가 개발되어 학교 현장에 투임 되어야 한다는 것을 시사한다.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.3
• /
• pp.145-161
• /
• 2008

The purpose of this paper is to find out the needs of housing contents in highschool Home Economics among students. The 105 housing contents and topics were chosen from the 3 textbooks and related references. The number of 516 questionnaire from 8 areas were used to analyze. Analyses indicated that respondents were more likely to favor Home Economics subject and one out of five wanted to select it. Average needs of the housing contents was above middle(3.4) and these was a little difference among 3 middle units in housing. The most needed unit was housing design. There was a more wide difference in 19 small units than in middle ones, ranged $3.00\sim3.91$. Individual contents showed the most variousness in needs from 2.89 to 4.30 in the middle unit of housing and environments, 3.00 to 4.01 in housing design, and 2.68 to 3.91 in housing management. The needs of additional contents were about the same as those textbook contents and it indicated that new textbook needs to adopt the newly demanded housing contents. Some of individual, family, and environmental characteristics were significantly related to the students needs. The higher positive attitude such as favor, interest, and selecting of the subject was related to the higher needs of housing contents. Residential areas and neighboring were also related to most of the needs of individual housing contents.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.3
• /
• pp.1-16
• /
• 2008

The purpose of this study is to investigate the perception of middle schooler's lesson of 9th grade "Housing Education" Questionnaire survey was conducted with 394 middle school students in Gyeongnam in 2006 and the dada analyzed by the descriptive statistics, t-test, One-way ANOVA, Duncan's multiple range test, Pearson correlation and multiple regression analysis by using SPSS 14. program. The result of this study were as follows. The unit 'Use of dwelling space' was perceived useful in real life, interesting in explanation & visual materials of the text, taught easily to understand the students and ranked highest in class satisfaction compared with the rest two units. The unit 'Indoor environment & equipment' was least interesting, most difficult and ranked lowest in class satisfaction. The unit 'House management & repair' was relatively interesting and easy, but not useful in real life, not much interesting in explanation & visual materials in text, taught difficult by teachers. The class satisfaction ranked second of the units. Female students perceived that the unit 'Use of dwelling space' was easy, but male students perceived that all the units were interesting in the explanation & visual materials in textbook, various teaching-learning methods, interesting experiment & practice, and was satisfied with the unit 'House management & repair'. As their academic achievement of "Technology & Home Economics" was lower, they perceived that the education contents and various experiment & practice were more difficult. The class satisfaction of middle schoolers about the unit "Housing Education" were affected by how easily the teacher taught the subject, making it more understandable, the level of difficulty of the contents and the level of interest of explanation & visual materials of text.

• 대한공업교육학회지
• /
• v.42 no.2
• /
• pp.89-107
• /
• 2017

The purpose of this study was to analyze the perception of academic difficulties of middle school students and their influences variables in technology subject. The subjects of this study were middle school students in the whole country. A total of 420 students were selected considering the grade and area for the survey. The data were collected by mail and analyzed using SPSS 22.0K. The results of this study were as follows : First, The academic difficulties perceived by middle school students in the technology subject were recognized as normal. Second, Middle school students perceived it as a lack of experience (opportunity) in the technology domain as a cause of academic difficulties. Third, In the learning process, the female students were more difficult to understand the related terms and theories than the male students. In the problem solving activities, the female students were more difficult than the male students in identifying problems, designing solutions, selecting solutions, modeling, testing solutions, and correcting improvements. Fourth, the academic difficulty in learning technology lesson was difficult in terms of terminology, theory, and practice activities in the order of Second, Third, and 1st grade. Fifth, lack of understanding knowledge, confusion of contents knowledge, lack of technical interest, shortage of class hours, lack of understanding of evaluation criteria were all influenced by the difficulty of technical subject learning. Sixth, the academic difficulty influencing the problem solving process was explained by understanding comprehension, content knowledge confusion, technical interest, class time, understanding of evaluation criteria.