• Journal of Families and Better Life
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• v.13 no.2
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• pp.56-67
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• 1995

본 연두는 환경교육교사들이 배워야 할 교육내용에 관한 선행연구를 기초로 하여 우리나라 중학교 교사들의 환경교육수행과 관련된 변인들을 분석해 보고자한다. 조사대상자 는대구.경북지역 중학교교사 295명이며 이들의 환경문제에 관한 이해도, 환경교육에 관한 목표 및 개념 인식 수준은 비교적 높으나 환경교육수행은 가장낮게 나타났다. 담당교과목별 환경교육관련 변인을 보면 환경교육수행에 있어서만 통계적으로 유의하게 나타났으며 교과 목별로 보면 도덕.국민윤리와 가정.실업.기술 담당교사의 평균이 가장 높다. 환경교육수 행에 대한 제변인의 영향력은 교육수준만 통계적으로 유의한 결과를 보여주었다 또한 담당 교과목별 환경교육수행에 대한 환경교육수준의 영향력은 가정.실업.기술과목 교사들의 경 우 가장 의미가 있었다 환경교육수행 수준이 높은 집단의 특성은 환경교육관련변인 중에서 환경교육수준(p<.001) 사회.인구적 변인중에서는 성별(p<.01) 연령(p<.01) 교육경력(p<.05) 담당교과목 (p.05)에 있어서 유의한 의미가 있으며 남성 40대 이상 교육경력 16년이상의 집 단 도덕.국민윤리와 가정.실업.기술과목의 집단이 더 많이 소속되어있다. 이러한 연구결 과는 환경교육수행을 위한 교사양성 및 교사재교육을 위하여 의미가 크다고 하겠다.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.643-655
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• 2016

The purpose of this study is to figure out the characteristics of teacher's scaffolding that can promote the social construction of scientific models by analyzing a teacher's scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher's scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher's scaffolding by whether the level of social construction has changed or not, and analyzed teacher's scaffolding in each group. Teacher's scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher's scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a 'confirm' intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher's scaffolding that promotes social construction of scientific models in middle school classes.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.1
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• pp.155-175
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• 2008

This study suggests the application of library assisted instruction(LAI) by analyzing Japanese social studies text-books that are configured for the library assisted instruction and cooperative instruction. The results of the analysis found that the use of a variety of materials and curriculum integrated skills instruction is reflected in the social studies text-books in Japan. Based on the results, this study suggested the strategies of the application of library assisted instruction(LAI) in three separated proposals. revision of related laws, organizational joint between teacher librarian and subject teachers, textbooks development for Information literacy instruction.

• Proceedings of the SOHE Conference
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• 2003.10a
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• pp.71-71
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• 2003

본 연구는 세계가 지향하는 양성평등사회의 구현을 위하여 가부장적 인식이 사고의 많은 부분을 차지하고 있는 남성 특히 아버지의 성역할에 대한 태도가 자녀에게 미치는 영향을 알아보고, 차별의 대상인 딸들은 아버지의 태도를 어떻게 인지하고 있는지를 파악함으로써 한국 사회의 뿌리깊은 사회문제의 근원이 되고 있는 성불평등의 원인을 밝히고, 양성평등을 위한 교육의 기초를 마련하는데 기초자료를 제공하고자 한다. 자료수집은 전라북도에 위치한 여자 중학교 1, 2, 3학년을 중심으로 이루어졌으며, 빈도, 백분율, 평균, 표준편차, 분산석, Duncan's multiple Range Test, 상관관계, 회귀분석을 사용하였다.

• The Journal of Learner-Centered Curriculum and Instruction (JLCCI)
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• v.19 no.14
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• pp.295-321
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• 2019

The purpose of this study is to identify the value of global citizenship and cooperative learning, and one of the effective ways to educate citizens around the world is to present a Co-op Co-op model for cooperation, which can be used in social studies class in secondary schools. While the need and importance of global citizenship education is emerging as a way to respond to the rapid globalization, there is still a lack of research on the teaching programs available at secondary schools. Therefore, through theoretical discussions, this paper identified diversity, cooperation with others, respect for democratic processes, active participation, and responsibility for global issues as key values of global citizenship. Based on this, class programs were developed and presented based on the first unit of social studies in secondary school 『Human rights and constitutional』 unit using Co-op Co-op among various cooperative learning models. The contents to be modified and supplemented by asking a group of experts from current teachers to review the program to ensure the validity and reliability of the class program developed in this study.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.53-62
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• 1986

본 연구의 목적은 한국 중 고등학교 학생들의 지적 발달의 특성을 조사 분석함으로써 교과서 및 교육과정의 개발에 필요한 기초자료를 얻으려는 것이다. 지역, 학년, 연령, 성 및 가정의 사회 경제적 지위에 따른 인지 발달 특성을 조사하였다. 연구의 대상은 전국을 대도시, 중 소도시, 농촌으로 유층화한 유층군집 표집방법에 의해 표집한 중학교 1학년부터 고등학교 2학년까지의 남 녀 학생이었다. 표집학생 수는 중학교가 18개교 54학급 3,164명이었고, 고등학교가 18개교 36학급 1,981명이었다. 가정의 사회 경제적 지위는 가정의 경제적 형편, 부의 직업, 부의 학력, 가정의 수입 정도를 고려하여 4계층으로 구분하였다. 사용된 도구는 지적 영역의 조사에 Piaget의 인지발달이론에 따른 논리발달 검사를 이용했다. 분석된 결과를 요약하면 다음과 같다. 첫째, 명제논리, 확률논리, 조합논리, 변인조작개념은 연령과 학년이 높아질수록, 대도시로 갈수록, 사회 경제적 지위가 높을수록 더욱 발달하는 경향이다. 둘째, 개념의 발달경향에 있어서 이원추리와 조합논리개념의 발달이 확률논리와 명제논리 개념의 발달보다 빠른 경향이다. 셋째, 한국의 중등학생 중에서 12세의 64.6%, 13세의 58.1%, 14세의 43.8%, 15세의 30.1%, 16세의 22.6%가 구체적 조작 후기에 도달해 있다. 넷째, 중등학생의 학년별 인지발달경향을 보면 중1의 69.8%, 중2의 51.1%, 중3의 47.4%, 고1의 21.6%, 고2의 21.7%가 구체적 후기의 발달수준이다.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.57-75
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• 2022

The purpose of this study was to analyze the contents of middle school technology and home economics textbooks(family life area) that reflect the school career education goals and achievement standards in the 2015 revision of the Technology and Home Economics curriculum. Five different textbooks on middle school technology and home economics written based on the 2015 curriculum were selected and the school career education goals and achievement standards developed by the Korea Research Institute for Vocational Education and Training (2021) were used as a framework for textbook analysis. The results are as follows. First, the units that cover career education contents the most were 'life design and career choice(n=87)', 'developmental characteristics of adolescents(n=36)', and 'low birth rate, aging society, and work and family balance(n=31)'. The major contents of career education covered in technology and home economics textbooks(family life area) were 'search for various professionals(24.30%)', 'exploration of the changes in the future society(22.74%)', and 'exploration of the changes in the job world(18.66%)'. Thus it was found that the goals and achievement standards of school career education are evenly reflected in the middle school technology and home economics textbooks(family life area) based on the 2015 curriculum.

• Journal of Science Education
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• v.48 no.1
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• pp.1-14
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• 2024

The Korean Science Education Standards (KSES) were developed to support the establishment of a domestic national science curriculum to respond to future social and environmental changes as an action plan to improve scientific literacy in the context of science education. In this study, we analyzed the relationship between KSES and the 2022 revised middle science curriculum focusing its learning contents and learning objectives and sought effects of the successful implementation of the curriculum. As a result, the content system of the 2022 revised middle science curriculum was highly related to the categories of knowledge in KSES. Attempts to deal with the content related to the nature of science was also confirmed through content elements in science and society domains. In the case of achievement standards, it was focused on some areas of the performance expectations in KSES, but the level of statement of the achievement standards closely matched the level of middle school students as suggested by KSES. From these results, it was possible to confirm the high relationship between the 2022 revised middle science curriculum and KSES, as well as the possibility of using KSES as an international indicator for establishing future science education plans.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.43-63
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• 2018

The purpose of this study is to examine the various contexts affecting life culture through practical reasoning process and to select the goal and contents system of unification education in middle school home economics to form healthy unification community and to develop teaching and learning process. Based on the Unification Education Guidelines, Unification Education Pre-Study, Pre-Study on North Korean Defectors, and Analysis of the 2015 Revision Home Economics Curriculum in Korea, Goal and content system. Based on this, we developed a teaching and learning process and a student activity place applying practical reasoning process after extracting practical problems, and prepared a final development plan based on the results of two expert group evaluations. The results of this study are summarized as follows. First, the goal of unification education in the middle school home economics class is to 'Based on the social-cultural context, we develop the ability to cultivate healthy reunification by respecting the differences between the cultures of the two Koreas and discovering common values in a unified society and resolving practical issues in a unified society.'. Second, the content system of middle school home economics unification education was selected as the core theme of 'Unification Education Focused on the Living Culture'. The content elements were comprehending the socio - cultural context that affects the life culture of the two Koreas, Related language, maintenance of diversity of dietary culture in each region including North Korean food, social norms and attire, correct housing value and common living etiquette. Based on the goals of unification education in the middle school home school curriculum, we selected practical issues as 'What should we do to create a healthy unified community?'. Third, the teaching and learning process of unification education in junior high school home economics education is to recognize the problem of unification, to analyze the factors affecting the life culture of the two Koreas, to grasp the effect of the action and the ripple effects, to select alternative methods, And 4 subjects for 8 teaching learning course plan, and 35 teaching materials.

• Journal of School Social Work
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• v.43
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• pp.81-99
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• 2018

Drawing on an open system approach to understanding schools as organizations, this study examined whether challenges experienced by teachers in immigrant neighborhoods are mitigated to the extent in which schools effectively collaborate with parents and other agents in the neighborhoods. Data were gathered from a total of 328 teachers in 32 elementary and middle schools located within areas characterized by high levels of immigrant residential concentration in Seoul and Gyeonggi. The data showed that challenges experienced by teachers were significantly lessened in schools that had organic ties with agents in the external environments. This finding sheds new light on the importance of understanding schools as open-system organizations whose successful performance largely depends on factors external to classrooms. It appears that boundary spanning and bridging strategies may be utilized by school leaders to improve teachers' task performance at schools in areas of immigrant concentration.