• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.269-275
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• 2005

중등 교육의 질을 확보하기 위한 가장 핵심적인 변인은 교사이며 교사의 자질 향상과 전문성 개발은 교육에 있어 중요한 화두이다. 교사의 전문성은 무엇보다도 교사의 가르치는 능력에서 확보되어야 하며 교과 내용 지식의 확보가 이를 위한 첫걸음이라고 할 수 있다. 본 연구에서는 수업과 심층면담에서 드러나는 초임 교사의 내용 지식(knowledge), 실천 행위(practice), 의미 이해 전략(sense-making strategy)을 분석하여 교사의 과학 내용에 대한 전문성을 파악하는 것을 목적으로 한다. 이를 위해 수도권의 중등학교에서 근무하는 여섯 명의 중등 초임 과학교사를 대상으로 각각 두 차례의 수업 관찰과 구조화된 면담, 한 차례의 우선순위 면담을 실시하였으며, 미시건 주립대학의 Knowles팀에서 개발한 분석틀을 사용하여 질적으로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초임 교사들은 그들이 지향하는 교사상에 따라 과학 교수 활동에 대해 다양한 의도를 가지고 있었으며 비전공 교과의 과학 내용 지식에 대해서는 다소 어려움을 표현하고 있었다. 둘째, 연구에 참여한 교사들은 대체로 교과서에 의존하여 교육과정에서 제시한 내용과 교과서에 제시된 지도 방법에 크게 의존하여 수업을 진행하고 있었으며 교과서 수준의 개념을 중심으로 나열하는 방식을 주로 사용하였다. 다만, 교사가 스스로 재구성한 내용을 바탕으로 자신의 내러티브로 이끌어가려는 시도가 드러나기도 하였다. 셋째, 학생들의 내용 이해를 돕기 위하여 중요한 과학적 개념을 강조하고 그러한 개념을 반복하는 전략을 주로 사용하였다. 그러나 일부 초임 교사의 사례에서는 적절한 비유와 예시를 도입하려는 시도가 발견되기도 하였다. 한편, 연구에 참여한 초임 교사들은 모두 전문성 개발을 위한 노력이 필요하다고 인식하였으며 교사 양성 과정에서 교직과 관련하여 실제적인 도움을 줄 수 있는 프로그램 개발의 필요성을 주장하였다.주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.지역산업 발전을 위한 기술역량이 강화될 것이다.정 ${\rightarrow}$ 분배 ${\rightarrow}$ 최대다수의 최

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.1-9
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• 2019

In order to improve the quality of textbooks, this study analyzed seven informatics textbooks published based on the 2015 revised curriculum. Content analysis was used to analyze the organization system of these textbooks. Learning objectives of the textbooks were also analyzed according to Anderson's taxonomy of educational objectives. Furthermore, a textbook satisfaction survey, in which textbook selection criteria were applied, was given out to preliminary teachers. The results showed that the textbooks were similarly organized, centered on practice, activities, differentiated learning, and small group learning. However, the number of pages varies considerably for each chapter. After analyzing learning objectives of the textbooks, it was found that in terms of cognitive processes, 'understanding' (53%) was the highest item and 'analyzing' (16%) the second highest; in terms of type of knowledge, 'conceptual' (42%) and 'procedural' (31%) accounted for the two highest categories; in terms of cognitive domains, there has been a significant increase in 'analyzing' and 'creating' facets for learning objectives of these new versions of textbooks as compared to those of previously existed textbooks. In the satisfaction survey on a 5-point Likert scale, 'the accuracy and fairness of the content' had the highest points at 4.21 among four scale items. In this study, the improvement of the textbook is proposed based on the findings from this analysis.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.427-435
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• 2004

Characteristics of chemistry education during the enlightenment period in Korea are examined by analyzing chemistry textbooks used in the period. Specifically, the analysis is made from the aspects of science, students and teachers. As a result it is found that; first, scientific knowledge itself is emphasized, contrary to those described in the curriculum of chemistry used in the period, and it consists of introduction, non-metals, metals and organic chemistry in chemistry textbook, second, the level of chemistry is similar with that in present high schools, and its technical constitution might have been difficult for a student to study with an experiment, third, terminology lacks consistency and some textbooks include contents of other subject. It is therefore believed that the chemistry textbooks of the enlightenment period is scientifically incomplete and would not have been easy for the teachers to use them to teach the students. In addition, considering the students as a beginner of modern sciences, study level could have been too difficult for them to follow. In conclusion, it appears that chemistry education during the enlightenment period in Korea was not so successful.

• Proceedings of the Korea Contents Association Conference
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• 2006.05a
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• pp.35-38
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• 2006

The purpose of this study is to design and develop internet-based game content in elementary mass class. The design of Internet-based learning game content should be different from general game contents in terms of achieving learning goal, challenging learning steps, and learning motivation. This study presents the design and development strategies in the second grade multiply mass class. This study concludes that internet-based game content should consider the importances of the process of game, accumulations of game results to remind learners of what to achieve during the internet class not to enjoy the game itself.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.103-112
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• 2011

In Intellectual Subject the learning is applied individualization learning but In Computer Subject most teachers teach the curriculum with altogether lesson because of lack about understanding computer subject and the great gap of student's beforehand. The purpose of this paper is to suggest Customized Educational Program to help teachers apply in the classroom and to analyze the effect of educational using Personalized Learning model on the improvement of student's learning attitude and self-directed learning ability. For this study, after the Personalized Learning model class, measured learning attitude, student's class satisfaction and the expanding of self-directed learning ability by the self-assessment reports, a product, teacher's evaluation.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.111-133
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• 2020

The purpose of this study is to analyze the contents of global citizenship education in the 2015 revision of Home Economics textbook and examine the relevance of global citizenship education in the subject of Home Economics. To this end, the contents of global citizenship education included in the 2015 revision of middle school Home Economics textbook were extracted and analyzed from the viewpoint of the UNESCO Topics and Learning Objectives (TLO), according to the procedure of the concurrent triangulation design. When the frequencies of inclusion of the 9 topics of TLOs were counted, about 54.6% of global citizenship education(GCED) content covered in the 2015 revision of Home Economics textbooks in total was related to the socio-emotional aspects. In particular, TLO 4 (Different levels of identity) showed the highest ratio, followed by TLO 5(Different communities people belong to and how these are connected) and TLO 1 (Local, national and global systems and structures). As a result of categorizing global citizenship education learning topics extracted from Home Economics textbooks of middle school by Home Economics sub-topic area, the child and family(94) area showed the greatest relevance to all learning topics. Food and nutrition(13), clothing(13), housing(15), and consumption (14) showed similar distributions of learning subjects. Child and family area is related to global citizenship education in the topics of adolescent development and its characteristics, family relations, sexual and domestic violences prevention, change in family structures and healthy families, aging society and work-family balance, and life planning and career exploration. The food and nutrition area is related to global citizenship education in the topics of nutrition and eating behavior, and adolescents' food selection and safe cooking. The topic of clothing management and recycling of clothing area, housing culture, residential space utilization, and residential life and safety of housing area, consumer life in adolescence of consumption area were related to the learning subject of global citizenship education. As such, high relations between GCED learning topics and Home Economics learning content elements were found. It is expected that the data of this study will be used as basic data for program development, class improvement, and textbook development with global citizenship education as a content element in Home Economics education.

• Journal of the Korean earth science society
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• v.30 no.2
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• pp.176-184
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• 2009

The purpose of this study is to develop and apply the web contents about the optical characteristics of rock forming minerals. The web contents developed in this study are fundamentally made up so as to show clearly the learning objective and the teaching and learning contents, and to review one content easily and search for another content freely. In addition to the web contents, the photos and moving images of the optical characteristics of rock forming minerals cited in the middle and high school textbooks are demonstrated for the students to recognize the mineral characteristics on the screen. The analysis on the quality level and teaming effect of teaching and teaming materials based on the investigation of the MALSAM after the application of the web contents to the class, showed that most students evaluated were effective for understanding the optical characteristics of the rock-forming minerals. About 62% of the students who used the web contents were able to identify the rock-forming minerals on the thin section under the polarizing microscope.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.447-458
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• 2007

The purpose of this study was to explore high school teacher's and students' perceptions of learning difficulties of the ‘chemical bond' unit of the Chemistry II in the 7th national curriculum. The participants in this study were consisted of a teacher and his students(85) from the Chemistry II classrooms: they all answered to the questionnaire, and then some students and the teacher were interviewed individually. The results showed that there were big differences between the teacher's and his students' perceptions of 1) the most difficult unit for understanding; 2) concepts they learned; and 3) the most difficult concept for understanding in the classroom. Students thought that electro-negativity unit was the most difficult to understand while teacher thought molecular structure unit was the hardest unit to teach. And teacher taught all 32 subjects of chemical bond unit to students, but some students could not remember they learned all of them. Most difficult parts for students to understand were ‘Coulomb force' and ‘dipole moment', while the most difficult part for the teacher to teach was ‘the conceptual difference between atomic bond and intermolecular force'. The reasons caused the students' learning difficulties were analyzed and discussed based on the interview data, and then further study was presented.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.449-468
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• 2020

TIMSS is a representative international comparative study that analyzes changes in mathematics and science achievement, and it collects information on the educational system, curriculum, teaching and learning situation of participating countries as well as research and check, and provides implications for each country's mathematics and science education. Although domestic TIMSS studies focused on the results of achievement related to the evaluation of mathematics, not many have taken a closer look at the content and characteristics of the assessment framework. Therefore, the purpose of this study was to analyze the characteristics of the TIMSS 2019 mathematics assessment framework, and to derive implications for the mathematics curriculum and mathematics learning by examining the students' study time in light of the Korean mathematics curriculum. The implications derived from the results of this study are summarized as follows: First, it is necessary to check the connection between content elements in the mathematics and education process. Second, it is necessary to check the appropriateness and connectivity of the learning timing of the content elements in the mathematics and education courses. Finally, it is necessary to verify that the hierarchy of content areas and the structure of content systems in mathematics and education courses are consistent with the direction of mathematics education at the international level. This study can be used as a basis for mathematics and curriculum revisions, and can be used to set directions for the development of large-scale evaluation frameworks.