• 한국초등수학교육학회지
• /
• 제20권2호
• /
• pp.333-351
• /
• 2016

본 연구에서는 2009 개정 초등수학 5~6학년군 교과서에 포함된 STEAM 요소를 학년별, 내용 영역별로 분석하여 어떤 요소가 어떻게 분포되어 있는지를 알아보고자 하였다. 연구 결과 STEAM 요소의 학년별 분포는 6학년 2학기 246개(30.0%), 5학년 2학기 212개(25.9%), 6학년 1학기 211개(25.7%), 5학년 1학기는 151개(18.4%)의 순으로 나타났고, 5학년에 비해 6학년이 약간 많음을 알 수 있다. STEAM 요소의 내용 영역별 분포는 수와 연산 237(28.9%)개, 규칙성 167개(20.6%), 도형 162개(19.8%), 측정 154개(18.8%), 확률과 통계 98개(11.9%)의 순으로 나타났다. 그러나 STEAM 요소별로는 편차가 있다는 것을 알 수 있었다. 예술(A) 요소가 617개(75.2%)로 가장 많았는데, 표현예술이 445개(54.3%)로 문화예술의 172개(20.9%)보다 2배 이상 많았다. 표현예술이 약 절반을 차지하고 있는 것은 하위요소로 수학 교과서에 만화, 글쓰기, 이야기 만들기 등의 의사소통 요소가 많이 포함된 것이 주된 이유라고 볼 수 있다. 다음으로 기술공학(T-E) 요소가 158개(19.2%) 포함되었고, 과학(S) 요소가 45개(5.5%)가 포함되어 있었다. 2015 개정 교육과정의 수학교과서 개발 시 상대적으로 적은 과학 요소도 보다 적극적으로 융합하려는 노력을 기울일 필요가 있다.

• Human Ecology Research
• /
• 제52권4호
• /
• pp.371-382
• /
• 2014

This study investigated the relationships among individual factors, family factors, peer relationships and the internalizing and externalizing behaviors of adolescents. The data were obtained from a sample of 417 7th and 8th grade students. These data were collected with questionnaires and analyzed by using a t-test, Pearson's correlation, and a multiple regression analysis with SPSS ver. 18.0. The results can be summarized as follows. There is a significant difference in an adolescent's self-control, their father's rejective rearing, peer pressure, and the peer relationship between boys and girls. The results showed that boys had higher self-esteem and father's rejective rearing than girls. On the other hand, girls had higher peer pressure and more intimate peer relationships than boys. The results revealed that the 7th grade students had higher self-esteem and mother's warmth rearing than the 8th graders. Furthermore, the 8th grade students showed higher shame, mother's rejective rearing, marital conflict, internalizing behavior, and externalizing behavior than the 7th graders. The internalizing behavior in boys was influenced by shame, marital conflict, and peer pressure. In the case of girls, the internalizing behavior was affected by shame, mother's warmth rearing, and peer pressure. The externalizing behavior in boys was influenced by self-control and shame. In the case of girls, the externalizing behavior was affected by self-control, shame, marital conflict, and peer pressure. Adolescents who exhibited higher levels of shame than others and higher peer pressure showed internalizing problem behaviors. Adolescents who had less self-control and more shame, experienced more externalizing behavior problems.

• Child Health Nursing Research
• /
• 제6권2호
• /
• pp.167-185
• /
• 2000

The goal of this research was to provide the basic data of sexual education for late schooler by finding out what they want to know about sex, or to see, if any, its relevancy between female and male students and between each grade. The sample for this research was a total of 453 students in 4th, 5th and 6th grade from 12 different classes at two elementary schools which were located in C city and in B province. The children were requested to write down three points on what they want to know or to learn most about sex, and their answers were put through two analytical stages in order to classify and to examine. The followings are the conclusions from the data. 1. The female cluster took 44.2% out of the whole sample, and there were 151 students per each grade. The specific girl ratios for each grade were 42.4%, 50.3% and 39.7% respectively. 2. It was noted that a total of 1,195 questions were gathered from the students writings, 45% of the questions was raised by the female students. The 4th grade students raised 432questions (43.8% by the girl) while the 5th. and the 6th grade students raised 387 (53.2% by the girl) and 376 questions (42.3% by the girl) respectively. The average number of questions per students was 2.6 while the female students raised 2.8 questions which was more than the average 2.5 questions by male students. It was the 4th grade female student cluster, which raised the most question (3.0) while the 6th grade male students raised the least question (2.4) in average. 3. The questions raised by the children could be divided into seven categories of the knowledge need on sex. They were Reproduction (310 questions, 25.9%), Sexual Culture (230, 19.2%), Concept of sex (125, 18.0%), Changes of Puberty (172, 14.4%), Sexual Health (119, 10.0%), Anatomy and Physiology of Reproductive System (78, 6.5%) and Sexual Tendency and behavior (71, 5.9%). 4. 'Reproduction' was the most frequently raised questions not only by both sex groups but also by the 5th grade students. Both sexes in the 4th grade showed the highest interest in Sexual Culture while it was Changes in Puberty for the both sexes in the 6th grade. The knowledge need on sex of the children indicated what they understand sexuality. They apprehended sex as sex, gender and sexuality in an inclusive way. They showed a major interest in the biological sex and the sexual activities. It seems that the children managed to understand clearly the meaning of gender, furthermore, they even pointed out that the streotyped sex role, patrimonial system and the sexual discrimination were unreasonable. The students possessed not only the least but also the most negative understanding in regard of sexuality. Two suggestions were made from the above conclusions for the practical sex education as well as its research. 1. For the practice: The sex education for the elementary upper grade school student should be relevant with their cognitive characteristics, also it should be more specific on the reproductive organs of both sexes, the actual scenes of the pregnancy and child delivery procedures. The gender concept should be added to the biological sex education, which will lead them to understand the unreasonableness of today's male-superior phenomenon and correct them. It is also necessary to develop educational programs for this age group so as to help them to understand sex in the sense of sexuality as well. 2. For the research: It is not easy to draw out a through conclusion since this study was carried out as one-time data collection. Yet it is undeniably helpful for the sex education if we can understand what the children want to know about sex, how much they know about it by conducting deep-interview researches through a small number of sample.

• 대한가정학회지
• /
• 제41권1호
• /
• pp.231-248
• /
• 2003

The purpose of this research is to analyze ‘consumer education system in middle school’, whether it is suitably organized to help students make the right decision in their daily life as a rational consumer in this fast changing “the Informational Society”. We divided the consumer education of “the Informational Society” into 4 fields of studies(consumer information technique, decision making on purchasing, consumer financial management, and consumerism) and made specific analysis for this research. The “Technology & Home Economics” textbook which follows ‘The 7th curriculum’ conducted by “Korean Educational Board” Ministry of Education & Human Resources Development for first and second grade in middle school were used for this analysis. The results founded are as follows: first, for the curriculum analysis according to the 4 fields of consumer education, both the first and the second grade students' textbook had consumer information technique as the major portion of the consumer education. Second, as a result of the comparison between the two grade levels showed that the second grade level has higher portion of consumer education in “Home economics & Technology” textbook than the first grade level. Third, the present status of consumer education showed that the first grade level's consumer education was only limited in consumer information technique, but the second grade level's consumer education was ranging evenly throughout the 3 fields of consumer education: consumer information technique, decision making on purchasing and consumerism. These results of this study contribute to the development of an efficient and desirable curriculum for the adolescent' consumer education, specially for school consumer education, in “the Informational Society”.

• 한국과학교육학회지
• /
• 제22권4호
• /
• pp.706-716
• /
• 2002

제6차와 제7차 교육과정 초등학교 과학과 교과서에 제시된 학습 내용을 과학 탐구 기능과 교수 학습 유형별로 분석한 결과는 다음과 같다. 3학년에서 6학년까지의 과학과 교과서에 제시된 학습 내용을 과학탐구기능에 따라 분석한 결과 첫째, 제7차 교육과정에서 기초탐구 기능은 증가하였으나 통합탐구 기능이 감소하였다. 둘째, 제6차에서는 조사 학년 모두에서 기초탐구 기능보다 통합탐구 기능의 비율이 높았고, 제7차에서는 저학년에서는 기초탐구 기능이, 고학년에서는 통합탐구 기능이 높게 나타났다. 셋째, 제7차 교육과정에서 과학탐구 기능을 기초탐구 기능과 통합 탐구 기능 영역으로 나누어 살펴보면, 기초탐구 영역에서는 관찰기능이 각각 63.8%, 54.4%, 통합탐구 영역에서는 문제인식에 관한 탐구 활동이 각각 75.3%, 82.5%로 대부분을 차지하고 있었다. 넷째, 과학탐구 기능 전체를 비교해 볼 때 제7차 교육과정에서 관찰(24.8%), 분류(5.4%), 측정(5.6%), 추리(6.0%), 자료해석(4.4%) 기능이 증가하였고, 예상(3.8%), 가설 설정(0.5%), 변인통제(1.8%), 자료변환(1.2%), 결론도출(0.8%), 일반화(0.9%) 기능이 감소하였다. 다섯째, 교수 학습 방법에 대한 분석 결과, 제7차 교육과정에서는 관찰학습이 감소한 반면에, 실험학습, 토론학습, 조사 및 과제학습과 창의학습이 증가하였다. 따라서 본 연구의 결과로부터 제7차 교육과정 과학과 교과서는 제6차에 비해 기초탐구학습과 통합탐구기능이 학년 아동의 인지발달 수준을 고려하여 구성 되었음을 알 수 있었다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제19권1호
• /
• pp.15-28
• /
• 2000

This study is intended to develop a CAI program on the topic of flowing rivers and to investigate how 4th grade students' concepts of it change through this program. The CAI program is made using the GREAT II copyright tool based on a typical 4th grade science Korean textbook. This program consists of 5 sections, which are introduction, rain waters, running waters, river waters, and activity. All contents are animated. Students are 30 4th grade students. One instrument is used how to investigate the concept change of the flowing rivers. The instrument is called the Identification of Flowing River Concept Test(IFRCT, Appendix), which is of a two-tier type and has 8 items. Data are collected before and after the instruction using this program. Data are classified as a scientific model, a naive model, or a "no" model, based on criteria used by Vosniadou(1989). Data are compared. The results show that 4th grade students after the instruction using this program hold a more scientific model on the flowing rivers, than before the instruction using this program. Therefore, the author urges science teachers to use the CAI program to teach students about the flowing rivers.

• 한국초등과학교육학회지:초등과학교육
• /
• 제19권1호
• /
• pp.131-143
• /
• 2000

The unit of a buoyant force included in the 7th national science curriculum for 6th grade students. On the contrary, it seldom that students' conception about buoyant phenomena is studied, even though there has been many studies of students' conceptions of basic science contents. The purpose of this study was to survey the elementary school students' conceptions of a buoyant force, to analyze their cognitive levels, and to explore the relationships between them. Sixth grade students (total numbers is 192) were selected .from 5 .lasses in two elementary schools in a local city of Kyungsangdo. They were asked to respond two kinds of test, which are the Logical Thinking Ability (GALT) to investigate students' cognitive levels and the Buoyant Force Questionnaire (BFQ). We developed BFQ test, based on the 7th national science curriculum for 6th grade and the previous researches of a buoyant force. We, qualitatively, analysed students' frequency of responses about a buoyant force and their types of explanation, and, quantitatively, analysed the relationships between cognitive levels and conceptions of a buoyant force with SPSS/ PC 7.0 programmes. The results of cognitive level showed that half of 6th grade students were in the concrete operational stage, 43.2% in the transitional stage, 6.8% in the formal stage. However, their sub-logical thinking abilities in a combinational, conservational, controlling variables, proportional, probability and correlational logic were very fluctuated from 91% to 8%. The results that only 4.8% of elementary students had correct conceptions of a buoyant force suggest that 6th grade students had great difficulties in understanding of that concept. Their difficulties would originated from the frequent common-sense explanations of a buoyant phenomena in terms of the weight or the unique properties or the contact area of an object or with/without air. Furthermore students' explanations, frequently, changed with context of problems of a buoyant force. Scheffe test of quantitative results that elementary students in the concrete level had 50.6% of concept formation in a buoyant force, the transitional level 54.5%, and in the formal operational level 62.8% showed significant differences of conceptions of a buoyant force with cognitive levels. Therefore the concrete operational elementary students had more difficulties of understanding of a buoyant force than the transitional and formal level, which is required to higher cognitive levels. This conclusion have implications that the unit of a buoyant force have to be presented with concrete activities for majority of students who are in concrete and transitional levels.

• Pediatric Gastroenterology, Hepatology & Nutrition
• /
• 제8권1호
• /
• pp.1-11
• /
• 2005

목 적: 반복성 복통(Recurrent abdominal pain)은 소아의 약 10%에서 볼 수 있는 비교적 흔한 증상으로, H. pylori 감염과 반복성 복통과의 연관성에 대한 연구가 일부에서 이루어져 왔으나 아직까지 명확한 관계는 밝혀져 있지 않다. 또 반복성 복통으로 내원하여 H. pylori 감염이 확인된 소아에서 제균 요법이 반드시 필요한지에 대해서도 아직 결론이 내려지지 않은 상태이다. 저자들은 소아에서 반복성 복통증과 H. pylori 감염의 연관성을 확인하고 제균 요법이 반복성 복통의 경과에 미치는 영향을 알아보고자 하였다. 방 법: 1998년 1월부터 2005년 1월까지 반복성 복통으로 서울대학교 어린이병원에 내원하여 상부 위장관 내시경 검사를 받았던 환아 중에서 추적관찰이 가능하였던 166명을 대상으로 하였다. 이 중 H. pylori 감염 환아 70명 모두에서 제균 요법을 시행하였고, 제균 성공한 군(Group Ia) 52명과 실패한 군(Group Ib) 18명에서의 복통의 경과를 관찰하였다. 대조군인 H. pylori 비감염 환아 96명에서는 약제를 전혀 투여하지 않은 군(Group IIa) 67명, 위산억제제를 투여한 군(Group IIb) 13명, 그리고 위산억제제와 항생제를 함께 투여한 군(Group IIc) 16명으로 나누어 복통의 경과를 관찰하였다. 의무기록지 검토와 전화 인터뷰를 시행하여 6개월, 12개월 시점에서 복통의 경과를 판정하였으며, 복통이 완전히 또는 거의 완전히 소실된 경우를 grade 0, 복통이 50% 이상 현저히 호전되었으나 간혹 복통을 호소하는 경우를 grade I, 그리고 복통의 정도와 빈도에 변화가 전혀 없는 경우를 grade II로 정하였다. 결 과: 1) 전체 166명 환아의 연령은 $10.0{\pm}3.3$세, 남녀비는 1:1.72, 내원 전까지의 복통의 지속기간은 $18.2{\pm}19.3$개월, 추적 관찰기간은 $3.0{\pm}2.6$년이었다. 대상 환아의 특성, 증상이 시작될 당시의 연령, 증상의 지속기간, 추적 관찰기간 등에 있어서 H. pylori 감염군과 비감염군 사이에 유의한 차이는 없었다. 2) 상부 위장관 내시경 소견 결과에서 H. pylori 감염군에서 결절성 위염(p<0.001)이나 결절성 십이지장염(p=0.001)의 빈도가 유의하게 높았고, 비감염군의 경우 정상 내시경 소견을 보인 빈도가 유의하게 높았다(p<0.001). 병리 조직검사에서 H. pylori 감염군에서 비감염군에 비해 중등도 만성 위염(71.4% vs 12.8%, p<0.001)과 중증 만성 위염(15.7% vs 1.1%, p<0.001)의 빈도가 유의하게 더 높았다. 3) H. pylori 감염 환아 70명에서 1개월 동안 복통의 경과를 관찰하였을 때, 제균 성공한 군(Group Ia)은 grade 0 69.2%, grade I 19.2%, grade II 11.5%였고 제균 실패한 군(Group Ib)은 grade 0 50.0%, grade I 44.4%, grade II 5.6%로 두 군에서 통계적으로 유의한 차이가 없었다(p=0.103). 6개월 동안 복통의 경과를 관찰하였을 때, Group Ia는 grade 0 72.1%, grade I 21.0%, grade II 7.0%였고 Group Ib는 grade 0 50.0%, grade I 30.0%, grade II 20.0%로 마찬가지로 두 군에서 통계적으로 유의한 차이는 없었다(p=0.311). 1년 경과관찰 시에도 Group Ia는 grade 0 75.0%, grade I 12.5%, grade II 12.5%였고 Group Ib는 grade 0 55.6%, grade I 33.3%, grade II 11.1%로 역시 두 군에서 통계적으로 유의한 차이는 없었다(p=0.338). 4) H. pylori 비감염 환아 96명에서 1개월간 복통의 경과를 관찰하였을 때, 약제를 전혀 투여하지 않은 군(Group IIa)은 grade 0 34.3%, grade I 38.8%, grade II 26.9%, 위산 억제제를 투여한 군(Group IIb)은 grade 0 46.2%, grade I 23.1%, grade II 30.8%, 그리고 위산 억제제와 항생제를 함께 투여한 군(Group IIc)은 grade 0 43.8%, grade I 18.8%, grade II 37.5%로 세 군 간에 통계적으로 유의한 차이가 없었다(p=0.533). 6개월간 복통의 경과를 관찰하였을 때, Group IIa는 grade 0 45.6%, grade I 33.3%, grade II 21.1%, Group IIb는 grade 0 50%, grade I 30%, grade II 20%, Group IIc는 grade 0 72.7%, grade I 0%, grade II 27.3%로 마찬가지로 세 군 간에 통계적으로 유의한 차이가 없었다(p=0.269). 1년 경과관찰 시에도 Group IIa는 grade 0 58.7%, grade I 17.4%, grade II 23.9%, Group IIb는 grade 0 66.7%, grade I 11.1%, grade II 22.2%, Group IIc는 grade 0 70.0%, grade I 20.0%, grade II 10.0%로 마찬가지로 복통의 경과는 세 군에서 유의한 차이는 없었다(p=0.879). 결 론: 반복성 복통 환아에서 H. pylori 감염 시 제균 요법을 시행하였을 때 대부분에서 복통이 호전되었으나 복통의 경과는 제균의 성공 또는 실패여부와 상관없었다. 이는 반복성 복통과 H. pylori 감염의 연관성이 적음을 시사하는 소견으로 판단된다. 또한 H. pylori 감염이 없는 환아도 약제의 투여 여부와 상관없이 내시경 검사 후 대부분에서 복통이 호전되는 경과를 보였다. 따라서 반복성 복통 환아에서 제균 요법을 포함한 약물 치료를 하는 것보다 환자가 기질적인 병변이 없다는 인식을 갖게 하는 것이 복통의 소실에 더 도움이 될 것으로 생각된다.

• 한국과학교육학회지
• /
• 제26권1호
• /
• pp.40-48
• /
• 2006

이 연구의 목적은 초등학교 6학년 학생의 분류활동에서 나타나는 사고 유형, 과정과 특징을 분석하는 것이다. 이러한 목적을 달성하기 위하여 분류활동 수행에 적합한 2가지 도구를 개발하였다. 첫 번째는 속성이 분명하게 드러나는 인공자극카드이고, 두 번째는 속성이 잘 드러나지 않는 자연자극카드이다. 서울시 영등포구 소재 D초등학교 6학년 8명을 대상으로 질적 연구를 수행하였다. 자료는 피험자의 과제 수행과정을 녹화한 비디오테이프, 피험자의 분류 기록지, 연구자의 피험자 행동 관찰, 피험자와의 면담 등 자료 삼각측정법에 의해 획득하였다. 연구결과, 6학년 학생들은 분류활동에서 속성 관찰, 속성 평가, 예비 점검, 기준 선택, 샘플 동정의 다섯 가지 유형의 사고를 하였으며, 모든 항목을 분류할 때까지 속성 관찰 $\rightarrow$ 속성 평가 $\rightarrow$ 예비 점검 $\rightarrow$ 기준 선택 $\rightarrow$ 샘플 동정의 과정을 반복하였다. 그리고 인지 경제성을 활용하여 분류하여 분류하였다. 이상의 연구 결과는 과학 분류 학습 지도에 다음과 같은 시사점을 줄 수 있다. 첫째,교사가 학생들의 분류 사고과정을 이해한다면, 보다 효과적인 분류학습 지도가 가능할 것이다. 둘째, 분류사고 과정의 각 단계를 고려한 단계별 학습지도가 필요하다.

• 한국조경학회지
• /
• 제27권5호
• /
• pp.138-149
• /
• 2000

The purpose of this study is to evaluate Suwon stream naturalness Index(S.N.I). and tofind out stats, problems and opportunities of the Suwon stream by assessment standard. Assessment standard is mainly based on physical structure of stream environment. the purpose evaluating sectors and elements are physical form and structure restoration of stream. To find out assessment standard of stream naturalness index, conceptual frame of assessment standard has been established, for which four sections, for example, longitudinal section, lateral section, stream bottom structure and water environment, have been selected. Overall stream naturalness index of the Suwon stream has been distributed at 3rd to 4th grade, and 3.3 of assessment index and mode were 3rd grade respectively. stream naturalness index of each section was as follows: Longitudinal section accounted for 3.7in average to be 4th grade, lateral section did 3.8 to be 4th grade, and water environment did 2.4 to be 2nd grade. Analysis of assessment outcome of stream naturalness index has checked status, problems and opportunities of corresponding stream. Assessment of stream naturalness index of the study provides useful information for restoration of close-to-nature stream, and furthermore has its meaning in checking problems and opportunities of Suwon stream.