• 한국콘텐츠학회논문지
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• 제14권5호
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• pp.512-523
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• 2014

본 연구는 Flanders 언어상호작용 분석법을 활용하여 대학부설영재원 수학영재 수업에서 교수-학생 간의 언어적 상호작용을 분석한다. 연구문제는 수학영재 수업의 1)Flanders 코드 항목별 결과는 어떠한가? 2)언어형태는 어떠한가? 3)Flanders 지수결과는 어떠한가? 연구대상은 대학부설 영재교육원 중등 수학반 수업이며, 수업과정을 비디오 녹화한 동영상을 AF분석 프로그램 3.54를 활용하여 분석한 결과 1)Flanders 코드 항목별 분석결과, 교사의 비지시적 발언보다 지시적 발언이, 학생의 반응적인 발언보다 자진적인 발언이 많은 것으로 나타났고, 분류 항목별 빈도수는 강의, 학생의 자진적인 말, 활동 등이 전체수업의 대부분을 차지하였다. 2)수업 흐름은 대체적으로 바람직한 수업 흐름 모델을 따르지 않는 것으로 나타나, 학생 발언에 대한 교사의 적절한 피드백이 요구된다. 3)지수 분석 결과, 수정 비지시, 교사 질문비, 학생 발언비, 학생 질문 및 넓은 답변비는 분석기준보다 높게 나타났고, 비지시는 분석 기준보다 낮게 나타났다.

• 한국보육지원학회지
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• 제17권3호
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• pp.39-64
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• 2021

Objective: This study analyzed the compliance situation of class rules for 3-year olds in the Wisdom class at Sarang kindergarten. Methods: Research participants were composed of 17 young children and two teachers in the wisdom class for 3-year-olds and data collection and analysis were conducted by participant observation using the qualitative method. Results: Research results were as follows. The compliance situation of class rules included compliance, violation, and among compliance and violation. First, compliance was divided into compliance with assistance and self compliance. Compliance with assistance is for young children to follow the rules under the guidance, help, and instructions of teachers. Self compliance is for children to understand and follow the rules themselves. Second, Between compliance and violation is conflict of the rules created by different standards of class rules. Third, depending on who found the violation, violation was classified into teacher discovery, peer discovery, and acquiescence. The teacher discovery led to teacher guidance and teacher acquiescence, The peer discovery led to peer notification, peer resistance, peer punishment, and peer acquiescence. Conclusion/Implications: By looking at the compliance situation of class rules for three-year-olds, the educational implications of how to guide class rules were obtained for children.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권4호
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• pp.485-506
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• 2020

본 연구는 교사의 수학적 신념이 학생의 수학적 신념에 주는 영향을 잠재집단회귀모델(Latent Class Regression Model; LCRM)을 통해 분석하였다. 분석을 위해 본 연구는 잠재집단분석(Latent Class Analysis; LCA)을 통해 교사 60명과 그 교사에게 배우는 학생 1850명의 수학적 신념을 각각 분류한 강성권, 홍진곤(2020)의 연구결과를 활용하였다. 분석결과, '수학의 본질'에 대한 교사의 신념은 학생의 '수학교과', '수학문제해결', '수학학습' 신념에 영향을 주었다. 또한, '수학의 교수'와 '수학적 능력'에 관한 교사의 신념은 학생의 '수학교과', '수학문제해결', '자아개념' 신념에 영향을 주었다. 이를 통해 본 연구는 교사의 수학적 신념이 학생의 수학적 신념에 실질적인 영향을 끼친다는 것을 통계적으로 실증하였다. 이러한 연구결과는 교사들의 연수와 관련한 목표와 내용의 설정에 도움을 줄 수 있을 것이다.

• 한국과학교육학회지
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• 제30권5호
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• pp.594-608
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• 2010

이 연구는 중학생의 생명현상 관찰활동에서 과학적 흥미가 발생하는 요인을 추출하고, 추출한 요인이 과학적 흥미의 발생에 영향을 주는 정도를 검증한 것이다. 흥미발생요인을 추출하기 위해 중학교 3학년을 대상으로 4차시 분량의 관찰활동 프로그램을 투입하였고, 관찰활동에 참여한 학생 중 과학적 흥미가 높았던 학생을 대상으로 면담을 실시하였다. 면담 결과를 응답 유형별로 분류하여 21가지의 흥미발생요인을 추출하였다. 추출한 흥미발생요인은 크게 관찰대상의 특성, 관찰활동의 특성, 관찰결과의 특성, 관찰자의 특성, 외적 요인의 특성 등 5가지로 범주화하였다. 이렇게 추출한 흥미발생요인이 관찰활동에서 과학적 흥미의 발생에 영향을 주는지 검증해 보았다. 우선, 추출한 흥미발생요인이 관찰활동에서 흥미의 발생에 영향을 준 정도를 확인하기 위하여 흥미발생요인 조사지를 작성하였다. 중학교 3학년을 대상으로 4차시 분량의 관찰활동 프로그램을 실시한 후 흥미발생요인 조사지를 투입하였다. 흥미발생요인 조사지의 응답 결과를 분석하여 각각의 요인이 흥미의 발생에 영향을 준 정도의 차이를 확인해 보았다. 그 결과, 추출한 21개의 요인은 과학적 흥미의 발생에 유의미한 영향을 주는 것을 확인하였다. 이 연구의 결과는 흥미롭지 않은 관찰활동에 대한 원인 분석이 가능하며 흥미로운 관찰활동 프로그램을 개발하는데 매우 중요한 역할을 할 것이다.

• 한국멀티미디어학회논문지
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• 제25권3호
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• pp.476-492
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• 2022

This study explored at the potentials of exhibition appreciation classes using the metaverse platform, and identified what types of interactions could occur when elementary students participate in the exhibition appreciation education using metaverse platform. We had a user observation research and FGI through implementation of actual elementary class and we analyzed problematic experiences from the viewpoint of user to content and user to user interaction. As a result, fifteen UX improvements were derived by Delphi technique for solving the problematic experiences and improving learner's interactivity.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.331-344
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• 2019

This study aims to analyse science-gifted elementary students' perception of speech in general school class, school science class, and science-gifted class and the relationship between their voluntary speech and scientific creativity. For this, 39 fifth-graders in the Science-Gifted Education Center at Seoul Metropolitan Office of Education in Korea were asked about their frequency of voluntary speech on each class situation, the reasons for such behavior, and their general opinions about speech. Also, researchers collected the teachers' observation on students' speech in class. To get the scores for students' scientific creativity, four different subjects of tasks were presented. The students' scientific creativity scores were used for correlation analysis with their frequency of speech. The main findings from this study are as follows: First, science-gifted elementary students tended to be passive in science-gifted class compared to general school and school science class. Second, the main reason for the low frequency of students' speech in school classes is that they do not have many opportunities to make presentations. Third, a survey of students' general thoughts on speech showed that more students wanted to make a speech voluntarily in class than the opposite. Fourth, the four different scientific creativity tasks had little correlation. Fifth, the correlations between the frequency of voluntary speech and the scores of scientific creativity were mostly low, with significant results only for plant task. Sixth, the correlations between the frequency of voluntary speech and the two components that make up scientific creativity, originality and usefulness, were also mostly low, but significant results for both were found in plant task, with originality having a higher correlation than usefulness. Based on this results, this study discussed the meanings and implications of students' voluntary speech on elementary science education and creativity education.

• 한국초등과학교육학회지:초등과학교육
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• 제21권2호
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• pp.171-186
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• 2002

본 논문에서는 독일의 초등학교 1학년 전과정과 2학년 1학기까지의 사물학습과목의 내용을 분석하고 그 수업현장을 직접 관찰 분석하여 우리나라 과학교육에 대한 시사점을 제시하였다. 그들의 과학교육관련수업(사물학습)은 통합교과적인 주제를 친근하고 가까운 소재를 통해 접근하였으며. 직접 경험을 중시하였고 점차로 심도있는 탐구까지 해 나갈 수 있도록 이끌어갔다. 독일의 사물학습 수업을 통해서 우리의 과학교육은 보다 친밀한 소재를 통한 통합적 접근이 강조되어야하며, 학생들에게 스스로 생각하고 활동할 수 있는 시간적, 정신적 석유의 기회를 주어야 할 것으로 판단되었다. 또한 교육과정적인 면에서도 보다 심도있는 학습을 통해 지식을 스스로 창출해내는 능력을 길러주도록 노력해야 할 것이다. 그리고 국가, 사회와 성인들 모두가 교육에 대한 비판적 관심이 아니라 책임 있는 관심을 가져야 할 것이다.

• 기본간호학회지
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• 제25권1호
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• pp.33-45
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• 2018

Purpose: Objectives of this study were to identify and describe cultural meaning for nursing students in the class in fundamental nursing practice. Methods: Data were collected from November 2016 to May 2017 included focus group interviews and participants observation. The key informants in this study included 23 nursing students divided into 3 focus groups who had taken the course in fundamental nursing practice in university U and university S in Kyungpook, and university D in Jeonnam. Interviews continued until no new information could be identified from transcripts. Data were analyzed using the taxonomic analysis method developed by Spradley. Results: Based on the data acquired from the interviews, cultural domains in the class "fundamental nursing practice" were classified as 'community oriented activities', 'learning and playing space', 'relationship of difference and discrimination', 'time for present and future'. Conclusion: The culture in the class "fundamental nursing practice" could be summarized as 'non-standardized learning with team dynamics'. Also nursing students learned about a small society whose members are becoming nurses. Results indicate that it is critical for professors to understand students' values, beliefs and their attitude in order to aid in adjustment to class.

• East Asian mathematical journal
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• 제38권4호
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• pp.463-496
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• 2022

The purpose of this study is to analyze the mathematical creativity and computational thinking of mathematically gifted elementary students through a convergence class using programming and to identify what it means to provide the convergence class using Python for the mathematical creativity and computational thinking of mathematically gifted elementary students. To this end, the content of the nine sessions of the Python-applied convergence programs were developed, exploratory and heuristic case study was conducted to observe and analyze the mathematical creativity and computational thinking of mathematically gifted elementary students. The subject of this study was a single group of sixteen students from the mathematics and science gifted class, and the content of the nine sessions of the Python convergence class was recorded on their tablets. Additional data was collected through audio recording, observation. In fact, in order to solve a given problem creatively, students not only naturally organized and formalized existing mathematical concepts, mathematical symbols, and programming instructions, but also showed divergent thinking to solve problems flexibly from various perspectives. In addition, students experienced abstraction, iterative thinking, and critical thinking through activities to remove unnecessary elements, extract key elements, analyze mathematical concepts, and decompose problems into small components, and math gifted students showed a sense of achievement and challenge.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.173-187
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• 2018

The purpose of this study is to clarify the specific terms of epistemic and epistemological by reviewing the literature on epistemological understanding of science learning, examine the necessity of epistemic discourse analysis based on the view of social epistemology, and provide an exemplar of practical epistemology analysis for elementary children's science learning. The review was conducted in terms of meaning and terminology about epistemic or epistemological approach to science learning, epistemology of/for science, and methodologies for epistemic discourse analysis. As an alternative way of epistemic discourse analysis in science classroom I employed practical epistemology analysis (by Wickman), evidence-explanation continuum (by Duschl), and DREEC diagram (by Maeng et al.). The methods were administered to an elementary science class for the third grade where children observed sedimentary rocks. Through the outcomes of analysis I sought to understand the processes how children collected data by observation, identified evidence, and constructed explanations about rocks. During the process of practical epistemology analysis the cases of four categories, such as encounter, stand-fast, gap, and relation, were identified. The sequence of encounter, stand fast, gap, and relation showed how children observed sedimentary rocks and how they came to learn the difference among the rocks. The epistemic features of children's observation discourse, although different from scientists' discourses during their own practices, showed data-only conversation, evidence-driven conversation, or explanation inducing conversation. Thus I argue even elementary children are able to construct their own knowledge and their epistemic practices are productive.