• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.43-54
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• 2019

In order to organize various places for science experience study, this study gathered and analyzed prior research on science experience study and various science experience perated in school. To that end, a total of 162 relevant prior studies of literature published from 2000 to 2016 were collected and 2,201 cases of science experience study conducted in 2015 were collected and analyzed. The place where the science experiential learning was done is divided into three areas of natural ecology, cultural history, facility experiential learning study, and the characteristics of participating subjects are examined. In terms of the number of articles published in the field of science-related experiential learning areas, 83 ecological experience study sites (51.2%), facilities institution experience study sites 56 (34.6%), and cultural history experience study books 23 (14.2%). Through this study, it was found out that research tendency to analyze science - related attitudes became prominent by setting study subjects using natural objects around and learning to play while playing and playing in nature. There was also an analysis by subjects of participation in science related experience learning centers. Cultural history experiential learning field was significantly lower than previous studies. In the lower grades, nature ecological experience learning was mainly performed. Combining the above findings, it can provide implications for the development of science-related experience activities. First, it is necessary to develop a technology-related experience learning center using local community resources. Second, it is necessary to expand the culture and history experience learning center related to science. Third, we need an education support center to support the expansion and operation of such a technology-related cultural history learning center.

• 한국수학사학회지
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• 제33권2호
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• pp.115-132
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• 2020

Social awareness of mathematics and academic attitudes toward the value of mathematics education has kept changing according to the intellectual, political and religious contexts. In this article, we examine how mathematics was defined and recognized in liberal arts education of the Roman Empire and early medieval Western Europe. This study analyzes how mathematics was described in encyclopedic works written in the Roman era after the mid-second century BC and in the Western European monasteries and cathedral schools after the fifth century. Ancient Greek mathematics took a clear place in liberal arts education through encyclopedia writings and prepared a mathematics curriculum for medieval universities. I hope this study will contribute to understanding the origin and context of the mathematics curriculum of medieval universities.

• 건축역사연구
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• 제32권2호
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• pp.21-35
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• 2023

The purpose of this study is to develop a method for establishing an educational system for World Heritage interpretation applicable to World Heritage sites and to design an education program for World Heritage interpretation by applying the developed education system in this study. This study first identified the definition of interpretation and the relationship between interpretation and education through previous research and analyzed the role and significance of heritage interpretation due to the paradigm transition in the capacity building of World Heritage sites. Next, the educational status of World Heritage interpretation was analyzed through educational institutions, educational subjects, and curriculum examples. Finally, this study argues that a method for establishing a World Heritage interpretation education system should be presented according to the composition of the curriculum, and the interpretation curriculum planning by interpreters should be proposed focusing on the Outstanding Universal Value (OUV) of World Heritage sites.

• 한국수학사학회지
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• 제18권2호
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• pp.23-30
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• 2005

직관은 참된 지식을 발견하는 도구이며 문제해결 과정에서 번뜩이는 아이디어가 발현되는 것으로 받아들여진다. 직관에 의해 우리는 자명한 사실을 즉각적으로 인식하며, 수학적 사실을 발견하는 힘을 부여받는다. 따라서 직관은 논리와 더불어 수학교육에서 강조해야 할 중요한 주제이다. 인 글에서는 수학 교수$\cdot$학습에서 직관적 사고력의 신장을 위해 직관에 대한 체계적인 연구가 필요함을 인식하고, 이를 위해 수리철학의 역사와 수학적 발견의 역사에서 직관에 대하여 알아보았다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권2호
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• pp.157-196
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• 2015

본 논문의 목적은 중등 수학교과서에 기술되어 있는 수학사의 주요 문제점을 알아보고, 그리고 중등 수학교과서에 수학문화의 전이가 반영되어야함을 주장하는데 있다. 교과서에서 다루는 수학사는 기축시대와 고대 그리스에서 고대 이집트, 고 바빌로니아, 그리고 이슬람 수학을 제외한 유럽으로의 수학문화의 전이가 반영되어 있다. 우리는 이를 알아보고 수학사적 문제의 대안을 제시하였다.

• 한국수학사학회지
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• 제32권2호
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• pp.61-77
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• 2019

The study was conducted based on the 'method of mathematical exploration through history'. In recent school education, 'Probability and Statistics' education has been emphasized, and as a result, the study has conducted a study on permutations. Permutation is used in a variety of fields, and in this study, we looked at the Derangement. The results of this study are as follows. First, analysis was made at current school mathematics level and academic mathematics level for Derangement. Second, the historical development process of derangement was examined. Third, based on this, the research direction of this study was decided to be 'Derangement number's triangle(Rencontres number's triangle)', and the inquiry for education expansion was carried out. Fourth, we have presented data on concrete educational expansion by discovering various mathematical facts of the Derangement number's triangle. We hope that the results of this study will provide meaningful implications for the application of mathematics and the presentation of new inquiry directions.

• 한국수학사학회지
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• 제11권1호
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• pp.10-18
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• 1998

Mathematics Education have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and it's pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget respectively.

• 한국수학교육학회지시리즈A:수학교육
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• 제20권1호
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• pp.51-72
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• 1981

• 한국수학교육학회지시리즈A:수학교육
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• 제20권2호
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• pp.27-37
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• 1982

• 과학교육연구지
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• 제34권2호
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• pp.383-395
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• 2010

이 연구는 초등학교 과학 수업에서 한국과학사 자료의 활용에 대한 교사들의 인식을 조사한 것이다. 한국과학사 자료를 활용한 과학수업의 교육적 가치와 활용 실태를 알아보기 위해 기초단계로 초등학교 과학 교과서 분석을 하였으며 5단계의 리커트 형식의 설문지를 개발하여 202명의 초등학교 교사를 대상으로 설문을 실시하였다. 연구결과 4학년의 과학교과서에는 한국과학사 자료가 없었으며 대부분의 교사들은 한국과학사를 활용한 교육적 가치에 대해 높게 인식하고 있었으나 4학년 담임교사의 경우는 다른 학년에 비해 낮게 나타났다. 또한 한국과학사 자료를 교육과정에서 본 차시내용으로 다루어져야 한다고 인식하고 있었다.