• 수산해양교육연구
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• 제25권5호
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• pp.1110-1122
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• 2013

The purpose of this study was to study on realities and teachers' perception of Integrated-subject essay education in high school. Based upon teachers' perception, literature research and interview on integrated-subject essay education, measures to promote integrated-subject essay education in high school as follows. First, focused on realities of integrated-subject essay education, it is desirable that integrated-subject essay start from the first grade. Second, focused on objectives of integrated-subject essay education, it is desirable that integrated-subject essay education and assessment be executed to meet students' demand. Third, focused on contents of integrated-subject essay education, if high school teachers participate in essay examination questions and marking exams and essay examination questions is set within range of high school curriculum, it will contribute to normalizing public education. Fourth, focused on methods of integrated-subject essay education, teachers have to reconsider active perceptions to take a specialized essay training and to reduce a heavy workload to teachers, to develop guide book for integrated-subject essay education, to consult integrated-subject essay class, to develop specialized essay training program liking universities, to construct a specialized classroom for team teaching and debate class, to reduce students per class etc. are required. Fifth, focused on effects of integrated-subject essay education, it is desirable that integrated-subject essay education be executed for all students and in all subjects.

• 컴퓨터교육학회논문지
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• 제15권6호
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• pp.11-20
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• 2012

교육분야에서 창의와 융합에 대한 관심이 높아지면서 통합교육에 대한 많은 연구들이 수행되고 있다. 기존의 선행연구들은 통합교육 모형, 교육내용 개발과 관련된 연구가 대부분이고 수업설계와 관련된 연구는 미흡하다. 본 연구에서는 교사들의 통합교육 수업설계를 안내하기 위한 통합교육 프레임워크를 개발하였다. 이를 위해 성공적으로 통합교육을 실시한 사례를 분석하였다. 분석결과 통합교육의 세 가지 교과의 수업 유형과 네 가지 교사의 수업 참여 유형의 관계와 특징을 파악하였다. 이를 토대로 수업에 중심을 둔 네 단계의 통합교육 프레임워크를 제안하고, 각 단계별 주요 고려사항을 제시하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.601-614
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• 2011

The purpose of this study was to investigate significant differences between the application group and nonapplication group of integrated science education in the science class about elementary teachers' perceptions and PCK. The results are as follows. First, no significant differences were found about science teachers' fundamental background variables between the two groups. This results showed that the application of integrated science education didn't have relation with the fundamental background variables. It was found that the application group of integrated science education has a lower frequency than the application group, however, it has been analysed that the application group has been applied at the introduction stage for students' motivation, focused on biology as twice every month. Second, to apply a successful integrated education in the elementary science class, it has analysed that not only teachers should need to understand about application method and concept of integrated science education but also science textbook and teaching-learning material should be developed and diffused in the well-integrated science. Third, it was found that professionality of elementary teachers to teach the scientific content knowledge is not comparatively high and non-application group of integrated science education has a lower PCK than the application group. Therefore, it should be provided that not only training programmes to learn interdisciplinary knowledge related to science, can lead to more understanding about instructional design, teaching strategies and concept for integrated science education should be developed but also chances to participate in various training programmes should be provided to enhance elementary teachers' professionality for integrated science education.

• East Asian mathematical journal
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• 제32권2호
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• pp.291-300
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• 2016

The integration of mathematics education is required Fundamentally discussion about the nature and purpose of mathematics education. After the theoretical discussion of that, Practical approach of that can be correctly realized. However, It is the impression that theoretical discussions and practical action about the current discourse about integration in mathematics education are the wrong order. To understand the practical action for the integrated approach in mathematics education, theoretical discussion of the integrated approach of mathematical education is properly required.

• 한국수학사학회지
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• 제29권1호
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• pp.45-69
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• 2016

In this study, we investigate integrated educations as an alternative educational method. I look around the developments of the integrated educations from MST education through STEAM education, especially in mathematics education. I analyzed integrated educations such as MST, STS, STEM, STEAM educations and compare them to each other, in mathematics education. And I discuss how to apply STEAM education to Korean mathematics education. I suggest a proper integrated education, in particular, STEAM education, as one that is suitable for Korean mathematics education.

• 한국사회복지학
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• 제58권1호
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• pp.5-29
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• 2006

본 연구는 통합교육의 주체인 유아교사의 개인적인 변인들이 통합교육에 대한 교사의 인식과 태도에 미치는 영양을 분석하여 향후 장애유아 통합교육의 성공적이고 올바른 구현을 위한 기본전략 구상의 기초자료를 제공하는데 그 목적이 있다. 이를 위해 어린이집 교사들을 대상으로 설문조사를 실시하여 교사경력, 직급, 학력, 통합교육, 경험, 장애관련 연수의 개인적인 변인들이 통합교육에 대안 교사의 인식과 태도에 미치는 영향력을 분석하였다. 분석결과 교사 개인적인 변인들은 인식과 태도의 각 하위영역별로 각기 다른 차이와 영향강도를 보이고 있으나, 통합교육 경험과 장애관련 연수경험이 주요한 영향을 미치는 것으로 나타났다. 따라서 이러한 결과들을 바탕으로 교사들의 현직교육을 활성화하여 장애관련 연수나 통합교육에 관한 실습 등을 실시하는 방안을 제시하였다.

• 대한가정학회지
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• 제44권7호
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• pp.163-175
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• 2006

The purpose of this study was to investigate the actual conditions and needs assessment of parental education for preschoolers with and without disabilities in integrated kindergartens. The subjects were 273 mothers and 121 teachers of preschool children with and without disabilities in integrated kindergartens in Daegu and Seoul. The major findings of this study were as follows. (1) Parental education for preschoolers in integrated kindergartens needs to be conducted with attention for the effect on parents of preschoolers with and without disabilities together. (2) The major contents of parental education for preschoolers in integrated kindergartens are 'understanding integration'. (3) Mothers need 'parental training of child's problem behavior' most. (4) Mothers need parental education for preschoolers in integrated kindergartens once a month, by experts, in a workshop. (5) The participation rate of fathers in parental education for preschoolers in integrated kindergartens needs to be increased.

• East Asian mathematical journal
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• 제34권4호
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• pp.537-548
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• 2018

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권2호
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• pp.167-194
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• 2015

The purpose of this study is to analyze effects of the mathematics integrated career education on students' affective characteristics. For this purpose, 3 hours of lesson materials of the mathematics integrated career education were developed and applied to 65 students of the 10th ~11th graders selected in two high schools. After 3 hours of lessons, the following research findings are obtained. Fisrt, it is revealed from the pre-post test of 65 subjects that the mathematics integrated career education can help students improve their mathematical attitude and belief. Second, it is shown from the interview with 4 students that they became not only to recognize the usefulness and value of mathematics, but also got changed their self-concept for mathematics.

• 한국과학교육학회지
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• 제32권1호
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• pp.30-45
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• 2012

전세계의 교육공동체들은 STEM (Science, Technology, Engineering, and Mathematics) 과목들을 통합하려는 노력에 주목해오고 있다. 우리나라에서도 또한 과학기술 인재 양성을 위해 초 중등학교에서 과학기술학, 예술, 수학교육(STEAM)을 융합형으로 가르치는 교육을 강조하고 있다. 이 연구의 목적은 과학, 기술, 수학교사를 대상으로 하여 중등학교에서 이루어지고 있는 통합교육의 현황과 통합 STEM 교육(Integrative STEM Education)에 대한 교사들의 인식과 요구를 분석하는 것이다. 전국 중등교사 중 과학, 수학, 기술 교과를 담당하는 251명을 대상으로 설문조사를 하였으며, 연구 결과는 다음과 같다. 첫째, 교사들은 통합 교육의 필요성에 대하여 긍정적인 생각을 가지고 있는 반면 실제 교육현장에서는 통합 교육 준비에 대한 불충분한 시간과 통합 교육에 대한 전문성, 교수경험 그리고 교수-학습 자료의 부족으로 통합 교육을 실시해 본 횟수는 적었다. 둘째, 그들은 통합 교육을 활성화하기 위하여 다양한 프로그램 개발, 통합 교육 준비를 위한 학교의 행 재정적 지원, 그리고 교사들을 위한 연수 실시 등을 요구하였다. 셋째, 통합 STEM 교육에 대한 인식은 전반적으로 불충분하지만 교사들은 학생들의 창의력, 사고력과 실생활에서의 적용 및 응용력을 기르기 위해 통합 STEM 교육이 필요하다고 인식하였다. 넷째, 교사들은 통합 STEM 교육 프로그램 개발, 교수-학습 자료의 보급을 시급한 과제로 생각하고 있다. 다섯째, 교사들은 통합 STEM 교육 프로그램에 적합한 통합 방식은 문제해결중심의 통합 방식으로 나타났다. 아울러, 통합 STEM 교육이 통합적 문제 해결과 담당 교과의 소양 함양에 효과적이라고 생각하며, 과학기술 인재 양성에 영향을 많이 줄 것이라고 생각하고 있었다. STEM 관련 중등교사들의 통합 STEM 교육에 대한 인식을 높이고, 통합 STEM 교육을 활성화하기 위해서 학교 현장을 중심으로 교사의 요구가 반영된 프로그램, 다양한 교수 학습 자료의 보급, 그리고 관련 연수들이 필요하다.