• 한국에너지공학회:학술대회논문집
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• 한국에너지공학회 2010년도 춘계학술 발표회
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• pp.122-127
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• 2010

• 교육시설
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• 제13권4호
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• pp.31-42
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• 2006

This study is about an analysis of the relation between the degree of cognition of student's acts within limits when coping with several types of disaster and the degree of cognition of damage by disasters in the method of multiple regression analysis. The dependent variable is the degree of cognition of student's acts within limits and the independent variable is the degree of cognition of damage by disasters such as heavy snow, typhoon, heavy rain, heat, and yellow sand. A survey of graduates of metropolitan area high-schools has found that there are no difference between girls and boys of the degree of cognition of student's acts within limits when coping with disasters. This study finds that the independent variable, which are playgrounds, animals and plants, streets and roads, altitude and incline, gives positive effect to the degree of cognition of student's acts within limits when coping with typhoon or heavy rain in order. The study also finds that the degree of cognition of student's acts within limits when coping with heavy snow is affected positively by streets and roads, playgrounds, altitude and incline in order. It also shows that there are factors that has an effect to the degree of cognition of student's acts within limits when coping with yellow sand and heat. This study proposes suggestions to facility plans based on these facts discovered.

• 컴퓨터교육학회논문지
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• 제20권6호
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• pp.37-45
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• 2017

본 논문에서는 2016년도에 68개 SW교육 연구학교 학생들을 대상으로 조사된 SW교육에 대한 인식을 학교급, SW교육 기간, 인터넷 사용 시간 등의 배경요인별로 차이를 살펴보고 학생들의 SW교육에 대한 인식과 배경요인 간에 어떤 관련이 있는지를 분석하였다. 그 결과, 학교급이 낮을수록, SW교육 기간이 길수록, 가정에서의 인터넷 사용 시간이 1시간~2시간 정도로 적당할수록 SW교육에 대한 인식이 긍정적인 것으로 판단되었다. 그러나 SW교육 기간과 인터넷 사용 시간이 학생들의 SW교육에 대한 인식에 유의미한 영향을 미치지는 않는 것으로 판단되었다. 이와 같은 분석 결과에 따라 중학교에서 학생들의 흥미를 유발할 수 있는 교수학습 방법, 장기간의 SW교육에서 학생들의 흥미를 유지할 수 있는 효과적인 교수학습 방안, 가정에서 적당하게 인터넷을 사용할 수 있도록 학생들을 지도하고 학부모를 계도하는 방안 등의 필요성을 제안하였다.

• 한국간호교육학회지
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• 제22권4호
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• pp.473-484
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• 2016

Purpose: The purpose of this study was to identify the relations among appropriateness of work, competency on student suicide and attitude toward suicide in health teachers. Methods: This study was a cross-sectional descriptive one. The subjects were 193 health teachers. Self-administered questionnaires were used to measure the variables of this study. Descriptive statistics, independent t-test, one way ANOVA, Pearson correlation, and stepwise multiple regression with SAS 9.3 software were used for the data analysis. Results: The attitude score toward suicide ranged from 1.47 to -1.03. The average score of appropriateness of work and competency related to student suicide were 2.34 and 2.81 respectively. Associated factors with competency related to student suicide among health teacher were appropriateness of work related to student suicide, two items of attitude toward suicide(suicide is an acceptable means to end an incurable illness and people who commit suicide are usually mentally ill), education level, education experience on suicide prevention and management, and the adjusted $R^2$ of the regression model was 34.3%. Conclusion: Health teachers were not tolerable to student suicide. However, they evaluated themselves as low in the appropriateness and competency to the work on student suicide, especially in screening and counselling of high risk groups. The results of this study suggest that it is necessary to develop education programs about counseling and intervention on student suicide for health teachers.

• Journal of the Korean Data and Information Science Society
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• 제24권6호
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• pp.1285-1296
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• 2013

강의평가 결과에 영향을 미치는 특성변수로는 교과목 수준의 다양한 강좌특성 변수들과 수강생 수준의 다양한 인적특성 변수들이 있다. 특정 수강생은 다수의 교과목을 이수하기 때문에 다수의 교과목들은 동일한 수강생 안에 속하게 됨으로써 공유되는 특성이 있게 된다. 즉 강의평가 결과는 교과목 수준의 강좌특성 (1-수준)과 수강생 수준의 인적특성 (2-수준)에 의해 영향을 받는 다층구조 (multilevel)를 가지게 되며, 위계적 자료 특성을 가지는 복수의 분석단위의 구조가 된다. 따라서 전통적인 회귀분석에서와 같이 개별 교과목들이 독립이라는 가정을 할 수 없게 된다. 본 논문에서는 강의평가결과에 영향을 미치는 다층구조의 특성을 가진 변수들의 영향력을 보다 타당하게 분석하기 위한 방법으로 위계선형모형 (HLM; hierarchical linear model)을 이용하였다. 분석결과는 다음과 같다. 먼저 교과목 수준의 특성변수들 중에 강좌규모, 개설학년, 담당교수의 전임여부, 해당 교과목의 총 평균평점, 원어강좌 여부가 통계적으로 유의하게 강의평가 결과에 영향을 미친 것으로 나타났다. 또한 수강생 수준의 인적특성 변수들 중에는 성별, 학과계열, 대입당시 전형방법, 평균평점 등이 유의하게 강의평가 결과에 영향을 미친 것으로 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 한국심리학회지:학교
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• 제18권3호
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• pp.399-423
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• 2021

본 연구는 개인이 가진 소명의식이 타인에게도 영향을 미칠 수 있다는 점에 근거하여 교사의 소명의식이 학생에게 미치는 영향을 학생 인식을 기반으로 살펴보고자 하였다. 구체적으로 교사의 소명의식이 학생의 학업소진에 미치는 영향 및 그러한 영향의 기제를 알아보기 위해 대한민국 고등학생 298명을 대상으로 학생이 지각하는 교사의 소명의식과 학생의 학업 소진 간의 관계가 학생이 지각하는 교사의 욕구지지적 교수행위 및 학생의 기본심리욕구 만족에 의해 매개되는지 구조방정식을 통해 분석하였다. 분석 결과, 학생이 지각한 교사의 소명의식과 학생의 학업소진의 직접관계는 유의하지 않은 것으로 나타났지만, 학생이 지각한 교사의 소명의식은 학생이 지각한 교사의 욕구지지적 교수행위를 매개로 학생의 학업소진과 부적인 간접관계가 있는 것으로 나타났다. 나아가 학생이 지각한 교사의 소명의식은 학생이 지각한 교사의 욕구지지적 교수행위(매개변인 1) 및 학생의 기본심리욕구 만족(매개변인 2)의 순차적 매개를 통해 학생의 학업소진과 부적인 간접관계가 있는 것으로 확인하였다. 이러한 결과를 바탕으로 연구의 함의 및 후속 연구에 대한 제안을 논하였다.

• 대한화학회지
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• 제67권4호
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• pp.253-270
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• 2023

이 연구는 중학교 과학 수업에서 학생주도평가가 성취정서와 과학개념이해에 미치는 영향에 대해 알아보는 것을 목적으로 하였다. 이를 위해 중소도시 소재 중학교 3학년 7학급 중 실험집단으로 선정된 4개 학급은 학생주도평가를 실시하고, 비교 집단(3개 학급)은 교사주도평가를 실시하였다. 학생주도평가는 학습자가 주도적으로 학습 목표 설정과 평가 기준을 개발하여 자기평가와 동료평가를 실시하는 4단계로 구성하였고, 개발한 7개 평가 활동을 수행하였다. 연구 결과, 학생주도평가는 긍정적 성취정서를 향상시키고, 부정적 성취정서를 완화시키는데 효과를 보였으며 중학생의 과학개념이해를 향상시켰다. 학생들은 학습목표 설정에 주도적으로 참여하고, 평가 기준을 개발하여 자기평가와 동료평가를 반복적으로 수행하며 자신의 도달 정도를 파악하고, 학습 과정에서 부족한 점을 보완하는 반복적인 반성적 사고를 거친다. 따라서 학생주도평가는 학습에 대한 책임감을 향상시키고 지속적으로 과학개념이해 정도를 점검할 수 있도록 하여 과학개념이해를 높이는 도구로써 활용될 수 있다.

• 교육시설
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• 제13권3호
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• pp.48-55
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• 2006

This paper considered the situation of the school building facilities in the university classified by the campus characteristics. Data were collected from 224 universities campus of 180 4 year colleges. The results are as follows: 1) The floor area of school building facilities increases continuously in 2001-2003 in the campuses studied. The floor area of school building facilities per 1 student increase $15.85m^2$ in 2001, $17.62m^2$ in 2002, and $17.79m^2$ in 2003. 2) The floor area of school building facilities is distributed widely, also the floor area of school building facilities is below $130,000m^2$ and the floor area per 1 student is below $23m^2$ in 75% of the campuses studied. 3) The floor area of school building facilities per 1 student increases $16.07m^2$ in 2001, $17.41m^2$ in 2002 and $17.62m^2$ in 2003. 4) The floor area of school building facilities per 1 student is large but tends to decrease every year in the university of education. Medical, arts and physical type campus has the large floor area per 1 student and the distribution of area is wide owing to the campus having a hospital. The floor area per 1 student is large and the distribution of area is wide in the sub campus.

• 대한가정학회지
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• 제46권7호
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• pp.95-108
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• 2008

The major purpose of this study was to investigate the effect of intergenerational transmission of self-differentiation on psychological adjustment of college students. Specifically, the present study endeavored to test the causal model focusing on the effect of the father's and the mother's self-differentiation on college student's psychological adjustment through the student's self-differentiation. The data were collected from 254 male and 293 female college students and their parents by using self-administered questionnaire method. The casual model was tested through structural equation model by using AMOS 7.0 program. The results showed that mother's and father's self-differentiation had direct and indirect effect on student's psychological adjustment. The results showed that both mother's and father's self-differentiation had direct effect on son's self-differentiation level, which directly influenced his psychological adjustment. The test of structural equation model also revealed that daughter's self-differentiation level was positively influenced only by mother's self-differentiation, while father's self-differentiation did not influenced female student's self-differentiation. Both male and female student's psychological adjustment was directly influenced by his or her self-differentiation level.