• 한국간호교육학회지
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• 제7권1호
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• pp.126-142
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• 2001

Although a call for the implementation of PBL in nursing education is getting increased, it has not been actively implemented as it could be. The main reason for this situation seems to be the lack of well designed learning packages. Well designed PBL packages can be the core factor for the successful implementation of PBL. However, this seems to be the hardest task for teachers wanting to implement PBL. Therefore, the purpose of this study is to develop a systematic framework of PBL package development process and provide the examples of its application. This framework of the process of PBL package development includes thirteen steps. First of all, the team needs to decide a topic to be explored in the package and then clusters concepts related to the topic. Second, the team selects a real situation and writes it as a story. Third, knowledge, skills, and attitudes that practitioners need to know to deal with the situation will be explored. Fourth, learning objectives will be written. The next, the team will check if the situation includes multidisciplinary concepts and content. Sixth, the story will be divided into several parts. Seventh, part 1 will be written. Eighth, clinical documents related to part 1 need to be prepared. Ninth, the team will write a suggested approach for students. Then, they need to prepare a tutor's guide for part 1. Eleventh, the team will prepare a list of reading materials and plan for lectures and clinical laboratory sessions. Twelfth, they will write part 2 ~ part N following the steps from the seventh to the eleventh. The last step is evaluating the package and amending it as needed. These thirteen steps are very detailed and easy to follow for beginners. It is expected that this framework will contribute to accelerate the implementation of PBL in nursing education.

• 한국가정과학회지
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• 제8권1호
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• pp.59-70
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• 2005

The purpose of this study is to develop a program that allows older women to provide voluntary services for child nursing facilities, making those women have more social participation, effectively their spare time and ultimately improve the quality of their life. Results of the study can be described as follows. First, social requests about the use of older women as volunteers for child nursing services were analyzed to show that most people working at child nursing facilities perceived lack in the number of child nursing teachers. Those people recognized the need of using older women as service volunteers for the facilities. They were very positive about such use. Second, it is recommendable that volunteers of child nursing service should be not too much older women, or below 65. Voluntary activities that those women participate include taking care of younger children, reading interesting stories for children, helping works of child homes, teaching manners and living attitudes, instructing dietary etiquettes and cooking. Voluntary service activities should be made 1 to 3 times a week, 1 to 2 hours a time, considering psychological and physical states of older people. Third, such older volunteers should be educated about 6 areas, 'the operation and management of child homes, 'practices', 'child health and safety', 'the quality of child nursing', 'child development and counseling' and 'voluntary service training'. Out of these six areas, 'child health and safety' and 'voluntary service training' are more required to be instructed. such training needs to focus on activities in which older women can actually engage as volunteers. Fourth, it is advisable that the recruitment and management of such volunteers are led by the city and that the development of training programs for voluntary service activities and education of the volunteers are referred to universities.

• 영재교육연구
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• 제24권5호
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• pp.851-876
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• 2014

이 논문은 학습장애영재 모델(Song & Porath, 2011)의 실증적 검증 차원으로, 읽기, 쓰기, 수학에서 학습장애가 없는 영재와 학습장애영재가 보이는 영역적 사고를 조사하였다. 두 그룹의 영재들로부터 인터뷰 자료를 수집하였고 분야적 사고 측면에서 분석하였다. 그 결과 영재는 읽기, 쓰기, 수학에서 비교적 균형 잡힌 영역적 사고를 나타낸 반면 학습장애영재는 특정 분야에서 약한 영역적 사고를 보였다. 뿐만 아니라 오직 학습장애영재만이 읽기, 쓰기, 수학의 각각의 분야 내에서 서로 상반된 태도를 보였는데 그들은 같은 분야 내에서 긍정과 부정의 감정을 동시에 드러냈다. 이 논문은 학습장애영재 모델에서 제시하고 있는 인지 메커니즘을 통해 두 영재집단의 차이점들을 설명하고 영재 선발과 교육에 대한 새로운 접근 방법을 제안하고 있다.

• 교육시설 논문지
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• 제18권6호
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• pp.45-56
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• 2011

This study explored what impacts can be brought to students, teachers, schools, and community by the improvement of physical environment of school spaces. For the purpose, we studied 5 schools (2 elementary and 3 middle schools) who took part in the Happy School Project funded by the Ministry of Culture, Sports, and Tourism in 2008. Ten series of Focus Group Interviews were carried out with a sample of 28 students and 20 teachers who experienced both before and after the school renovation project. The analysis of the interview data revealed that although the project was concerned with a part of school space such as restroom or reading room, it could bring multiple effects such as following: First, the students addressed that they felt "good" about school environment, which led them to feel good about their "schools." This change was found out to bring about more positive attitudes towards a school in general, public manners, peer relationships, emotional well-being, and learning. Second, the teachers became to value more their principals' leadership, being more satisfied with their work environment and more concerned about management of school facilities, and happier with students in terms of teaching and guidance than before. Third, all the 5 schools seem to go through a noticeable change in terms of a school climate and ethos in a more positive and harmonious way. Finally, 'spread', 'promotion', and 'openness' effects were discussed with regard to the relationships between the schools and local community.

• 대한수학교육학회지:학교수학
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• 제5권1호
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• pp.77-95
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• 2003

본 논문의 목적은 시간과 공간을 초월하여 능동적 상호작용과 다양한 의사소통 활동을 구현할 수 있는 방법인 웹 기반 온라인 토론을 중학교 수학수업에 적용하여 효과를 탐색하는 것이다. 웹 기반 온라인 토론이 수학적 의사소통 지도 방법으로서 의미가 있는지를 알아보기 위하여 다음과 같은 2가지 연구 문제를 수립하였다. 첫째, 웹 기반 온라인 토론에서 학생들의 수학적 의사소통 능력에 어떠한 변화가 있는가\ulcorner 둘째, 웹 기반 온라인 토론의 경험에 대해 학생들은 어떻게 평가하는가\ulcorner 중학교 1학년 학생 34명을 대상으로 9개의 모둠을 구성하여 모둠별로 10주간 8회의 채팅을 실시하였고 온라인 토론 후 학생들이 이메일로 보낸 채팅 갈무리 내용과 웹 기반 온라인 토론의 경험에 관한 설문 조사 결과를 바탕으로 분석하였다. 연구결과 수학에 대한 웹 기반 온라인 토론은 수학적 의사소통에서 나타나는 중요한 양상인 말하기, 쓰기, 읽기, 듣기 영역에서 학생들의 의사소통 능력향상에 긍정적인 영향을 주었다. 뿐만 아니라 수학적 사고력이 향상되고 수학에 대한 태도 역시 긍정적으로 변화하였다.

• 한국콘텐츠학회논문지
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• 제14권8호
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• pp.61-73
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• 2014

기존의 전자책 연구들이 이용과 충족 이론과 기술수용모형 중심으로 이루어졌던 반면, 본 논문은 전자책의 확산을 어렵게 만드는 원인을 혁신저항모형을 토대로 분석하였다. 따라서 본 연구에서는 혁신특성으로 상대적 이점, 적합성, 복잡성을, 사용자특성으로는 혁신에 대한 태도, 기존제품(종이책)에 대한 태도를 변수로 도출하여 연구모형을 설정하였다. 온라인 설문조사를 실시해 각 변수들이 혁신저항에 미치는 영향을 알아보고 혁신저항과 수용의도의 관계를 검증하였다. 연구결과, 복잡성과 기존제품(종이책)에 대한 태도가 혁신저항에 영향을 미치는 결정 요인이었고, 혁신저항은 수용의도에 부정적인 영향을 미쳤다. 따라서 전자책의 구매에서부터 독서 경험 전 과정의 용이성을 높이는 데 주력해야 하며, 종이책의 사용경험과 차별화 되는 전자책 고유의 상호작용적 기능과 특성을 개발하고 부각해야 한다.

• 한국도서관정보학회지
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• 제51권3호
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• pp.223-250
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• 2020

본 연구의 목적은 미디어정보 리터러시 개념을 규정하고 교육내용을 개발하는 데 있다. 연구 목적을 달성하기 위하여 문헌 분석과 현장 전문가 대상 인터뷰, 사서교사 대상 설문조사가 수행되었다. 분석 결과, 현장 전문가들은 미디어를 정보를 활용하는 도구로 인식하였으며 정보문제해결능력과 독해능력, 미디어의 기능, 사례 활동, 정의적 영역을 미디어정보 리터러시의 교육의 영역으로 인식하였다. 사서교사들은 미디어정보 리터러시의 역량과 교육내용에 있어서 정보 리터러시와 미디어 리터러시의 역량과 교육내용을 디지털 리터러시의 역량과 교육내용에 비해 중요하게 인식하고 있었다. 연구 결과로 미디어정보 리터러시의 개념을 리터러시와 미디어 리터러시, 정보 리터러시, 디지털 리터러시가 중복된 영역으로 지식, 기능, 태도가 포함된 개념으로 정의하였다. 그리고 민주사회에 참여, 미디어 도구와 콘텐츠의 종류, 인간의 기본권, 기능, 디지털 도구 조작, 정보 문제 해결 과정이 맥락에 따라 결합되어 응용될 수 있도록 미디어정보 리터러시의 교육내용을 개발하였다.

• 한국식생활문화학회지
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• 제34권1호
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• pp.34-43
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• 2019

The aim of this study was to develop and evaluate a nutrition education program that was designed to increase the knowledge, attitudes, and skills of Korean adults regarding nutrition labeling. The education program was 45 minutes of short-term training, which was conducted in the form of lectures and exercises. The contents of the program were as follows: in the introduction stage, talking about status and reasons for checking nutrition labels; in the development stage, explanation of nutrition labeling and their content, reading, and identifying sample nutrition labels, as well as comparing nutrition labels and selecting better foods; in the closing stage, summary of nutrition labeling and a pledge to check nutrition labels when purchasing processed food. A total of 53 adults (88.5% female) aged 30 years and over participated in this study. The nutrition labeling awareness of the subjects was increased significantly from 55.8 to 96.2% after the education. After the education, the correct recognition rate of a nutrition label was increased significantly from 26.9 to 78.8% for the amount of food, from 25.0 to 73.1% for the calorie content, from 36.5 to 69.2% for the nutrient contents, and from 30.8 to 82.7% for the percent daily value. The self-efficacy of checking nutrition labels was also increased significantly compared to that before the education. The overall satisfaction score of the nutrition education program was 4.2 out of 5. The outcome showed that the nutrition education program of nutrition labeling improved the participants' awareness and self-efficacy towards checking nutrition labels.

• 동양고전연구
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• 제49호
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• pp.137-160
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• 2012

본고는 십성당 엄흔의 시세계를 살펴보는 데 목적을 두었다. 본고가 특히 주목한 점은 엄흔의 현실인식과 이를 바탕으로 지향한 삶의 태도이다. 엄흔은 당대의 현실을 부정(不正)한 것으로 인식하였다. 이는 훈구파에 의해 독점되는 세계로서 시비곡직(是非曲直)을 가리느라 시끄러운 세상, 풍랑 이는 바다, '풍상(風霜)'과 '루의(?蟻)' '구탁조(求啄鳥)' 등에 의해 오동나무가 말라 죽은 태평스럽지 못한 세상이었다. 엄흔은 이러한 부정(不正)의 현실 속에서 고사(高士)와 같이 명철보신하는 출처(出處)를 택하지 않았다. 그가 지향한 삶의 태도는 부정(不正)의 현실을 외면하지 않고 그러한 현실 속에서 자신의 재능을 갖추고 세한(歲寒)의 절조를 지키며 세상을 구제하는 것이었다. 엄흔이 구름이 모이면 사라지고 구름이 걷히면 나타나는 달을 비판하고 세한에도 푸르름을 잃지 않는 경초(勁草)(굳세고 질긴 풀)와 푸르름과 하늘을 찌를 우뚝함을 갖춘 정원의 소나무(정송(庭松))를 찬미한 것은, 바로 경초(勁草)와 정송(庭松)과 같은 삶을 살아가겠다는 엄흔의 삶의 지향이었던 것이다.

• 영어영문학
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• 제55권3호
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• pp.383-398
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• 2009

Based on the Greek myth of Pygmalion and the fairy tale of Cinderella, Shaw's Pygmalion demonstrates a masterful coalescence of these two narrative motifs into a coherent plot scheme. Even more significant is his keen insight into the conflicts created at the tripartite intersection of human activity concerning language/class/culture, which, as the leitmotif, revolves around lessons in language learning. This play basically deals with human transformation and by its very nature, Higgins's experimentation with transforming Eliza cannot stop at language alone. Her cultural transformation ripples over into the realms of gesture and even a unique way of living (modus vivendi) intimately associated with taste and manners, which Bourdieu terms as habitus. By acquiring a new fashion and language, Eliza is reborn as a new lady aspiring to be filled with a newly acquired habitus. While separating her from her old Cockney style, Higgins inculcates Queen's English in Eliza, in which process her changed speech styles gradually transforms and restructures her deportment and manners, finally generating new practices, perceptions and attitudes. The gist of Pygmalion is however less Eliza's ascent into the middle class than her battle for symbolic capital waged at the level of language. By problematizing his contemporary practice of habitus conventionalized and warped by class distinctions based on economic, social and cultural capitals, Shaw creates a new humanist model of man founded on spiritual and rational virtues. In conclusion, Eliza is not a frigid Galatea but a dynamic character that goes through a brilliant transformation of three stages: 1) linguistic; 2) cultural, and 3) humanist. Finally she is built into a "consort battleship" on an equal standing with her sculptor. The process of her character-building cannot be illuminated without resorting to the dynamic notion of habitus, which highlights the process of inculcation, structuring, generation and transposing. Given the overwhelming weight of the heroine's role and the dynamic process of her transformation as the major plot scheme, this play should be christened Galatea in lieu of Pygmalion.