• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.192-199
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• 2003

The Journal of Korean Elementary Science Education has been developed in both quantitative and qualitative aspects during twenty years since first published year 1983. This study was intended to survey the research trend of the journals, which has been published so far. It will give an orientation of science education research and suggestions towards research to improve science education. The 243 articles of the journals, which were published from 1983 to 2002 by Korean Elementary Science Education Society, were classified into 7 categories including science teaching, science learning, assessment in science, science teacher education, science curriculum, educational facilities & materials, and general science education. The results are as follows: 1. The articles published last decade are increased four times compared with the first decade. 2. The half of articles published so far concentrated on science teaching and learning. The articles on educational facilities & materials or general science education are few. 3. During the last decade, the articles on science teacher education, educational facilities & materials, assessment in science, and science learning relatively increased than the first decade. The number of articles on science curriculum was fluctuated every five years. 4. Most of articles were focused on the narrow subject areas. For example, the articles on science teaching, science learning, assessment in science, science teacher education, science curriculum, and educational facilities & materials were largely focused on the teaching strategies, pupils' conception, affective assessment and teaching practice survey, teachers' appreciation about the nature of science or instruction, analysis of science textbooks, development of the experimental materials or the audiovisual aids respectively. 5. The subject areas highlighted so far in science education, for example, inquiry or experimental activities, STS instruction, environmental education, gifted education, instruction with multimedia, problem-solving or reasoning, experimental skill assessment, etc. were not much researched.

• 한국정보통신학회논문지
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• 제23권2호
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• pp.229-235
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• 2019

초중등 소프트웨어교육을 운영할 수 있는 예비교사 교육과정의 중요성이 제기되고 있다. 하지만 국내에서 예비교사를 위한 소프트웨어교과교육과정에 대해서 어떤 기준에 의해 강화되어야 하는지에 대한 연구는 미흡한 실정이다. 이에 본 연구에서는 교수내용지식 4가지를 기준으로 국내외 사례를 분석하였다. 국내 사례는 교육내용과 교수법에 집중적으로 구성되어 있는 것으로 나타났다. 그리고 국내외 사례 분석을 통하여 예비교사를 위한 교수내용지식을 기준으로 하여 소프트웨어 교육내용을 제시하여 보았다. 주요한 내용은 4개 영역을 모두 삽입하였고 교육내용과 교수법을 가장 강조하여 구성하고 소프트웨어교과교육 전문가에게 타당성 검토를 의뢰하였다. 전문가 설문 조사 결과 대부분 타당도와 합의도가 기준치를 넘었지만 학생관리 분야에 대해서 CVR값이 기준값을 하회한 것으로 나타났다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제6권1호
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권3호
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• pp.337-360
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• 2005

In this paper we develop textbook 'Modem Algebra' for training mathematics teacher of secondary schools. In order to understand mathematics teacher's viewpoint about desirable textbook 'Modem Algebra' we created a Questionnaire related with curriculum and textbook for training mathematics teacher of secondary schools. We analyze the result of the questionnaire along with recent studies on teacher education and come up with basic principles of developing textbook 'Modern Algebra'. The first version of 'Modern Algebra for Mathematics Teachers' that we have developed based on our study can be found in website 'www.teacheredu.co.kr'.

• 한국가정과교육학회지
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• 제11권2호
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• pp.27-38
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• 1999

The aim of this study is to identify needed consumer education changes through the analysis of the consumer education in elementary schools. The findings of this study are：1. The current situation of elementary school consumer education was examined through analysis of the curricula of elementary schools. 2. Teacher attitudes and perceptions toward elementary school consumer education were also examined. Although the elementary school teachers clearly understood the importance of consumer education, the problem is that a training workshop or program has not been provided for them. This deficiency needs to be addressed quickly. 3. The third part of the study consisted of an analysis of the curriculum of the 11 Teacher’s Colleges in Korea. This partof study revealed that consumer education was not systematically addressed at Teacher’s Colleges. This finding suggests that it is important to have an included with other opening lecture on consumer education, cultural subject. The content of the consumer education must be positively emphasized and applied systematically.

• Journal of the Korean Data and Information Science Society
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• 제18권4호
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• pp.1065-1071
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• 2007

A partial amendment of probability and statistics education in Korea has carried out from January, 2007. We have compared between the patial amendment and 7th national mathematics curriculum. Some ideas are proposed to achieve goals of the revision; textbooks of mathematics are well supervised by well-trained statisticians and teachers are periodically trained for the statistical knowledge.

• 한국과학교육학회지
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• 제24권5호
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• pp.1028-1038
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• 2004

본 연구에서는 초등학교 교사 수준에서 제 7차 과학과 교육과정의 운영 실태를 분석하였다. 3개 시도의 140개표집학교를 대상으로 설문조사를 실시하였으며, 아울러 7개 학교를 방문하여 18시간의 과학 수업을 관찰하고, 수업 후 심층 교사 면담을 실시하였다. 이들 자료를 기초로 과학과 교육과정의 각 구성요소별로(즉, 목표, 내용, 방법 및 평가)(1)운영(재구성) 실태와 (2)재구성 내용에 반영된 학습자 중심 및 다양화 특성화 측면을 살펴보았다. 아울러 교사 차원의 교육과정 재구성이 어려운 이유 및 개선점을 점검하였다. 대부분의 초등 교사들은 과학과 수업목표는 물론 내용, 방법 및 평가의 모든 측면에서 교과서와 교사용 지도서를 그대로 답습하는 수준에 머물고 있었으며, 재구성 시도가 극히 제한적이었다. 대부분의 교사들에게 있어서 교육과정 재구성이란 내용 제시 순서를 바꾸거나 일부 단원이나 주제를 첨삭하는 것을 의미하였다. 이에 대한 원인을 살펴보고, 그 대안을 제언의 형태로 제시하였다.

• 정보교육학회논문지
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• 제23권1호
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• pp.1-8
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• 2019

초등교원을 양성하는 교육대학교에서 SW교육을 강화시키기 위한 교육과정을 개발하는 데 필요한 기초 자료를 마련하기 위해 G교육대학교 학생 1,260명을 대상으로 설문조사를 실시하였다. 그 결과를 정리하면 다음과 같다. 첫째, 교육대학교 학생들을 대상으로 한 SW교육 시간을 늘리고, SW교육 역량을 제고할 수 있도록 교육 내용을 개선할 필요가 있다. 둘째, 교양 과정에서의 SW를 활용한 교수법과 교재를 개발하고, 그것을 위한 시수가 확보되어야 한다. 셋째, 전공 과정에서는 교과 내용학 보다는 교과 교육학을 중심으로 한 교육 내용이 확대되어야 한다. 넷째, 심화 과정에서는 초등학교 교육과정과의 연계를 높일 수 있도록 엔트리 등 교육용프로그래밍언어를 중심으로 한 프로그래밍 교육이 강화되어야 한다. 또한, 심화과정에서의 필수 과목을 줄이고 선택과목을 늘림으로써 학생들의 과목 선택권을 확대할 필요가 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권4호
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• pp.181-217
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• 2020

This study explores how pre-service teachers (PSTs) view, interpret, and utilize non-textual elements (NTEs) in mathematics curriculum. Fifty-two PSTs, who enrolled in a mathematics methods course at a Midwestern university in the U.S., engaged in a three-part task that consisted of evaluations and modifications of NTEs in the sample mathematics curriculum materials. We ascertain what PSTs consider to be the strengths and weaknesses of NTEs, how they define the primary goals of NTEs, and how they would work to modify or adapt existing NTEs with effective teaching in mind. By using the Curricular Noticing Framework, we can better understand how PSTs recognize opportunities within mathematics curriculum and gain a deeper understanding regarding how PSTs' prior experiences may affect their curricular-attending habits, which has consequences for their future teaching. Findings indicate that PSTs understand NTEs to be simply a support for traditional mathematics curriculum, rather than tools on their own. Also, they tend to prefer NTEs that are familiar to them. From our findings, we draw implications for teacher educators who support PSTs' interpretation and utilization of NTEs.

• 정보교육학회논문지
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• 제22권1호
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• pp.131-140
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• 2018

KAIE 컴퓨팅시스템 교육과정은 정보기기, 운영체제, 정보통신 영역으로 구성되어 있으며 컴퓨터과학에 대한 기본적인 이해와 원리를 다루고 있다. 이러한 교육과정의 성취기준을 달성하기 위해서는 교사의 역할이 무엇보다 중요하다. 따라서 KAIE 컴퓨팅시스템 교육과정과 관련하여 교사의 교수역량에 영향을 미치는 요인을 알아보았다. 연구결과 교사의 정보통신기술 소양을 매개로 한 교사의 교수방법이 컴퓨팅시스템 교육과정의 교수역량에 통계적으로 유의미한 결과를 보였다. 또한 남성교사의 경우 여성교사보다 전체 요인별로 더 높게 인식하는 것으로 나타났다. 그리고 5년 미만과 5~10년 미만 교사 그룹에서 교수역량의 차이가 크게 나타났다. 이러한 결과를 바탕으로 저경력 교사와 여성 교사의 ICT와 SW교수역량을 강화하고 참여를 활성화 할 수 있는 협력적인 SW 교수전략 및 멘토 중심의 연수 프로그램 개발이 필요하다.