• 대한환경공학회지
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• 제34권6호
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• pp.365-372
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• 2012

최근의 사회는 엔지니어에게 국제사회와 미래를 이해할 수 있고, 리더십을 갖춘 전문기술자가 될 것을 요구하고 있다. 전문교양교육은 이러한 요구를 만족시켜 주어야 하며, 글로벌형 인재를 양성할 수 있도록 강화돼야 한다. 7차 교육과정 이후 소홀해진 과학교육으로 인해 저하된 이공계기초 교양교육을 강화시켜 공과대학 학생들의 전공수학능력을 향상시켜야 한다. 엔지니어의 인성 및 기초교양 교육은 2009 교육과정을 통하여 초 중 고부터 대학으로 이어지는 연속적이고 체계적인 교육과정으로 완성될 수 있다. 아울러 대학 및 학과특성화 과정을 통하여 다양한 교육의 기회를 제공해주고, 사회가 요구하는 필요한 인재를 양성하도록 해야 한다. 환경공학은 학제간 융복합적 성격이 강하기 때문에 다전공제도를 적극 활용하는 것이 바람직하고, 이공계기초 과목의 이수기준을 강화시킬 필요가 있으며, 환경공학 맞춤형 교양교육컨텐츠를 개발할 필요가 있다.

• 영재교육연구
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• 제21권4호
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• pp.1033-1053
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• 2011

본 연구는 역사적 발견을 이루어낸 과학자 가운데 멘델(Mendel, Gregor Johann, 1822-1884)의 과학적 사고과정을 활용하여 과학영재교육프로그램을 개발하고, 이 프로그램을 학습한 학생들의 문제발견 및 가설설정 능력의 변화를 측정하여, 프로그램의 효과성을 검증하는데 목적을 두었다. 이를 위해 먼저, 멘델이 유전법칙을 확립하는 과정에서 나타낸 과학적 사고과정을 분석하여 특징적 탐구요소를 추출하였다. 추출된 탐구요소 가운데 문제발견과 가설설정을 적용한 프로그램으로서 완두를 활용한 모의실험탐구중심의 과학영재교육프로그램을 개발하였다. 개발한 과학영재교육프로그램은 대학교 부설 과학영재교육원 소속 중학교 1, 2학년 학생 19명(남학생 11명, 여학생 8명)을 대상으로 적용되었다. 적용한 결과, 학생들은 문제발견 능력의 하위요소 융통성, 정교성, 독창성이 신장되었고, 가설설정 능력의 논리성도 신장되었다. 이에 개발된 과학영재교육프로그램은 중학교 과학영재로 선발된 학생들의 문제발견 및 가설 설정 능력을 향상시키는데 효과가 있는 것으로 고찰되었다.

• 대한건축학회논문집:계획계
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• 제35권7호
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• pp.109-117
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• 2019

Recently, child safety map making education has attracted attention as a way to reduce crimes against children. In Korea, the Ministry of Gender Equality and Family organized a child safety map making education program in 2011. The program's manual was revised in 2013 and the Ministry implemented it as a project to promote the rights of women and children. Child safety map making education aims to raise a child's understanding of their neighborhood, to have voluntary control and normal consciousness as a local inhabitant, to be aware of wrong behavior and crime, and to be part of creating a safe urban environment. However, when compared to educational programs in other major developed countries, the child safety map making education program in Korea currently does not improve a child's awareness of their surroundings. In this workshop study, we proposed and ran a new program to improve children's awareness of their environment based on the active participation of children in the existing safety map educational program. The workshop was held for 4 weeks for 48 students from 5th and 6th grade at Osan Daeho Elementary School. We analyzed this new program's effects with the following results. First, an analysis of the effects of the program on children's recognition of safe and dangerous spaces revealed that their understanding of these spaces increased by 30.4% after the workshop. The safety-related factor in the mind map key concept increased from 0.94 to 4.94, indicating that the children's perception of neighborhood risk and safety factors improved. Second, the analysis of the effects of the program on the children's coping ability in dangerous situations showed that their understanding of how to deal with dangerous situations increased by 11.3%. The children's understanding of facilities they could ask for help, such as police boxes and child safety guard houses, improved by 17.9%. Third, analysis of the effects of child safety map making education on children's understanding of their neighborhood, their perception of responsibility in the neighborhood, and their neighborhood attachment showed that these levels of children's understanding of the neighborhood improved by 6.0% after the workshop.

• 사물인터넷융복합논문지
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• 제7권4호
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• pp.23-28
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• 2021

4차 산업혁명을 통하여 인공지능, AR/VR, 빅데이터 등의 다양한 분야에서 급속하게 발전하고 있고, 그 중심에는 소프트웨어가 있다. 교육 분야에서도 기술의 발전을 뒷받침하기 위한 융합교육의 중요성이 강조되고 있는 상황으로, 소프트웨어 기술의 경쟁을 위하여 국내에서는 소프트웨어 개발 인력의 확보가 우선 되어야 한다. 그러나 과거 하드웨어 중심 사회와는 다르게 소프트웨어 기술 인력의 역할은 매우 중요한 사안이나, 기업이 필요한 인재상과는 거리가 있는 인력을 배출하고 있는 실정이다. 본 논문에서는 증강현실 소프트웨어 전문가 양성을 위한 몰입형 교육 모델을 제시하고, 이를 기반으로 몰입형 증강현실 교육 모델의 프로그램과 관련된 질을 파악할 수 있는 평가지표를 제안한다. 제안 모델을 통하여 모델의 장단점을 파악하고, 교육 프로그램의 개선 방향 설정에 기여할 수 있을 것으로 기대된다.

• 한국보건간호학회지
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• 제18권1호
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• pp.143-153
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• 2004

The study tried to develop a parent-involvement sex education program and find out its effects for more effective sex education methods for high graders of a primary school. The subjects were recruited from 5 classes of 6th graders in Y Primary School in N city, Kyeonggido province, South Korea. Data collection was done from October 4, 2003 to November 7. The experimental group consisted of 43 students from 3 classes with the help from class teachers and parents' involvement in the program. The control group consisted of 43 students randomly sampled by computer from the other two classes. For the experimental methods, the experimental group was given a parent-involvement sex education program as well as a student sex education program: the control group only received the student sex education program. The results were analyzed according to frequency, percentage, $x^2$-test, fisher's exact test and t-test using SAS program. As a result of the homogeneity test, both the groups proved to be the same (t=-0.29 p=0.77, t=0.49 p=0.62) in preliminary sex-attitude and sex-related communication frequency score. But the two group showed meaningful differences (t=2.52 p=0.01, t=2.04, p=0.04) in preliminary sex-knowledge and sex-related communication quality score. After the sex education programs, the two groups didn't show meaningful statistic differences(t=-0.42 p=0.68, t=1.57 p=0.12) in preliminary sex-knowledge and sex-related communication quality score. But the experimental group was statistically more meaningful (t=2.16 p=0.03, t=4.86 p<0.0001) in the difference of sex attitude and sex-related communication frequency than the control. The parent-involvement sex education program developed in this study was more effective for improving their sex attitude and for increasing the frequency of their sex-related communication with parents than the existing student program. Therefore, for sex education, it's necessary to develop and spread various programs where parents can be involved.

• 대한지역사회영양학회지
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• 제5권3호
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• pp.513-521
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• 2000

The purpose of this study was to promote health for elementary school children. It was conducted with a 7 week program focused on the teaching of the food tower and evaluation of its educational effects. Subjects consisted of 75 boys and girls (control group : 37, treatment group : 38) in the 4th grade of elementary school. The results showed as follows. The proportion of boys was a little higher than that of girls. Of their mothers age, the thirties and forties were 66.7% and 33.3%, respectively. 61.3% of mothers had jobs and 86.7% of mothers prepared meals. The average of the anthropometric data of the 2 groups show were all in the normal range. The degree of nutritional knowledge in treatment group after education was significantly increased in all concepts, however, the degree of the control group appeared to show significant increase in only two concepts, such as "snack" and "one-sided diet". The diversity of dietary intake was investigated to evaluate the educational effect using food picture cards. The treatment group showed significant increase in all food groups except "cooked rice", "potatoes" and "fruits", but the control group showed no significant change. The level of nutrition knowledge has a significant correlation with the dversity of the food intake in the treatment group. The preferred lesson for children were "games", "doll playing" and "role playing". The impressive lesson contents were "diverse food intake without one-sided diet", "eating breakfast everyday", "choosing good snacks for health" and "eating less procesed food". These findings indicate that a well-designed program for nutrition education can help to change food habits, and that childrens education helps them to grow and to live as healthy adults. The performance of an educational program for preventive nutrition is more beneficial for children than for the adults based on the cost reduction and effect of this education. nutrition is more beneficial for children than for the adults based on the cost reduction and effect of this education.

• 한국환경교육학회지:환경교육
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• 제21권2호
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• pp.11-24
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• 2008

This research verifies the effect on environmental attitude and knowledge accomplishment by t-test as producing and running programs regarding global warming which is raised as a representative environmental issue subject to 6th grade-elementary students. For this, environmental education programs about global warming for elementary students are developed and applied 15 times by reconstituting classes based on the contents regarding global warming from the text books revised as of 7th course of study. The result is as below. First, some part of contents from social study and science of 6th grade elementary curriculum of 7th course of study was able to be reconstituted to 15 education programs. Secondly, the programs about global warming improved students' environmental attitude Application of the programs about global warming showed significant difference(p<.05) on building environmental attitude as it proved those are effective on both area of recognition level and practice level. The method used on the test had .866's Cronbach alpha modulus value therefore, it obtained reliability. Thirdly, the programs regarding global warming improved students' knowledge accomplishment. As a result of test for knowledge accomplishment which was executed with same method for attitude test, the application of the programs about global warming showed significant difference(p<.05) on improving students' knowledge accomplishment on the global warming therefore, it resulted that the application of the program is effective on knowledge acquirement.

• 대한화학회지
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• 제48권5호
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• pp.510-518
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• 2004

이 연구는 다양한 창의적 교수 전략을 이용하여 학생들의 창의력 계발을 위한 프로그램을 개발, 적용하여 그 효과를 검증하고, 프로그램에 대한 교사와 학생의 인식을 조사 분석하여 향후 확대 실시를 위한 개선점을 모색하는데 목적을 두었다. 중학교 7학년 과학과 내용 중 일부를 다양한 교수 전략을 이용하여 창의력 프로그램으로 개발하고, 이를 3학급 93명의 학생들을 대상으로 약 3개월 동안 처치하였다. 연구 결과, 실험집단 학생들의 창의력이 전통적인 과학 수업을 받은 학생에 비하여 크게 향상 되었다. 특히 창의력 하위 요소 중 개방성 요소에서 큰 향상이 있었다. 과학 성적에 따른 창의력 변화를 분석한 결과, 과학 성적이 높을수록 창의력에 큰 향상이 있었다. 창의력 프로그램과 그 적용에 대한 교사와 학생의 인식을 조사한 결과, 모든 교사와 대다수의 학생들이 긍정적인 인식을 나타내어, 학교 현장에 적용 가능성이 높음을 확인할 수 있었다. 프로그램 적용상의 문제점을 분석한 결과, 수업시간의 부족, 학급당 인원의 과다, 학생들의 적극적 참여 결여 등의 문제점이 드러났다. 따라서 창의력 계발을 위한 프로그램에 대한 지속적인 연구와 함께 이러한 문제점들에 대한 해결 방안이 사전에 모색되어야 할 것이다.

• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.137-156
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• 2001

IEA's Third International Mathematics and Science Study(TIMSS) from 1994-1995 has placed Korea as one of the top three countries among 45 countries that participated in the study in mathematics achievement for the 3rd, 4th, 7th, and 8th grade students. While the test scores were excellent, the study also showed that mathematics education in Korea needed improvements in student attitudes, technology incorporation, and gender difference in achievement. An analysis of the a survey conducted as part of the mathematics curriculum research program showed that very little progress has been made in these areas for the past 5 years. Moreover, the progressively declining attitudes towards mathematics for high school students is a problematic phenomena for educators as we believe that mathematics is becoming even more important in an information technology based society. A comparison between the top three TIMSS scoring countries (Korea, Singapore, and Japan) and low scored country (U.S.) was made In this paper. We also compare some of problematic results from TIMSS to those from EERI Curriculum Study implemented in 2000. The study shows that simply using technology and improving student attitudes do not necessarily guarantee improved performance. Most of educators agree that potential for technology is great for both changing the way students learn and improving the attitudes of students. However, improperly implemented technology can hinder rather than help the educational process. Therefore, as we begin to implement and use more and moore technology, it is critical to develop the proper curriculum, training for teachers and research programs to track the progress and to make the necessary adjustments to provide the best possible education for our students. Another TIMSS result shows for all four grade levels(3rd, 4th, 7th, 8th), Korea shows the highest gender difference among all the participating countries. TIMSS data such as this is valuable to benchmark all types of information to get a better understanding about what is happening for improvements in math curriculum in Korea. More research needs to be done in comparing the performance of Korean mathematics education to understand both the strengths and weaknesses of our curriculum so that improvements can be made.

• 한국과학교육학회지
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• 제24권2호
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• pp.298-306
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• 2004

본 연구는 중학교 2학년(8학년) 학생들과 중학교 과학 교사를 대상으로 과학과의 수준별 교육과정의 운영상황과 문제점을 조사 분석함으로써, 제7차 교육과정의 문제점을 파악하고 개선책을 제안하고자 하였다. 그 결과 제7차 교육과정의 수준별 교육과정이 우리나라의 교육 실정에 맞지 않아 여러 가지 문제점이 발생하고 있지만, 심화 보충 수업을 받아본 학생들의 반 수 이상이 학습에 도움이 된다는 긍정적인 반응을 보이고 있어 수준별 교육과정을 무조건 비판하기보다는 문제점을 찾아 보완하고 수정함으로써 활성화시킬 수 있어야 하겠다. 제7차 교육과정이 성공적으로 이루어지기 위해서는, 다양한 학습자료와 학습환경을 요구하는 만큼 행정적, 재정적 뒷받침이 이루어져야 할 것이다. 또한, 교사, 학생, 학부모가 적극적으로 관심을 가지고 참여하여, 학교 교육과정이 실천되어야 할 것이다. 앞으로 여러 교육전문가들의 제7차 교육과정의 지속적인 관심과 분석 평가를 통해 우리나라의 교육의 문제점을 해결하여 현장에서 잘 적용될 수 있는 교육과정이 되기를 기대한다.