• 한국초등수학교육학회지
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• 제11권2호
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• pp.137-160
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• 2007

최근 수학교육에서는 수학 쓰기 활동이 활발히 연구되고 있다. 이에 본 연구에서는 '수학동화'라는 쓰기 활동을 새롭게 구안하여 학생들에게 적용해 보고, 이를 통해 나타나는 학생들의 인지적 정의적 특성을 분석하는 데에 그 목적이 있다. 수학동화 쓰기 활동을 하면서 많은 학생들이 이미 학습한 수학적 지식에 대한 반성적 사고를 통해 학습한 수학 내용을 재구성하고 응용하였다. 또한, 수학동화 쓰기 활동을 하는 동안 학생들의 수학적 의사소통 활동이 매우 활발해졌으며, 이를 통해 학생들은 학습한 수학적 지식에 대한 재학습의 기회를 갖게 되었다. 학생들은 수학동화 쓰기 활동을 통해 수학의 실제적인 활용 장면을 스스로 찾을 수 있게 되었으며, 수학 학습에 대한 필요성을 깨닫게 되었다. 뿐만 아니라, 활동 과정에서 많은 학생들이 수학 학습에 대한 즐거움과 성취감을 느끼게 됨으로써 긍정적인 수학적 성향을 형성해 나갔으며, 스스로 의지를 가지고 활동에 참여함으로써 수학학습에 집중하게 되었다. 수학동화 쓰기 활동을 하는 동안 학생들이 보여준 이와 같은 특성은 오늘날의 수학교육이 추구하고자 하는 긍정적인 측면들을 많이 보여주고 있으므로, 학교 현장에서 적극 활용해 볼 만 하다.

• 한국수학교육학회지시리즈A:수학교육
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• 제62권3호
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• pp.327-340
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• 2023

학생들이 수학 학습에서 중요하게 여기는 가치는 학생의 사회문화적 배경과 개인 경험에 따라 다를 수 있다. 사회문화적 배경은 매우 다양하지만 본 연구는 학생들의 교육 경험 측면에서 재외국민과 내국민, 학교급을 변인으로 고려하였다. 중등학생들을 대상으로 수학학습에서의 가치 인식에 대한 설문을 실시한 결과, 재외국민 학생들은 내국민 학생에 비해 수학 학습에서의 가치 인식이 낮은 편이고 특히 수학의 지식을 이해하는 측면과 최신 교수·학습 방법의 가치를 낮게 인식하고 있었다. 중학생은 고등학생에 비해 활동으로서의 수학 학습에서의 가치를 높게 인식하였고, 고등학생은 중학생보다 자기주도성 측면을 높은 가치로 인식하였다. 그리고 본 연구는 학생 개인의 경험 중 한 가지로 메타정의를 고려하였는데, 메타정의는 수학 학습에서의 가치 인식을 설명할 수 있는 변수였다. 수학 학습에서의 가치 요인을 활동 과정, 수학 지식 이해, 자기주도성, 대안 활용, 연습, 계산기 활용으로 추출하고 이에 대해 메타정의가 영향을 주는지 분석한 결과, 메타정의의 요소 중 성취에 대한 정의적 자각, 가치에 대한 정의적 평가, 정의적 활용이 유의한 영향력이 있었다. 이를 통해 수학 학습에서의 가치를 향상시킬 방안, 메타정의 활성화 방안, 우리 학생들의 수학 학습에서의 가치를 측정할 수 있는 검사도구, 수학 학습에서의 가치를 조사할 연구 대상의 확대, 재외국민을 가르치는 교사에 대한 연구가 필요함을 제언하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.413-423
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• 2012

The purpose of this study was to identify the effectiveness of science writing on organizing scientific knowledge and improving science process skills and science attitude, as science educators have indicated. For this study, two classes of $5^{th}$ grade students were chosen in the same elementary school. Subjects were divided into an experimental and a control group. The students in the experimental group took part in a science writing program for 14 lessons of science classes. The students in the control group were taught according to the traditional science program using standard science textbooks. To identify the effects of science writing, both groups' students were tested on science achievement, science process skills, and science attitude before the program implementation and were tested on science concept, science process skills, science attitude after the program implementation. The results of this study showed that the experimental group gains significantly higher scores than the control group in science concept and science attitude, but there was no significant difference on science process skills for either group. In conclusion, science writing had positive effects on science concept and science attitude of elementary school students, helping them to express their thinking logically and systematically, but science process skills were not affected.

• 한국초등과학교육학회지:초등과학교육
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• 제35권2호
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• pp.265-276
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• 2016

In this study, modeling pedagogies were employed to re-design and teach the unit of Seasonal Changes in the $6^{th}$ grade science curriculum. The effects of the modeling-based program were investigated in both the conceptual and affective domains using an approach of mixing quantitative and qualitative techniques. The result showed that the students in the modeling-based science inquiry classroom gained a higher mean score in a conceptual achievement test than their counterparts in a traditional science classroom. The number of the conceptual resources activated to explain the causes of the seasons, as well as the types of student explanations developed through the combination of the resources activated, were greater in the modeling-based classroom. The modeling-based science inquiry was also effective in improving student attitudes toward science lessons. It was revealed, however, that the students experienced both positive and negative epistemic feelings during the modeling-based science inquiry. Implications of these findings for science education and relevant research were suggested and discussed.

• 한국간호교육학회지
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• 제21권2호
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• pp.155-167
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• 2015

Purpose: The aim of this study was to develop course outcomes for nursing students by applying Hauenstein's theory. Methods: The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. Results: Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. Conclusion: The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students.

• 한국지역사회생활과학회지
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• 제15권3호
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• pp.63-70
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• 2004

This study was performed to identify the relationships between parents' nurturing behavior and preschoolers' creativity. The differences of parents' behavior and children's creativity by children's sex were also analyzed. The subjects were one hundred and four children(54 boys and 50 girls) and their mothers. Parents' nurturing behavior was assessed by a nurturing behavior questionnaire administered to the mothers, preschoolers' creativity was rated by the author through observation of the children's responses. The reliability of observation was calculated from 10 among the 104 children. The reliability coefficient was .96. The results were as follows: First, there were significant differences in parents' behavior according to the child's sex. Girls' parents showed more affective and achievement oriented attitude compared to the boys' parents. Second, there were also significant differences in .children's creativity according to sex. Girls' originality and flexibility were higher than boys, however, significant differences between girls and boys in fluency and imagination were not found. Third, parents' nurturing behavior and children's creativity were strongly related to each other. Children's imaginations were strongly related to the mothers' behavior. Children's originality and flexibility were also significantly related to their parents' behavior, but children's fluency did not show relations with their parents' behavior.

• 지식경영연구
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• 제13권5호
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• pp.91-111
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• 2012

The purpose of this study is to investigate the effect of person-organization fit(PO fit) and person-job fit(PJ fit) on positive psychological capital at both team-level and individual-level. Present study intends to confirm the effectiveness through theoretical considerations and empirical analysis of positive organizational behaviors. This is expected to strengthen the basis of positive organizational behavior studies and provide the foundation to integrate positive organizational behavior to the actual organization. In order to test the hypotheses, the data were collected from multiple domestic organizations and composed 47 team-level and 244 individual-level data. For the analysis, hierarchical linear modelling(HLM) were conducted. The results of this study are as follows. PO fit and PJ fit had significant relationships with positive psychological capital at both team-level and individual-level. Also, in the relationship between the attitudes and behaviors of the members and positive psychological capital, the positive psychological capital was found to have significant effect on affective commitment and organizational citizen behaviors. The implications of this study according to the results as follows. Positive relationships of psychological capital with the antecedents and consequences variables, it is necessary for the management to magnify the strength of members in the actual operation at the organization level. Such the management of positive psychological capital can be suggested as a new approach method for achievement of the organization's goals and visions.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.195-205
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• 2014

The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students' science achievement and science-related affective domains. The analyses of students' argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students' participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.232-241
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• 2011

The purpose of this study was to compare socio-linguistic characteristics and instructional influences of two different types of texts, which were narrative and expository. Socio-linguistic characteristics of two different types of texts were analyzed in their content specialization, linguistic formality, and social-pedagogic relationships. Expository texts showed strong scientific classification, and medium level of linguistic formality, and low level of social-pedagogic relationships. Narrative texts showed different characteristics. The instructional effects were investigated with 91 fifth grade elementary students in three classes. Each class was randomly assigned into three groups: expository text group, narrative text group, control group. The results showed that the science achievement scores of the narrative text group was higher than those of other groups. The affective domain test scores of the expository text group were higher than other groups. The perception of students on informational science text were generally positive both types of texts.

• 정보교육학회논문지
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• 제13권4호
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• pp.479-487
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• 2009

현재 우리나라 컴퓨터 교육과정의 성격과 목표 중 가장 강조하는 부분은 정보소양 능력과 문제해결 능력을 배양하여 미래사회를 선도할 수 있는 능력을 키우는 것이다. 그러나 현행의 컴퓨터교육은 응용 프로그램 활용 교육에만 초점이 맞추어져 있어 이 목표를 달성하지 못하고 있으며 문제해결 능력과 논리적 사고력을 높이기 위해 컴퓨터과학 교육에 대한 중요성이 커지고 있다. 이에 본 연구에서는 언플러그드 학습 방법을 컴퓨터과학 영역 중의 정보표현 영역에 적용하였다. 그 결과 언플러그드 학습 방법이 강의식 학습 방법에 비해 학업성취도가 통계적으로 유의한 차이를 보이며 높게 나타났다. 또한 정의적 영역에서도 강의식 학습 방법에 비해 긍정적으로 나타났다.