• 한국환경교육학회지:환경교육
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• 제20권4호
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• pp.145-165
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• 2007

The purpose of this study is to investigate items for improving environmental education in elementary school for the more efficiency policies of environmental education. In this study, we investigated the relative importance of each items through Analytic Hierarchy Process for the various groups of the expert who is related with environmental education. We made hierarchical structure for efficiency education through brainstorming process. The hierarchical structure consisted of 3 high-level items and 8 low-level items. The questionnaires were distributed to 4 groups with 187 experts. After the consistency test of returned questionnaires, we gained 60 available questionnaires of experts. According to the generalization results of all groups, "The pro-environmental attitude of the teacher" is the most important. The second important thing is "The pro-environmental attitude of the schoolmaster" and the third is "Experiential learning and on-the-spot study concerning environment". And the following are "Budget for environmental education" and "Environmental education in discretionary activity", "Teaching materials for environmental education", "The cultivation of the experts on environmental education", "Environment event in school" in order. As the result, we have to intensify the pro-environmental attitude of the teachers and schoolmasters and develop experiential learning and on-the-spot study programs concerned environment to improve environmental education. At the same time, we need the more politic support related with budget for environmental education.

• 한국콘텐츠학회논문지
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• 제19권8호
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• pp.565-571
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• 2019

본 연구는 사범대학 영어교육과에 재학 중인 학생들의 교양영어에 대한 인식과 요구를 바탕으로, 전공에 특화되나 전공 교육과는 차별화된 좀 더 효과적인 교양 영어교육에 대한 제언을 하고자 하는 것을 목적으로 한다. 이를 위하여 영어교육과에 재학 중인 학생들을 대상으로 영어교양 교육의 인식과 요구와 관련된 설문과 인터뷰를 수행하였다. 설문 결과, 현 교양영어에 대한 영어교육과 학생들의 만족도는 전체적으로 3점대로 높지는 않았다. '멀티미디어 시설 등 강의실 환경'에 대한 만족도나 교수진의 전문성, 자질, 교수방법'은 타 항목에 비해서 평균 점수가 비교적 높았으나 '영어실력 향상의 정도'나 '흥미유발 정도'에 대한 항목 가장 낮은 평균점수를 보였다. 이 외에도 본 연구에서 수행한 교양영어 프로그램에 대한 요구와 수준별 수업에 대한 요구, 교수자에 대한 요구 결과를 바탕으로 영어교육 전공자들을 위한 교양영어 교육을 위하여 제안은 다음과 같다. 첫째, 영어 교육 전공자들을 위한 전공특화 교양영어선택 과목을 개설한다. 둘째, 전공과 연계된 교양영어 회화 과목을 개발한다. 또한 영문학을 바탕으로 한 의사소통중심 교양 독해수업을 개발한다.

• 한국환경교육학회지:환경교육
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• 제15권1호
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• pp.115-124
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• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• 대한수학교육학회지:학교수학
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• 제5권3호
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• pp.315-342
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• 2003

초등 교사의 질 향상과 전문성 확보를 위해서는 교육대학 측에서는 양성교육을, 교육연수기관 측에서는 현직교육을 상호 보완적인 관계에서 일관성을 갖고 추진되어야 할 것이며, 두 기관간에 도움이 될 수 있는 장치가 다각적 측면에서 실질적으로 마련되어야 할 것이다. 이러한 점을 감안하여, 이 연구에서는 수학 교과를 중심으로 초등 교사 양성교육기관과 현직교육기관에서의 수학과목의 연계성을 모색해 보고자 한다. 이를 위하여, 이 연구에서는 우선 교육대학교 교육과정의 수학과목과 교육연수원 자격연수와 직무연수 프로그램에서의 수학과목을 분석하고자 한다. 또, 설문 조사를 통하여 교육대학교, 자격연수 및 직무연수 담당 교육연수원에서의 수학과목에 대한 초등 교사들의 인식을 파악하고자 한다. 끝으로, 이러한 결과를 종합하여 교육대학교와 자격연수 및 직무연수 담당 교육연수원에서의 수학과목이 어떻게 연계되어 개선되어야 하는지에 관한 시사점을 제시하고자 한다.

• 컴퓨터교육학회논문지
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• 제14권6호
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• pp.31-39
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• 2011

정보통신환경에는 관련지식이 부족하고 가치관도 정립되지 못한 초등학생들에게 특히 큰 위험요소가 상존한다. 본 논문에서는 초등 학생들의 정보통신윤리 수준을 개선시키고자 학생들이 더욱 많이 참여하고 흥미도 느낄 수 있는 사례 기반의 다중형 교수학습모형을 제안한다. 제안 모형은 실제 생활속에서 발생할 수 있는 정보통신윤리 갈등상황을 중심으로 진행된다. 수업은 사례기반으로 진행하기 적합하도록 세 종류의 교수학습모형(가치 갈등, 가치 명료화, 역할놀이 교수학습모형)을 통합하여 적용한다. 적용 후, 제안모형이 정보통신윤리 수준 향상에 미치는 교육적 효과를 차시별로 비교 분석한다. 검증은 평가지와 설문방법을 통하여 인지적, 정의적, 행동적, 종합적인 영역의 4가지로 나누어 실시한다. 연구결과, 제안모형이 학생들의 정보통신 윤리수준을 향상시키는데 긍정적인 효과가 있음을 보이고 있다.

• 한국환경교육학회지:환경교육
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• 제18권3호
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• pp.1-18
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• 2005

In the sustainable waste management, the necessity of environmental education which improves acquisition of the knowledge, attitudes and values for the environment is being emphasized to help students make environmentally desirable decision and promote responsible environmental behavior. However, the environmental education in high schools, as a whole, would be susceptible to many problems caused by tile educational administration focusing only on the college entrance examination. Therefore, this study modifies and applies a program using four teaching/learning methods (Investigation study, Internet-based learning, Field work, Issue analysis study) which deals with the sustainable waste management as the learning subject for the environmental education, and tries to find its effects on the students' environmental sensitivity and environmental conservation behavior in high schools. The main results of this study are summarized as fellows. First, the waste management program had little influence on the environmental sensitivity of experimental groups, while it had positive effect on their improvement of the environmental conservation behavior. Second, there were little meaningful effect on general environmental conservation behavior, but there were some significant results to environmental conservation behavior related to the sustainable waste management. In addition, positive results were found in ecomanagement and consumerism, whereas there were no meaningful results about in persuasion and legal action, which were sub-domains of the waste management program. Among the waste management programs, the school waste investigation study had the most positive effect on the students' recognition and solution of environmental problems as well as improvement of environmental conservation behavior. The easiest one of the four teaching/learning methods was the Internet-based learning, while the most difficult one of them was the issue analysis study. Consequently, in order to achieve the goals of the environmental education in the academic field, there has to be selected the most suitable one of the teaching/learning methods and to be applied to the class, according to the detailed objectives and loaming contents for the environmental education.

• Educational Technology International
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• 제15권2호
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• pp.143-170
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• 2014

As it was argued that students' cognitive engagement can be, at least in part, modified by individual or learning environmental factors, prior studies have attempted to identify the factors explaining the variability of students' cognitive engagement. This literature review has shown that students' cognitive engagement can be altered by various elements in the learning environment design such as factors related students' perceptions of teaching quality, characteristics of tasks and learning activities, teachers' behaviors during instruction, classroom goal structures, the integration of student oriented learning, action learning, problem-based learning, and constructivist learning, and academic disciplines. Based on the review, this study suggests that more studies are required to focus on understandings how the integration of instructional design principles into courses and the levels of student cognitive engagement in these courses are related. Also, an investigation of direct and indirect effect of learning environments taking into account students' personal factors would provide a more accurate picture of the relationship between learning environmental factors and students' cognitive engagement.

• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.118-130
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• 2007

This article investigated the effects of students' knowledge, beliefs, and attitudes about environment on environmental issue-based environmental problem solving in secondary school students. This article also investigated whether these factors are related to the environmental problem solving. Therefore, we first developed the test instruments to measure secondary school students' environmental knowledge, environmental beliefs, and environmental attitudes. Then, we developed the environmental issue-based teaching materials for secondary school students. The subjects participated in a environmental issue-based approach that consist of 3 lesson over an three weeks period. The results of this study presents that environmental knowledge and environmental beliefs are effective for the environmental problem solving in middle school environment class. First, secondary school students knew well ecological knowledge about environmental problem, and was entertaining most ecological beliefs. Second, secondary school students were having attitude which is most pro-environmental behaviors. Third, secondary school students are referring necessity of development partially about environment point at issue of country level. But, they were retaining situation of preservation about environment point at issue of area level. It's not easy to generalize these results because of many different variables, but the results suggests that teachers should make an effort to improve student's environmental problem solving ability applying environmental issue-based learning. And it's necessary to develop many kinds of environmental issues and teacher's instruction method to enrich problem solving ability in the process of environmental issue-based learning.

• 교육녹색환경연구
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• 제20권3호
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• pp.25-32
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• 2021

본 연구는 사물인터넷(IoT) 기술을 학습에 활용한 문헌과 사례를 분석하고, 관련 분야 전문가, 현장 교사, 기술 전문가 대상 FGI를 통해 IoT가 학습 개선을 위해 활용될 수 있는 학습환경 데이터와 유형별 활용 시나리오 모델을 정의하였다. 더불어 이를 바탕으로 개발된 프로토타입을 실제 학습환경에 시범 적용하여 실시간 데이터의 수집 및 분석과 활용 관점에서 검증함으로써 학교 현장에서 IoT 기술을 활용할 수 있는 실천적인 방안을 도출하였다. 본 연구는 실제 학교현장의 제약사항을 고려한 IoT를 활용한 학습 및 학습환경을 실제 구축하고 적용한 선험적 사례로서 의의가 있다.

• 한국과학교육학회지
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• 제34권7호
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• pp.635-645
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• 2014

본 연구는 과학교수과정에서 학생의 일상경험 도입과 관련된 초등교사의 인식과 실행, 그 배경요인을 밝히는 데 그 목적이 있다. 이를 위해 전공, 교직경력, 성별, 성장지역, 연령 등 각각의 특성이 다른 네 명의 초등교사를 대상으로 반 구조화된 심층면담을 실시하였다. 그 결과는 다음과 같다. 교사들은 주로 동기유발을 하기 위해 수업의 도입부에 일상경험을 상기하도록 학생들에게 발문하였다. 교사들은 과학수업에 일상경험을 도입하는 것에 우호적이었고 더 높은 수준의 도입이 필요하다고 생각했지만, 실제 과학수업에서는 일상경험을 소극적으로 도입하거나 외면하기도 하였다. 이러한 현상에 영향을 미친 요인들은 '과학수업에 대한 기억', '자녀교육 경험', '유년기의 성장환경', '개인의 학습양식', '불충분한 지식 열정', '일상생활의 과학 교육적 의미', '교사의 의무에 대한 인식', '평가결과의 중요성', '실험의 어려움', '일상경험 도입 시 학생의 반응', '교과용 도서의 체계', '교수학습 시간 부족', '국민공통기본 교육 구현', '담당 학생의 특성', '타 교육주체의 요구', '일상경험 도입의 효과'가 있었다. 또한 교사들은 직무관련 외적 요인의 영향에 의해 자신의 인식과 다른 실행을 하고 있으며, 일상경험의 적극적인 도입을 위하여 교과용 도서 등의 도움을 필요로 하였다.