• 한국초등과학교육학회지:초등과학교육
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• 제24권3호
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• pp.242-248
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• 2005

The purpose of this study was to survey the actual condition about field learning materials in Gwangju and Jeonnam area. The questionnaire was developed to examine teachers' perceptions and actual condition of a field teaming related science subject at 145 elementary schools in Gwangju city and Jeonnam province. The results of this study were as follows. First, the rate of school in performing field teaming related to 'strata and fossils' in science class was $6.8\%$. Second, the place of dianosaur track fossils in Jeonnam province, which was suitable for field teaming 'strata and fossils: were well known by $75\%$ of teachers. Also $68\%$ of teachers have not visited those places. On the basis of this result, the followings are proposed. First, field teaming materials and place should be developed in each school district. Second, field teaming strategies should be developed in various level. Third, some programs to study how to teach in the field teaming and experience the various field places should be suggested to preservice teachers as well as inservice teachers.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.261-282
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• 2002

This study intended to search for the way of NIE use as follows: 1) Setting up theoretical base about the way of NIE use to math loaming in primary school. 2) Analyzing the course mathematising through NIE use in math learning in practice. 3) Searching for the way of NIE use to aim at mathematising. As the result, this presented NIE model for mathematising according to the character of each step of the mathematising course. This paper says two things : The first, the way for using learning materials as reonstructing articles of newspapers to teach math learning 1) is searched for each information, scrapped to materialize. 2)is to extract the contents of NIE teaming available to the field and the unit of math curriculum. 3) searches for and applies the model for math NIE teaming. 4) makes up learning materials for each level using articles and presents the matters of deepening and supplement suitable for students. The second, the way for teaching math NIE with a view to helping students' mathematising during the course of teachers' math teaming. 1) reconstructs materials chosen by students' reality. 2) should offer students' communication and abundant context materials which mathematical model is possible. 3)needs to guide students to have motivation teaming so that they can mathematise their real matters by rediscovery 4) progresses mathematical activity using newspapers so that they can apply to new reality by applying informed Idea.

• 한국환경교육학회지:환경교육
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• 제21권3호
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• pp.1-12
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• 2008

This study is aimed at suggesting ways to develop field trip or learning materials focusing on environment of Jeju seashore in order to make an effective field trip. To perform these purposes, the contents and concepts were analyzed from environment-related 'geological unit' of elementary science textbook. Afterwards, the places having the geological features in coincidence with them are chosen, and investigated, and these regions can develop into geological teaming places for field trip. Each teaming spot focuses on understanding and finding out the characteristic geological environment of rock shore, gravel shore, sand shore, shellfish shore, and tideland shore among Jeju shores. When field trip is conducted at the preparatory stage, students can get advance knowledge on geological concepts from textbook. The activity record paper is presented at the field trip stage where students observe geological phenomena on their own. After field trip is finished, the summary stage is given to solve some problems on the basis of the observed contents. The developed data from this research have its regional limits, but is surely useful for teachers who try to plan field trip when they especially choose the right field trip spots, or plan to make the process for field trip preparation of the environmental education. Furthermore, with this survey and activities, students can take the chance to improve the learning effect through their own experience on environment of Jeju seashore.

• 한국정보통신학회:학술대회논문집
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• 한국해양정보통신학회 2003년도 춘계종합학술대회
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• pp.700-703
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• 2003

오늘날 우리 사회는 국제 경쟁력 제고를 위해 열린교육, 평생교육을 이룩하려는 교육의 질 향상에 비상한 관심을 갖고 있다. 이러한 변화에 따라 교육 현장에서도 열린교육의 핵심인 개별화 교육이 강조되고 있으며 컴퓨터의 교육적 활용에 무한한 가능성을 인지하고, 이를 교수-학습에 적용하는 시도가 끊임없이 전개되고 있다. 본 논문에서는 개별화 교육의 일환으로 교수-학습 현장에 컴퓨터와 웹을 접목한 가상교육시스템의 설계와 구현에 관하여 연구하고자 한다. WMT 기술을 이용하여 수업교재를 제작하고, 이를 기반으로 서버를 구축하여 원격지에서 다양한 학습자들이 시간과 장소에 구애받지 않고 학습할 수 있는 시스템에 관하여 연구하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• 한국가정과교육학회지
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• 제17권2호
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• pp.197-219
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• 2005

본 연구는 실업계열 전문 과목 중에서 범계열적으로 선택 이수되고 있는 식품과 영양 과목의 성취기준 및 평가기준을 국가 교육과정에 근거하여 개발하고, 활용 가능한 예시 평가 도구를 개발하여 식품과 영양 과목 교육과정 운영의 내실화와 평가 기반 구축에 목적 두고 수행하였다. 주요 연구 결과로는 먼저 문헌 및 자료 분석을 통해 성취기준 및 평가기준의 개념과 필요성, 식품과 영양 과목의 성취기준 및 평가기준, 예시 평가도구 개발에 적용될 개발 절차와 제시 모형 등을 고찰하였다. 두 번째로는 식품과 영양 과목의 교육과정 및 교과서 내용 체계를 분석하여 성취기준 및 평가기준 개발을 위한 내용 요소를 6개 대영역, 32개 중영역, 70개의 내용 요소로 선정 구성하였다. 성취기준은 이 내용 요소에 기초를 두고 내용 특성과 학습자의 도달점 행동을 고려하여 총 89개로 세분화하여 개발하였다. 또한 평가기준은 각 성취기준을 기초로 성취수준과 활동 수준에 차이를 두어 상${\cdot}$중${\cdot}$하 3단계로 제시하였다. 셋째, 예시 평가도구는 개발한 성취기준과 평가기준의 구체적인 예로서 단위학교의 실정에 맞게 적절하게 변형하여 사용할 수 있는 참고 자료임을 전제로 개발하였으며 서술형, 보고서법, 실험${\cdot}$실습법, 포트폴리오, 단답형 등의 유형을 적용하여 총 100개 문항을 개발하였다. 끝으로 개발한 식품과 영양 과목의 성취기준 및 평가기준, 예시평가 도구를 단위학교 수준에서 효과적으로 활용할 수 있는 방안을 제시하였다.