• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2021년도 학술논문집
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• pp.149-157
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• 2021

2022년 개정 교육과정에 인공지능 교육 도입을 앞두고 인공지능을 학습 소재로 한 다양한 수업들이 개발되어야 하는 시점이다. 본 연구에서는 설계기반연구를 활용하여 설명가능한 인공지능을 기반한 인공지능 교육 프로그램을 개발하였다. 인공지능의 기초, 활용, 윤리 세 분야를 골고루 포괄하며 실생활 사례와도 쉽게 연결시킬 수 있는 설명가능한 인공지능을 핵심 주제로 설정하였다. 일반적인 설계기반연구(Design-based research, DBR)에서는 3차 이상의 반복적인 과정이 이루어지지만 본 연구 결과는 1차 설계, 적용 및 평가에 대한 결과를 바탕으로 연구가 진행되었다. 추후 학교 현장에 적용하여 3차 수정 및 보완을 바탕으로 더욱 완성된 설명가능한 인공지능을 주제로 한 프로그램을 개발하고자 한다. 본 연구가 학교 현장에 도입되는 인공지능 교육의 발전에 도움이 되기를 기대한다.

• 대한지구과학교육학회지
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• 제14권2호
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• pp.123-135
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• 2021

본 연구에서는 예비 지구과학 교사를 대상으로 논증구조를 활용한 수업설계 과정을 적용하고 그 과정에서 예비교사들이 작성한 교수학습지도안에 나타난 논증 수준을 분석하였다. 연구 결과, 예비교사들이 최종 교수학습지도안에서는 1차 교수학습지도안보다 더 많은 논증요소를 반영함으로써 논리적으로 짜임새를 갖춘 수업을 설계하였다. 또한, 교과서나 교육과정에 모든 논증요소들이 명시적으로 제시되지 않은 수업주제의 경우 예비교사들이 일부 요소를 교수학습지도안에 반영하지 못하였다. 연구 결과로부터 도출한 결론 및 시사점은 다음과 같다. 먼저, 수업설계에 논증구조를 활용함으로써 예비 지구과학 교사들이 작성한 교수학습지도안의 논증 수준이 높아졌으므로, 논리적인 과학수업 설계를 위한 도구로 논증구조를 활용할 필요가 있다. 다음으로, 예비 과학교사가 작성한 교수학습지 도안의 논증 수준은 교과서 및 교육과정에 제시된 논증요소를 벗어나지 못하므로, 논증구조를 활용한 과학수업 설계를 위해 예비 과학교사의 교육과정 재구성 역량을 함양할 필요가 있다. 또한, 예비 지구과학 교사의 논증에 대한 이해뿐 아니라 수업 전문성을 향상시킬 수 있도록 실제 교수활동의 맥락에서 논증구조를 활용하는 예비교사 교육 프로그램을 개발하고 적용할 필요가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제35권1호
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• pp.123-135
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• 2016

Interest is one of the important factors in science education. The purpose of this study was to investigate factors affecting the follow-up interest of elementary school students on topics of 'Small Organisms' World'. The follow-up interests of the students on the topic were grouped into three categories; the developed-expanded-deepened (EDD), the simply expanded and maintained (SEM), and the stoped or decreased (SD) types. Each types had specific distinguishing features. Through the examination of students' responses and the in-depth interviews, the factors affecting on the follow-up interests of the students were analyzed. The factors were classified into two types of the external factor and the internal one. While the external factors were mainly related to the instructional materials used in science class and teaching methods, the internal factors were related to the desire for knowing, prior knowledge, students' experience and attitude toward the topics of science. In relation to the types of the follow-up interests, these factors were affected by different causes. The EDD type was most affected by internal factors, such as desire for knowing and prior knowledge. The SEM type was shown to be most affected by external factors, such as instructional materials. The SD type was mainly influenced by external factors, such as teaching methods. From the analysis of internal factors, it was revealed that the attitude and the prior knowledge about the topic are related with the follow-up interests. There was a positive relationship between the levels of science attitude and science knowledge. The students who had EDD type had a higher level of attitude and knowledge. However, there were some students who had higher level of scientific knowledge with SD type. The results of in-depth interviews showed that they were influenced by negative perceptions about science and stress on their grades. In conclusion, each follow-up interest type were caused by the external factors contained in the processes of the science class and the internal ones associated with the individual features and were influenced by the science class. So, the teacher should help the students be able to have the EDD type of follow-up interest which is persisted even after the completion of the science curriculum. For this, when the teachers design science curriculum and plan lesson, they should consider both internal and external factors significantly influencing the students' follow-up interests.

• 공학교육연구
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• 제19권2호
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• pp.76-82
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• 2016

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

• 교육시설
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• 제11권5호
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• pp.24-34
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• 2004

The purpose of this study is to analyze the planning characteristics of contemporary Japanese elementary schools. Fifteen schools, that have new planning trends or design ideas have been selected and analyzed. The planning characteristics of schools identified by plan analyses are summarized as follows. First, space programs of schools are diverse, especially in support facilities, gymnasiums and auditoriums. These spaces can be used by community members. So it is assumed that needs of communities are reflected in space programs of schools. Second, various types of unit learning spaces consisting of multipurpose spaces and classrooms embodied in case schools tell the differentiation in the structure of unit learning spaces. Third, grouped with gymnasiums or auditoriums, special instructional spaces constitute community zones where school facilities are open to public. Fourth, replacing the monotonous circulation systems by corridors, multipurpose hall-type space organization systems make surrounding spaces more activated and complex and the multipurpose hall itself becomes the central part of schools. Finally, outdoor spaces are designed to have convenient access and approach zones to school precincts are linked with city street.

• 한국환경교육학회지:환경교육
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• 제3권1호
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• pp.141-152
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• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

• 디지털융복합연구
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• 제16권10호
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• pp.1-9
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• 2018

본 연구의 목적은 첨단 ICT의 활용도를 높이고 국가 간 교육 교류협력 활성화에 기여하는 온라인 국제교류 협력학습의 개념과 유형에 대해서 살펴보고, 유형별 수업 설계모형을 제시하는 데 있다. 이를 위해 온라인 국제교류 협력학습 관련 시범사업 및 선행연구를 고찰하였다. 그 결과, 온라인 국제교류 협력학습은 첨단 ICT를 기반으로 언어적, 문화적으로 이질적인 학생, 교사, 현장전문가가 상호작용하고 협력함으로써 지식을 탐구하고 구성해가는 구성주의 기반의 교육방법임을 확인하였다. 유형으로는 원격 화상 수업 중심의 실시간 교류학습과 웹사이트 기반 과제 중심의 비실시간 교류학습이 있었고, 이러한 유형별 특징을 고려한 PPIE(Plan-Preparation-Interaction-Evaluation) 수업 설계모형을 제시하였다. 본 연구의 결과가 온라인 국제교류 협력학습 활성화에 기여할 것으로 기대한다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제17권3호
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• pp.265-276
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• 2014

본 연구는 '거꾸로 교실' 수업 모델의 핵심이 사전 학습 및 수업 실천을 위한 학습 자료 개발에 있음을 인식하고, 그것이 교사들이 수업을 설계할 때, 하나의 어려운 과제가 될 수도 있을 것이라는 전제 하에 수행되었다. 많은 현장 교사들이 교과서 및 교사용 지도서를 활용하여 수업을 계획하고 설계한다는 점을 감안할 때, '거꾸로 교실' 수업 실천을 위한 교과서 활용 방안을 탐색하는 일은 의미 있는 일이다. 연구자는 가장 최근 적용된 초등학교 3-4학년 수학 교과서를 분석하였으며, 이를 위한 분석 준거를 마련하였다. '거꾸로 교실' 수업 모델은 학생들의 수업 참여를 높이고, 토론 및 활동 중심의 수업을 지향하므로 사전 학습을 위한 자료의 제작 시 학생들의 흥미와 수준을 고려하여야 함은 물론, 학생들의 적극적인 참여가 이루어지도록 교과서의 구성 요소 및 자료의 활용 가능성을 면밀히 검토하여 수업을 설계해야 할 것이다.

• Human Ecology Research
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• 제62권2호
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• pp.351-368
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• 2024

The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2022년도 추계학술대회
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• pp.182-184
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• 2022

초·중등학교 교육에서 인공지능(AI)이 강조됨에 따라, 교과 활동에 AI를 접목한 수업에 관한 관심이 높아지고 있다. 학교에서의 AI 수업은 관련 교과뿐만 아니라 다양한 교과를 통해 이루어지므로, 교수자는 융합교육에 대한 이해를 바탕으로 교수·학습 및 평가를 설계할 필요가 있다. 이에 따라, 본 논문에서는 먼저 융합교육의 의미와 효과적인 수업 활동을 위해 검토할 사항을 살펴보았다. 다음으로 초·중등학교에서의 AI 수업 설계를 위해 고려할 사항에 대해 학교에서의 AI 교육의 특징, 교육과정 총론에 제시된 학교급별 교육목표, 수업 내용 구성을 위해 참고할 자료, AI가 적용된 소프트웨어에 대한 관점, 예상 수업 절차의 측면에서 제시하였다. 제언으로서 첫째, 초·중등학교 교육의 특징에 기반하여 AI 교육을 통해 함양할 수 있는 역량 도출의 필요성과 둘째, 학교에서의 AI 교육의 기존 사례 탐구를 바탕으로 교과 특성을 반영한 AI 수업의 교수·학습 설계 요소 및 절차 규명의 필요성을 제시하였다.