초등수학에서의 Maths 300 교구 프로그램 활용방안

류수진,김성준,Ryu, Soo-Jin,Kim, Sung-Joon 영남수학회 2009 East Asian mathematical journal Vol.25 No.3

The purpose of this study was to examine the effect of the manipulative materials in the Australian Maths 300 program by applying it to Korean Elementary Mathematics Education - based on parts of 'Probability and Statistics', and 'Symbol and Expression'. In order to this purpose, we select appropriate Maths 300's manipulate materials that could be used to obtain learning objectives within class time for each part, four lessons with the materials were taught at to third, fourth, and fifth grade students of elementary School. The effect of the teaching was analyzed by videotape and student opinion. The results of this study are the following: First, the manipulative tools were almost entirely lacking for the 'Probability and Statistics' section without a 'number of cases' unit. The tools presented in the 'Symbol and Expression' section were helpful in the games that were used for checking preceding learning. Second, the results of using the Math 300 manipulative materials in class showed that the students were eager to be involved in the activities using those materials and to find their own solutions in problem-solving questions that were suited to them; these led to them making their own questions. In response to questioning about the use of the manipulative materials, the students stated that it was easy and fun for them to use the manipulative materials, to solve the problems for themselves, and that they would like to continue practicing the activities in the future. Finally, Studies on the presentation of a variety of manipulative materials including those in this study that can used in problem-solving learning and other learning fields, and the methodology for the use of manipulative materials can be enhanced through further studies.

문제생성훈련 수업이 중학생의 메타인지와 자기효능감 및 문제 수준에 미치는 영향

류수진 ( Soo Jin Ryu ),김윤석 ( Yoon Seok Kim ),이지화 ( Ji Hwa Lee ),문성배 ( Seong Bae Moon ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.2

이 연구는 과학 수업 내용에 대한 이해와 질문을 바탕으로 학생들에게 문제를 만들어보게 하는 훈련을 실시한 수업이 전통적인 수업과 비교해 학업성취도, 메타인지, 자기효능감에 미치는 영향을 알아보고, 이들 요소들과 함께 만들어낸 문제의 수준이 학업성취수준에 따라 어떻게 변하는지에 대해서도 알아보고자 하였다. 연구 대상은 부산시에 소재한 남자 중학교 2학년 65명을 두 개의 집단으로 나누어 실시하였으며 비교집단은 전통적인 수업을 실시하였으며, 실험집단은 수업이 끝나기 전15분 정도 1인당 3개의 문제를 스스로 만들어보고 동료 간에 문제를 풀어보도록 하는 문제생성훈련을 통한 수업을 실시하였다. 사전에 실시된 형성평가를 바탕으로 학생들의 성취수준을 상위·중위·하위의 3개 집단으로 나누고 사전 메타인지 검사와 자기 효능감 검사를 실시하였다. 수업 처치가 끝난 후에는 학업성취도 검사, 메타인지 검사, 자기 효능감 검사를 실시하고 이를 분석하기 위해 t-검정을 실시하였으며. 문제수준의 차이를 분석하기 위해서 일원공변량분석(One-way ANCOVA)을 실시하였다. 연구 결과를 보면 문제생성훈련은 메타인지나 자기 효능감 및 학업 성취도에 긍정적인 효과가 있음을 알 수 있었다. 좀 더 상위수준의 문제를 만드는 학생들의 수가 점차 많아짐을 통해 학생들은 성취수준에 상관없이 보다 많은 사고를 필요로 하는 좋은 문제를 만들어 내는 능력을 획득하고 있음을 알 수 있었다. The purpose of this study was to investigate the effects of the instruction with question-creation training, compared with traditional science instructions. The instruction with question-creation training is to give students chances to make questions by themselves based on what they learned before the end of the classes. The four effects of the instruction were studied: students` achievement, metacognition, self-efficacy, and the level of the questions created by the students according to different proficiency levels. Research data was gathered from 65 second grade students at a middle school in Busan. The comparative group was instructed in traditional lecture-type teaching method. The experimental group was instructed with questioncreation training. Students in the experimental group were asked to make 3 questions by themselves and then, to solve their peers` questions about 15 minutes before the end of the classes. Both groups were divided into 3 groups by proficiency level according to the results of last semester`s science test. Before the research, a metacognition test and a self-efficacy test were conducted. After the research, an achievement test, a question level test, a metacognition test, and a self-efficacy test were conducted and analyzed by t-test. The research data for question level was analyzed by one-way ANCOVA. The results of this study revealed that question-creation training has a positive effect on student`s achievement, metacognition, and self-efficiency. It also showed most of the students have gained an ability to make higher-level questions regardless of their proficiency level due to the increased number of students who made higher-level questions. It also showed that most of the students could gain an ability to make higher-level questions regardless of their proficiency level from the fact that the number of students who made higher-level questions increased in every proficiency level.

키토산과 탄닌처리에 의한 황련염색직물의 염착거동 변화

류수진 ( Soo Jin Ryu ),배현숙 ( Hyun Sook Bae ) 한국의류산업학회 2018 한국의류산업학회지 Vol.20 No.2

The natural dye product market is expanding due to the recent interest in environmentally friendly products. This study examines dyeing using natural Coptidis Rhizoma. Chitosan and Tannin was treated to improve dyeability of Coptidis Rhizoma after finding the proper dyeing condition. In addition, dyeing characteristics were compared according to mordant types along with the mordanting methods for dye fixing and color change. The results indicated that the optimum dyeing condition was to treat the concentration of 5% (o.w.b.) at 80oC for 90 minutes. By the chitosan and tannin treatments, K/S value of cotton fabrics by 3 times and those of wool fabrics by 2 times increased and color depthing of dyed fabrics was achieved after 2 cycles repetition. To improve dyeability, iron mordanting was most effective; in addition, the K/S Value of pre-mordanting fabrics versus post-mordanting fabrics increased the most. The color of the surface was changed to reddish yellow when Sn, Cu mordanting, and to greenish blue when Fe mordanting. The lightfastness of dyeing fabric with mordanting was weak at 1-2 grades, but the washing fastness was good for 4 grades and the rubbing fastness and sweat fastness were as good as those of the 3-4 grades. As a result, this study could help improve the dyeability of expensive Coptidis Rhizoma.

양조전용 설갱벼로 제조한 전통주의 품질 특성

오세관(Sea-Kwan Oh),김대중(Dae-Jung Kim),류수진(Su-Jin Ryu),천아름(Areum Chun),윤미라(Mi-Ra Yoon),최임수(Im-Soo Choi),홍하철(Ha-Cheol Hong),김연규(Yeon-Kyu Kim) 한국식품영양과학회 2011 한국식품영양과학회지 Vol.40 No.8

현재 국내에서 판매 유통되고 있는 전통주의 주질 개선을 위해서 양조 전용품종으로 국내에서 처음으로 개발된 설갱벼를 기존 원료 쌀인 추청벼와 비교하여 호화점도(RVA), 알칼리붕괴도(ADV), 경도, 알코올 함량 및 관능검사 등의 품질 특성을 살펴 본 결과, 원료 쌀의 경도는 설갱벼가 2126.6 g/sec로서 추청벼 4056.1 g/sec보다 더 부드러움을 알 수 있었으며 설갱벼가 추청벼에 비하여 알코올 생성속도가 빠르게 나타났고 최종 알코올 함량도 설갱벼가 17.53%로서 추청벼 17.34%에 비하여 다소 높은 수준이었다. 또한 포도당 함량 분석 결과 발효과정 동안 설갱벼가 추청벼에 비하여 발효 초기와 말기만 포도당 함량이 낮게 나타내었다. 전체 유기산 함량은 전 발효기간 동안 설갱벼가 추청벼에 비하여 훨씬 높았으며 관능검사 결과 설갱벼로 제조되어진 전통주는 추청벼로 제조된 전통주에 비하여 쓴맛, 떫은맛 및 느끼한 맛이 적으면서 전체적으로 담백한 맛의 특성을 나타낸 설갱벼는 전통주 양조용으로 우수한 것으로 판단되었다. This study was conducted to compare the quality characteristics of Korean traditional wine fermented from different rice cultivars. Two kinds of rice cultivars, Seolgaengbyeo and Chucheongbyeo, were used. The hardness values of Seolgaengbyeo and Chucheongbyeo were 2126.6 g/sec and 4056.1 g/sec. The alkali digestion value (ADV) and amylose contents of Seolgaengbyeo and Chucheongbyeo were 6.6 and 6.4, 19.8 and 19.3%, respectively. Amylogram results were not significantly different between Seolgaengbyeo and Chucheongbyeo using a rapid visco analyzer (RVA). After fermentation for 7 days, the alcohol contents of the fermented wines ranged from 17.34 to 17.53%. The pH, total acidity, and glucose contents of the wines fermented with Seolgaengbyeo and Chucheongbyeo were 3.63 and 3.64, 0.17 and 0.17 ㎎/㎖, 3.22 and 3.65 ㎎/㎖, respectively. Finally, sensory evaluation of wine fermented with Seolgaengbyeo showed better taste than that of wine made with Chucheongbyeo.