가정과 실천적 문제 중심 수업에서 교사의 경험에 대한 연구

한주 ( Ju Han ),채정현 ( Jung-hyun Chae ) 대한가정학회 2016 Human Ecology Research(HER) Vol.54 No.4

This study examined in depth what teachers experience in a practical problem-based home economics class. This study established the research question, “What do teachers experience in the practical problem-based home economics class?” and selected three teacher participants who had steadily performed a practical problem-based home economics class to directly observe classes and conducted intensive interviews with the class performing teachers. The three research participants performed the practical problem-based class as a method of practicing their educational beliefs and based on a problem consciousness that textbook centered classes focusing on concepts cannot manage. They also tried to make efforts to reconstruct the textbook centered with practical problems to promote the critical thinking abilities of students. In practicing the practical problem-based class, the research participants recognized that it was important to show the present problems in reality to the students, teach broad value concepts, and establish rapport with students. They tried to make class content correspond to class evaluation. They felt awarded in how they influenced the development of students and the perception of home economics subjects in a positive way as well as experienced various actual difficulties in performing the practical problembased class. The three research participants examined themselves through the agony and reflection of the class, and integrated the class with daily activities by applying problem solving methods of practical problem-based classes to their lives.

대학생의 진로결정문제에 따른 잠재집단분류 및 진로관련 정서, 인지 및 행동 관련 변인들의 영향력 검증

이아라,이주영 한국상담학회 2016 상담학연구 Vol.17 No.6

The purpose of this study was to identify the number of latent classes according to college students’ career decision problem and to explore the impact of career related factors (i.e., anxiety, identity, perfectionism, career preparation behavior and so on) on those latent classes. For the current study, final sample included 659 Korean college students. Data were analyzed using Latent Class Analysis(LCA) to identify different patterns of students` career decision problem. Multinomial logistic regression analysis were employed to test the influence of predictors for classification. The study found four latent classes: indecision dominant class, middle-level class, confusion in decision process class, and lack of knowledge and information class. The indecision dominant class showed the lowest level in career decision problem compared with other classes but indecision problem dominant within class. The middle-level class showed similar pattern of career decision problem compared with the indecision dominant class but problem of decision making more. The confusion in decision process class showed severe career decision making process problem as well as indecision problem. The lack of knowledge and information class showed the highest level of career decision problem, especially lack of information about self and occupation. Additionally, Multinomial logistic regression results showed that each distinctive career decision problem profile can be identified by some of predictors: anxiety, pessimistic point of view, identity, and career preparation behavior. The study suggests that counselors make effort to develop the differential intervention for college student in career counseling and education based on each class characteristic. 본 연구의 목적은 우리나라 대학생들의 진로문제 유형에 따른 잠재집단을 분류하고, 잠재집단구분에 영향을 주는 요인을 탐색하는 것이다. 이를 위해 대학생 659명을 대상으로 진로결정문제, 진로준비행동, 사회적으로 부과된 완벽주의, 불안, 비관적관점, 자아개념의 정도를 측정하였다. 분석에는 잠재계층분석과 다항로지스틱 회귀분석을 활용하였다. 분석 결과, 우리나라 대학생들의 진로결정문제에 따른 잠재집단은 총4개로 분류되었다. 우선, ‘우유부단 우세형’은 진로결정관련 문제가 모든 하위영역에서 가장 낮았지만, 다른 요인들에 비해 상대적으로 우유부단 관련 어려움이 가장 높게 나타났다. ‘중간형’은 ‘우유부단 우세형’과 비교했을 때, 전체적인 특성은 유사하면서 진로결정과 관련된 문제가 전반적으로 더 높았다. ‘결정과정 혼란형’은 진로결정 과정과 관련된 어려움을 가장 많이 호소하면서, 우유부단과 관련된 문제도 높은 수준으로 나타났다. 마지막으로 ‘지식정보 결핍형’은 자신과 직업세계에 대한 정보와 관련한 어려움이 가장 높게 나타났다. 영향요인 검증 결과 사회적으로 부과된 완벽주의를 제외한 불안, 비관적관점, 자아개념 요인과 진로준비행동이 대학생의 진로관련 잠재집단 분류에 유의한 영향을 미치는 것으로 나타났다. 본 연구의 결과는 대학생들의 진로결정문제를 이해하고, 개입하는데 있어, 인지․정서․행동적 요인을 통합적으로 고려하고, 각 잠재집단의 특성에 따라 차별적인 처치를 하는 것이 필요함을 시사한다.

문제발견 중심의 과학 탐구수업이 영재학생들에게 미치는 효과

김순식(Soonshik Kim) 한국영재교육학회 2010 영재와 영재교육 Vol.9 No.2

본 연구는 일선 학교의 영재수업에서 영재학생들의 창의성을 향상시킬 수 있는 ‘문 제발견 중심의 과학 탐구수업’을 개발하고 이를 영재 수업에 적용하여 개발된 과학 탐구수업의 효과를 알아본 것이다. 본 연구는 2010년 3월부터 6월까지 U영재교육원 중3과학반 60명의 학생들을 실험집단 30명과 비교집단 30명으로 나누어 실험집단 학생들에게는 10차시의 ‘문제발견 중심의 과학 탐구수업’을 실시하였으며, 비교집단 학생들에게는 10차시의 일반적인 과학수업을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 문제발견 중심의 과학 탐구수업은 영재학생들의 과학 창의적 문제해결력을 향상시키는데 효과가 있는 것으로 나타났다. 둘째, 문제발견 중심의 과학 탐구수업은 영재학생들의 과학 탐구 능력을 향상시키는데 효과가 있는 것으로 나타났다. 셋째, 문제발견 중심의 과학 탐구수업은 영재학생들의 과학수업에 대한 태도에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구의 결과를 종합해 볼 때, 문제발견 중심의 과학 탐구수업은 영재학생들의 과학 창의적 문제해결력과 과학 탐구 능력을 기르는 데 효과가 있는 것으로 나타나 일선 영재수업에 유용하게 적용할 수 있는 수업이라고 생각된다. 또한 이 수업은 학생들의 관심과 흥미와 관련된 문제를 발견할 수 있도록 수업의 주제가 개방적인 영상자료로 제공되며, 문제 발견 과정에서 제기된 어려움에 대해서 동료학생들과 토론을 통해서 해결할 수 있기 때문에 누구나 즐겁게 참여할 수 있다는 장점을 가지고 있다. 본 연구의 결과는 과학 탐구학습에서 문제발견 활동이 학생들의 창의성을 기르는데 있어서 매우 중요한 요소임을 시사해 준다. The purpose of this study lies in inquiring into the effect of the classes of science exploration which has been developed 'focusing problems discovery' for the classes for the gifted students in schools aiming to improve their creativity, and has been applied to the classes for the gifted students. 60 ninth graders in science classes at U Education Center for the gifted were chosen and divided into half as test group and control group, and then from 2010 March to June, tests were carried out 10 times of 'the science exploration classes focusing problems discovery' for the test group, and 10 times of general science classes for the control group. Following are the study results First. the science exploration class focusing problems discovery appeared to be effective in improving the scientific creativity of the gifted students in solving problems. In the sub factors of scientific creativity in solving problems, the class was effective in improving validity, science, creativity except elaboration. Second, science exploration class focusing problems discovery appeared to be effective in improving science exploration ability of the gifted students. In the sub factors of the ability to explore science, the class appeared to be effective in improving their ability of set up of hypothesis, finding of variables, operational definition, designing of experiments except making of graph &data analysis Third, science exploration class focusing problems discovery appeared to have positive influence on the attitudes of the gifted students for science class. The class was effective both on the pleasure for the science class and the attitudes for science exploration which ate the sub factors of the attitudes for science class. Seeing from the integrated results of this study, the science exploration class focusing problems discovery is effective in growing the gifted students' scientific creative ability to solve problems and explore science, and so, it seems to be usefully applicable to the class for the gifted students. Besides, this class is spread with its subjects as open screen materials for the students to grasp the matters attract their interest and concern, and to solve the difficulties drawn out in the course of problem discovery through discussion with fellow students, and those are the good points of this class attracting everyone to join it merrily. The finding from this study is the mplication that the problems detecting activity in science exploration class is very important factor in cultivating the students' creativity and the ability to solve problems.

디자인 씽킹 기반 창의적 활동에 대한 중요도-수행도 분석 : 디자인 씽킹 수업과 문제중심학습 수업을 중심으로

조규락(Cho Kyoo-Lak),김선연(Kim Sun Yun) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.11

본 연구는 디자인 씽킹 수업과 문제중심학습 수업에서 창의적 활동에 대한 중요도와 수행도를 분석하는데 그 목적이 있다. 연구대상은 디자인 씽킹 수업에 참여한 97명의 대학생과 문제중심학습 수업에 참여한 124명의 대학생이며, 디자인 씽킹 5단계(공감-정의-발상-프로토타입-테스트)에서 요구되는 창의적 활동 31개에 대해 설문조사를 진행하여 자료를 수집하였다. 주요 연구결과는 다음과 같다. 첫째, 공감 단계에서 디자인 씽킹 수업에서만 객관적인 학습자료 수집이 시급히 개선되어야 할 창의적 활동임이 밝혀졌다. 둘째, 정의 단계에서 디자인 씽킹 수업에서 본질적 가치 통찰이, 문제중심학습 수업에서 문제 프레이밍/리프레이밍 활동이 시급히 개선되어야 할 창의적 활동으로 분석되었다. 셋째, 발상 단계에서 디자인 씽킹 수업과 문제중심학습 수업 모두 우선적으로 시급히 개선이 필요한 집중영역의 창의적 활동이 도출되지 않았다. 하지만 디자인 씽킹 수업에서 우선순위 결정 활동이 중요성에 비해 과도하게 수행되는 활동임이 밝혀졌다. 넷째, 프로토타입 단계에서 문제중심학습 수업에서만 실패경험 공유 활동이 시급히 개선되어야 할 창의적 활동으로 밝혀졌다. 다섯째, 테스트 단계 문제중심학습 수업에서만 전문가 자문 활동이 시급히 개선되어야 할 활동으로, 자체 평가 활동이 중요성에 비해 과도하게 수행되는 활동으로 분석되었다. 본 연구의 시사점으로 첫째, 디자인 씽킹 수업에서 공감과 문제 정의 활동에 대한 보다 구체적인 학습활동 설계와 교수지원이 이루어져야 한다. 둘째, 문제중심학습과 디자인 씽킹을 접목한 새로운 교수-학습 모형 개발을 기대해 볼 수 있다. This study is to analyze importance and performance on creative activity in both design thinking class and problem-based learning class. The study collected data from survey on the 31 creative activities required in 5 stages (empathy, definition, ideation, prototype, test) of the design thinking, which of the subject was 97 college students in a design thinking class and 124 college students in a problem-based learning class. Main research results were as follows: First, it revealed that at the empathy stage, objective learning materials collection only in the design thinking class is creative activity that should be urgently improved. Second, it showed that at the definition stage, essential value insight in the design thinking class and problem framing/reframing activity in the problem-based learning class is creative activity that should be urgently improved. Third, it revealed that at the ideation stage, there is no creative activity that should be urgently improved in both the design thinking class and the problem-based learning class, and that priority decision activity is activity that is performed too much in contrast to its importance. Forth, it revealed that at the prototype stage, shared activity of failure experience only in the problem-based learning class is creative activity that should be urgently improved. Fifth, it showed that at the test stage, expert advisory activity only in the problem-based learning class is creative activity that should be urgently improved, and that self evaluation activity is activity that is performed too much in contrast to its importance. The study presented several implications including the necessity of concrete learning activity design and instructional support on the empathy and definition stage in the design thinking class; the development of brand new teaching-learning model such as design thinking-PBL(D-PBL) model that is integrated problem-based learning into design thinking.

Beyond Structural Marxist Debate over the Class “Boundary Problem”

Doowon Suh 한국사회학회 2011 韓國社會學 Vol.45 No.3

Twentieth-century Marxist scholars advanced highly sophisticated theories of class structure and debated class boundaries. The dispute centered on the class location of burgeoning whitecollar workers and their relationship with other classes?the so-called boundary problem. Membership heterogeneity and ideological variance among white-collar workers rendered the polemic over the boundary problem intricate, but their numerical increase and political significance made the debate important and controversial. This paper contends that the deterministic and reductionist bias of structural Marxist analysis of the boundary problem is liable to infer that class structure leads to class struggle and class consciousness because it views class as a structural derivative. Conceiving of class as being historically formed and collectively constructed instead, I suggest bringing agency into class analysis by incorporating social movement theories and blending synchronic and diachronic approaches. This type of analysis can be used to elaborate the detailed processes of class consciousness construction and class struggle mobilization?class formation?which predates class structuration.

Beyond Structural Marxist Debate over the Class “Boundary Problem” : Bringing Agency into Class Analysis

서두원 한국사회학회 2011 韓國社會學 Vol.45 No.3

Twentieth-century Marxist scholars advanced highly sophisticated theories of class structure and debated class boundaries. The dispute centered on the class location of burgeoning whitecollar workers and their relationship with other classes—the so-called boundary problem. Membership heterogeneity and ideological variance among white-collar workers rendered the polemic over the boundary problem intricate, but their numerical increase and political significance made the debate important and controversial. This paper contends that the deterministic and reductionist bias of structural Marxist analysis of the boundary problem is liable to infer that class structure leads to class struggle and class consciousness because it views class as a structural derivative. Conceiving of class as being historically formed and collectively constructed instead, I suggest bringing agency into class analysis by incorporating social movement theories and blending synchronic and diachronic approaches. This type of analysis can be used to elaborate the detailed processes of class consciousness construction and class struggle mobilization—class formation—which predates class structuration.

문제발견 중심의 과학토론수업이 초등학생들의 과학 창의적 문제해결력과 과학탐구능력에 미치는 영향

김순식,이용섭 대한지구과학교육학회 2014 대한지구과학교육학회지 Vol.7 No.1

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the scientific discussion classes focusing problem finding. The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students’ cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

초등학교 학생의 수업 중 문제행동 개선을 위한 학급차원의 긍정적 행동지원의 적용

이선아 ( Sun A Lee ),이효신 ( Hyo Shin Lee ) 한국정서·행동장애아교육학회(구 한국정서학습장애아교육학회) 2015 정서ㆍ행동장애연구 Vol.31 No.2

본 연구는 학급차원의 긍정적 행동지원의 적용이 초등학교 학생의 수업 중 문 제행동에 미치는 영향을 알아보기 위한 것이다. 이는 학급차원에서 긍정적 행동지 원을 실시하는 것으로 두 개의 연구 문제를 갖는다. 첫째, 학급전반 지원이 학급 전체 학생들의 수업 중 문제행동에 미치는 영향을 알아보고자 한다. 둘째, 소그룹 지원이 대상 학생들의 수업 중 문제행동에 미치는 영향을 알아보고자 한다. 1차 중 재의 연구 대상은 D시 S초등학교 2학년 A반 전체 학생 16명이다. 소그룹 중재는 학급전반 지원 결과 문제행동의 평균발생률이 40% 이상인 학생 2명이 대상이다. 학급전반 지원에서는 학급차원의 긍정적 행동지원이 학생들의 수업 중 문제행동인 소음내기, 부적절한 자세, 지시불이행 행동에 미치는 영향을 알아보기 위하여 AB 설계를 적용하였다. 소그룹 지원은 행동간 중다기초선 설계를 하였다. 그 결과는 다음과 같다. 첫째, 학급전반 지원 결과 전체학급 학생들의 수업 중 문제행동인 소 음내기, 지시불이행, 부적절한 자세 행동이 감소하였다. 둘째, 소그룹 지원 결과 대 상학생 2명의 수업 중 문제행동인 소음내기, 지시불이행, 부적절한 자세 행동이 감 소하였다. 이와 같이 학급차원의 긍정적 행동지원의 적용은 학생들의 수업 중 문제 행동을 효과적으로 감소시키는데 긍정적인 영향을 미쳤다. The purpose of this study is to examine effects of Class-Wide Positive Behavioral Support on elementary school students problem behaviors in class. Positive behavioral support was carried out at class level and there are two subjects for inquiry. First, it tries to examine the effects of class-wide support on problem behaviors of the whole students in class. Second, it tries to examine the effects of small group support on problem behaviors of their students in class. The subjects of the 1st intervention is all the second graders of Class A in S Elementary School, D City. The total number of students are 16 children. Intervention of the small group is intended for two students that the average rate of problem behaviors is more than 40% in the result of the class-wide support. AB design was applied to the class-wide support to examine effects of Class-Wide Positive Behavioral Support on making noise, improper postures, and non-compliance of instructions. Multiple baseline design across behaviors was done for small group support. The results are as follow: First, in the class-wide support result, making noise, non-compliance of instructions, improper postures which are the entire students’ problem behaviors in class were reduced. Second, in the small group support result, making noise, non-compliance of instructions, improper postures which are the two students’ problem behaviors in class were reduced. Like this, application of Class-Wide Positive Behavioral Support had the positive effect on effective reduction of students’ problem behaviors in class.

실생활 활동지를 활용한 문제 만들기 수업이 수학적 창의성과 성향에 미치는 효과

안종수 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.16

Objectives The purpose of this study was to investigate how it affects students' mathematical creativity and disposition development after conducting problem-making class activities using various types of real-life activities. Methods The study was conducted on 58 students in two classes in the second year of OO high school. OO High School is located in OO Metropolitan City. Two classes were selected based on the results of the midterm exam in the first semester of the second grade, and one class was divided into a research group and the other class was divided into a comparative group, and 13 classes were conducted for about two months from April 30 to June 27, 2022. The research group (29 students) taught problem-making classes using real-life activity sites, and the comparison group (29 students) taught traditional textbook-oriented classes. Results As a result of this study, the effect of problem-making classes using real-life activity sheets on students' mathematical creativity and disposition areas was analyzed and obtained as follows. First, in this study, essential learning contents for each unit were set and problem-making class activities were conducted using real-life activity sheets. Thus, mathematical creativity and disposition could be enhanced. Second, as a problem-making class using real-life activities, it was more effective in mathematical creativity and disposition for students in the upper, middle, and lower ranks compared to traditional textbook-centered classes. Third, in the problem-making class using real-life activity sheets, the lower-ranked students who were not interested in the class were also interested and actively participated in the class, showing improvement in academic achievement. Conclusions In conclusion, the problem-making class using real-life activity sheets was a teaching method that was helpful in the field of mathematical creativity and disposition.

A Kernel-based Matrixzed One-Class Support Vector Machine

Yanyan Chen,June Yuan,Zhengkun Hu 보안공학연구지원센터 2016 International Journal of Hybrid Information Techno Vol.9 No.11

One-class support vector machine (OCSVM) is an important and efficient classifier used when only one class of data is available while others are too expensive or difficult to collect. It uses vector as input data, and trains a linear or nonlinear decision function in vector space. However, the traditional vector-based classifiers may fail when input is matrix. Therefore, it makes sense to study matrixzed classifiers which can make use of the structural information presented in the data. In this paper we propose a matrix-based one-class classification algorithm named Kernel-based Matrixzed One-class Support Vector Machine (KMatOCSVM). It aims to convert the OCSVM to suit for matrix representation data and to deal with nonlinear one-class classification problems. The efficiency and validity of the proposed method is illustrated by four real-world matrix-based human face datasets.