교육과정 연구의 재개념화 -Currere이론의 전개(1973~1993) 및 비판

김억환 ( Uk Hwan Kim ),김부국 ( Boo Kuk Kim ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

This article reviews the intellectual background of the theory of Currere which has been presented as a revolutionary curriculum theory, and confirms the validty of this theory as a new curriculum paradigm. Although Pinar, the original revisionist, strongly maintains that his theory replaces the production model which has been the main paradigm of the curriculum studies, this thesis confirms that it will take much longer to replate the existing currculum theory. This article explains the methodolosy of currere in relation to phenomenology, existentialism, and psychoanalysis in order to test the possibility of currere as a new curriculum paradigm.

학업성취(學業成就)와 관련(關聯)된 자아개념변인(自我槪念變因), 불안변인(不安變因), 학습습관변인(學習習慣變因), 성취동기변인(成就動機變因), 인성변인(人性變因)에 대한 통합분석(統合分析)

김억환 ( Uk Hwan Kim ),구병두 ( Byung Doo Ku ),변호걸 ( Ho Kul Byun ),김부국 ( Boo Kuk Kim ) 건국대학교 교육연구소 1992 교사와 교육(구 교육논집) Vol.16 No.-

This study was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master`s theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality. This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the five independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between five inde-pendent variahbes and eight moderator variables? The standard procedures analogous to those performed during primary research were used in this meta-analysis: locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subs ample effects(data analysis and interpretation). The result of this study may be summarized as follows. 1. The grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile. 2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1. 134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study. 3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

F. Bobbitt의 후기 교육과정관 연구

김억환 ( Uk Hwan Kim ),김부국 ( Boo Kuk Kim ) 건국대학교 교육연구소 1997 교사와 교육(구 교육논집) Vol.21 No.-

Bobbitt`s scientific approach to curriculum-making was rooted in the concept that human life was a series of discrete activities. In the early pronouncements that orientation led him to the adult-centered approach and to the side of mechanistic psychology. By the mid-1920`s, though using the same life-activity base, Bobbitt had turned his attention to the world of the child as it was lived in the here and now. From the later viewpoint he felt it was the business of education to teach growing individuals to perform the activities of life which constituted the highest level for their age. Bobbitt brought the learner and the immediate(rather than the future) environment together. The learner and the environment became the focal point of consideration and experience the means of education. Educational possibilities were tied with individual child wants, needs, and goals. Activities, then, took on meaning for the child as they were related to the desired goal. Thus, the interest, goal, a purpose of the individual became the major point of reference for organizing the curriculum under Bobbitt`s evolving concept.

學業成就와 關聯된 自我槪念變因, 不安變因, 學習習慣變因, 成就動機變因, 人成變因에 대한 統合分析

金億煥,具炳斗,邊虎杰,金富國 建國大學校 敎育硏究所 1992 論文集 Vol.16 No.-

This study was designed to synthesize quantitatively the master's theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master's theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality. This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the five independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between five independent variahbes and eight moderator variables? The standard procedures analogous to those performed during primary research were used in this meta-analysis : locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subsample effects(data analysis and interpretation). The result of this study may be summarized as follows. 1. the grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile. 2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1.134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study. 3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

교육과정 연구의 재개념화 : Currere이론의 전개(1973~1993) 및 비판 the theory of currere(1973~1993) and its critigue

김억환,김부국 建國大學校 敎育硏究所 1993 論文集 Vol.17 No.-

This article reviews the intellectual background of the theory of Currere which has been presented as a revolutionary curriculum theory, and confirms the validty of this theory as a new curriculum paradigm. Although Pinar, the original revisionist, strongly maintains that his theory replaces the production model which has been the main paradigm of the curriculum studies, this thesis confirms that it will take much longer to replate the existing curriculum theory. This article explains the methodolosy of currere in relation to phenomenology, existentialism, and psychoanalysis in order to test the possibility of currere as a new curriculum paradigm.

F. Bobbitt의 후기 교육과정관 연구

김억환,김부국 건국대학교 교육연구소 1997 論文集 Vol.21 No.-