중학교의 기술과 수업에서 프로젝트법이 학생의 학업성취에 미치는 효과

이춘식(Choon Sig Lee),류창열(Chang Yol Ryu) 대한공업교육학회 1988 대한공업교육학회지 Vol.13 No.2

The purpose of the study was to verify the effectiveness and differences between project method and course method in teaching the industrial technology subject at the middle school in terms of learning achievement and attitude change. The four null hypotheses were tested by applying statistics. The method of the study was an experimental field research which tested the significant differences of the student learning achievement scores between a control group and an experimental group being experienced by the project method and couse method. The sample of the study was grade two of Jungwha middle school students. After data screening, 174 data was analyzed by one way analysis of variance, Scheffe`s F. The statistical significance was tested at 0.05 level. Followings are major findings of the study. 1) No significant difference was found between students achieved by project method and students achieved by course method on the subtest : ① discrimination of material selection, ② knowledge of how to use tools. (Hypo. 1) 2) Significant difference was found between students achieved by project method and students achieved by course method on the subtest : ① problem-solving ability in the manufacturing process, ② creatively conceiving ability of products. (Hypo. 1) 3) No significant difference was found among high achieved, middle achieved and low achieved students taught by project method on the subtest : ① discrimination of material selection, ② Knowledge of how to use tools. (Hypo. 2) 4) Significant difference was found among high achieved, middle achieved and low achieved students taught by project method on the subtest : ① problem-solving ability in the manufacturing process, ② creatively conceiving ability of produts. (Hypo. 2) In gain of problem-solving ability in the manufacturing process, high achievers solved problems significantly better than low achievers. In gain of creative conceiving ability of products, high achievers conceived significantly more creative than low achievers. 5) No significant difference was found between students achieved by project method and students achieved by course method on the skill level to manipulate tools. (Hypo. 3) 6) Significant difference was found between the attitude of project method students and the attitude of course method students on the following variables : ① attitude to utilize the spare time by making products, ① attitude to cooperate with classmates. (Hypo. 4) 7) No significant difference was found between the students taught by project method and the students taught by course method on the attitude to use tools safely. (Hypo, 4) Based on the findings, followings are recommended. 1) Although the educational situations are not enough in practical facilities in the course of instruction, the technology subject teachers should study and apply the project method in various ways. 2) A similar investigation, in which the length of the experimental period is increased, is needed to verify the result of this study,

고등학교 '기술과' 교육과정의 연혁

류창열(Chang Yol Ryu) 대한공업교육학회 1987 대한공업교육학회지 Vol.12 No.2

The purpose of this study was to review the curriculum trend of Technology Education in high school, at the time of 5th national curriculum revision, in Korea. The major findings of the study were as follows: 1) the subject name of Technology in curriculum has been changed in accordance with the edcational thought at the time of curriculum revision between knowledge and life. 2) the technology subject was changed from required subject to elective-required subject in Practical / Home Economics for boy and girl student. 3) units taught of Technology per week were changed from 4 to 8-10 in humanities and natural sience classes, 4-8 in vocational classes of academic high schools due to the contents taughted. 4) objectives of Technology Educational had been changed between knowledge and life in direction, consumer function and productive function in content, theoritical and practical in achievement means. 5) contents taught in Technology Education were changed much in scope and sequence at every curriculum revision.

기술 교과 교사 임용고사제도의 현황과 개선 방향

류창열(Chang Yol Ryu) 대한공업교육학회 1998 대한공업교육학회지 Vol.23 No.1

Since 1991, the new technology teachers have been recruited by national examination in Korea. According to the national recruit examination, all qualified technology teachers of different streams of school career got equal chance to be a teacher. Critics of testing have raised a number of issues concerning the validity and adaptability for assessment. In now a day, the main issues in recruital examination is how to categorize and construct test that measure a variety of technology teacher`s capabilities. This research was intended to analysis current recruital examination and to categorize and construct test item that assess a variety of technology teachers. Current recruital examinations were analyzed and suggested future direction in this research.

기술과 교육목표의 중요도에 관한 연구 -'86 콜롬보 플랜 기술자 대학 웍샵 참가자가 인지한 중요도 -

류창열(Chang Yol Ryu) 대한공업교육학회 1986 대한공업교육학회지 Vol.11 No.2

The purpose of this study was to assess, in common sense, the degree of emphasis on the objectives and functions of Technology Education as perceived by `86 C P S C Work-shop participants in Malaysia. The main findings of the study were as follows; 1. the priorities of Technology Education objectives were (1) to understand the practical application of related knowledge, (2) to have experience in productive skill activities, (3) to make informed educational & occapational choices, (4) to develop problem-solving skills in materials & productive process, (5) to develop creative technological talent, (6) to make informed basic knowledge of productive technology, (7) to develop consumer knowledge and use of industrial products, (8) to develop worthy leisure-time interests, (9) to understand technological literacy, and (10) to provide exploratory experiences of work and self. 2. the priorities of Technology Education functions were (1) practical application function, (2) productive functon, (3) career exploratory function, (4) recreation function, (5) consumer function, and (6) technology literacy function.

중학교 실업 · 가정과 교육과정의 연혁

류창열(Chang Yol Ryu),이상봉(Sang Bong Yi) 대한공업교육학회 1988 대한공업교육학회지 Vol.13 No.1

The purpose of this study was to review the history of Practical Art / Home Economic education, base on curriculum, in middle school. The major findings of this study were as follows: 1. The industrial subject such as agriculture, industry, commerse, marine and fisheries, and home economics have been traditionally offered as a practical arts / home economics subject through the entire period. 2. Technology education has been offered compulsorily since 1970 as a practical arts / home economics subject. 3. From the liberation of Korea in 1945 to the fifth period of curriculum revision in 1987, lesson hours of practical art / home economics subject have allocated 15% and over of total lesson hours according to the Education Law for the middle school. By the way since the second period of curriculum revision, the lesson hours of practical arts / home economics subject have decreased.

토론 - 일반계 고교 직업 과정의 활성화 방안

류창열(Chang Yol Ryu) 대한공업교육학회 1990 대한공업교육학회지 Vol.15 No.2

기술교사교육에서 프로젝트 접근에 의한 교수법의 효과

류창열 ( Chang Yol Ryu ),정수진 ( Su Jin Jung ),권현진 ( Hyun Jin Kwon ) 한국기술교육학회 2006 한국기술교육학회지 Vol.6 No.1

새로운 기술 혁신에 따른 직업·기술계 교사에게 필요한 자질

류창열(Chang Yol Ryu) 대한공업교육학회 1993 대한공업교육학회지 Vol.18 No.1

This research was to show how the qualifications of the vocational and technical teachers were changed under the influence of new technologies. The specific objectives of the research were threehold ; (1)to identify the qualifications requirement to the workers under the influence of new technology, (2)to select and describe advanced educational situations for the workers, (3)to modify the qualifications needed for vocational and technical teachers. Secondary data, which reported articles in relation to this topic were reviewed for accomplishment the objectives. At the places of work in production, the importance of physical skills such as milling and drilling, were declining in fabor of mental skills such as programming, quality control, maintenance and repairing. The works were to be performed of integrated workplace. This necessitated a methodology and didactics for vocational education. The vocational and technical techer`s qualifications were extended for master the contents to be communicated not only theoretically, but also be able to in experiments, demonstrations and exercises on a practical level. Deriving from this were high requirements on the teaching methodical competence, and socio-psychological competences.

기술과 교육과정 개발 방안에 대한 이론적 탐색

류창열(Chang Yol Ryu) 대한공업교육학회 1985 대한공업교육학회지 Vol.10 No.2

This study was conducted to investigate the characteristics and strategies for curriculum development of technology education. The major findings of the study were summarized as follows ; 1. The characteristics of the technology subject matters could be described as a subject of general education, comprehensive, basic skills training, and exploration of one`s career. 2. The technology education curriculum had certain characteristics that distinguished it from the rest of the subjects. These characteristics included focus, justification, school community relationships, in/out-of-school success standards. 3. A rationale for curriculum development in technology education could be considered as data-based, dynamic, fully-articulated, future-oriented. 4. Strategies for technology education curriculum development were persued in three major directions ; ① industry-centered curriculum development approaches ② student-centered curriculum development approaches, and ③ discipline-centered curriculum development approaches.

'기술'의 의미에 관한 역사적 고찰

류창열(Chang Yol Ryu) 대한공업교육학회 1991 대한공업교육학회지 Vol.16 No.1

The term of technology, a combination of the Greek techne, `art, craft`, with logos, `word, speech`, has changed and expended it`s meaning according to the expansion of new knowledge. In order to clarify the term of technology in contemporary thought, an etymological and historical inquiry were adapted in this study. The definitions in dictionaries were reviewed and discussed for clarify the normal and marginal meaning of the term technology. The main findings in the process of this study were as follows: (1) the term of technology, a combination of the Greek techne, `art, craft`, with logos. `word, speech`, has changed from the original meaning, `discourse on the arts, both fine and applied`, to `the mean or activity by which man seeks to change or manipulate his environment` in accordance with the industrial technological development. (2) Under the genus scientific knowledge(espite'me) which encompass all human knowledge, Aristotele recognizes three division, theoretical science, practical science(practike') and productive science(poietike'). Productive activity is characterized by wisdom in technics: it`s end is excellence in accomplishments. Productive science(making), according to Aristitele; was assigned special place and clear line between `knowing` and `doing`. (3) Beckmann, professor at Go¨ttingen University, united an extensive knowledge of nature with a decided turn for applying it to practical purposes. He used scientific technology in connection with agriculture, economy, mineralogy, manufacture, and related areas. (4) The term of technology in present, was defined in connection with: ① acts or manipulative skill, ② systematic means by which man controls and modifies his environments, ③ applying knowledge to practical purposes, ④ practical system of process to control the environments.