한국판 중학생용 도덕성 발달 측정 척도(KDIT) 개발의 가능성 탐색 연구

손충기(Son Chung-Ki),김영태(Kim Young-Tae) 한국교육평가학회 2006 교육평가연구 Vol.19 No.2

  The standardization study by Moon Yong-Lin in 1994 about Rest"s DIT is very useful test of youth moral development, but DIT need to validation study continuously and study for the change to conflict scenario and question items based life situation of Korean youth.<BR>  According to these needs of study, the purpose of this study is to explore the possibility of development of a new Korean Defining Issues Test(KDIT) for middle school students.<BR>  The contents and procrdure of this research are as follows; (1) change the dilemma story from Rest"s DIT to life situation of Korean youth such as "The agony of one"s husband" story(Heinz) to "cheating", "prison-breaker" to "group exclude", and "the patient and the doctor" to "friend of rival" (2) developed 12 rating questions to be related an importance issue of each dilemma stories (3) developed the KDIT through revised the words and direction sentences include in dilemma stories, instructions, and 12 rating questions from response of 40 middle school teachers and 360 students (4) verify the validity and reliability of KDIT.<BR>  The results of the study are as follows;<BR>  First, construct validity of the KDIT for Korea middle school students showed r=.576 and r=.547 on the pencil test/ web-based test and class teacher"s rating about students" morality. This means relatively low validity of the KDIT.<BR>  Second, the test-retest reliability coefficient about response on 12 rating questions and P score(index of the students" moral development level) of the KDIT showed each below r=.50 and r=.40. This means not reliable KDIT.<BR>  Third, dilemma stories and 12 questions of KDIT need to depth validation study continuously should be the fitness the level of the middle school students.   이 연구는 청소년의 도덕성 발달 수준 측정 척도로 활용되고 있는 Rest의 DIT는 계속 그 타당화가 필요하다는 점, 한국 청소년들이 생활 장면에서 접할 수 있는 갈등시나리오로 대체하기 위한 연구가 수행될 필요가 있다는 점, 그리고 갈등상황에서 선택에 영향을 주는 질문 에의 응답을 정확하게 이끌어 낼 수 있는 안내문 개발을 통하여 한국판 중학생용 도덕성 발달 측정 척도(KDIT)의 개발 가능성을 탐색하려는 필요성에서 이루어졌다.<BR>  이러한 연구의 필요성에 따라서 객관식 표준화 척도라고 할 수 있는 Rest의 도덕판단력검사(DIT)를 한국 중학생들이 접하는 생활상의 문제로 전환하여 중학생들의 도덕성을 타당하고 신뢰롭게 측정할 수 있는가를 탐색하려는 것이 목적이다. 이 연구를 위해 기존 DIT의 갈등 시나리오를 중학생들의 생활상의 갈등상황으로 전환하고(남편의 고민⇒‘시험부정행위’, 탈옥수⇒‘집단따돌림’, 의사와 환자⇒‘라이벌 친구’) Rest의 DIT와 동일한 척도체제를 구성하여 4개 중학교 도덕교과 담당교사 외 40명과 성별, 학년별을 고려한 중학생 360명을 대상으로 2회의 예비검사를 통하여 척도에 등장하는 단어와 지시문의 어려운 사항을 밝히고 이를 수정하는 과정을 통해 척도의 타당화 과정을 거쳐 한국판 중학생용 도덕성 발달 측정 척도(KDIT)를 개발하였다. 이 척도로 학생을 대상으로 본 검사(지필검사와 웹검사)를 실시하고 담임교사로 하여금 학생 개인별 도덕성을 평정하도록 하였다.<BR>  그 결과, 2회의 학생 반응 도덕성 발달 점수와 교사가 평정한 학생의 도덕성 점수 간의 상관도가 각각 r=.576, r=.547 등으로 낮아 척도의 구인타당도가 만족할만한 수준이 못되었다. 또 도덕성 발달 측정 척도의 검사-재검사 신뢰도(12개 문항의 중요도 평정, p점수)가 각각 .50 이하와 .40이하로 낮아 신뢰할 수 있는 척도로 보기에는 미흡한 것으로 나타났다. 전반적으로 KDIT는 중학생들의 이해수준에의 적합성이 낮기는 하지만 한국판 중학생용 도덕성발달 측정 척도(KDIT) 개발은 가능하다고 판단한다.

대학 수업에 대한 학생의 획일적 평정 경향 분석

손충기(Son, Chung Ki) 한국교육평가학회 2014 교육평가연구 Vol.27 No.1

Students' ratings about the teaching is in force in almost university, and come to one of the very controvertible issues that it has valid or not. The relations on these actual conditions of universities in Korea, the purpose of this study is to investigate the uniform rating tendencies of students' evaluations of teaching in university in order to some suggest the valid use and interpretations of these data, and the research in future. For this study, data of 1st semesters in 2012 academic year on the scale of "Evaluations of Teaching" consisted with 17 items were analysis. According to results of this study were uniform rating of specific point(for example, 5 point) in rating scale were more high rate in case of high grader, optional subjects than required subjects, third and fourth year students than first and second year students, on-line lecture and experimental and practice based subjects than theories based subjects, and full-time professor than non full-time lectures. According to this study, students' evaluations of teaching in university is not sufficient support the objectiveness and appropriateness. Therefor, data of students' evaluations of teaching in university is very carefully analysis and interpretation, and need to carry out the depth basic researches related to students' rating system. 이 연구는 대학 교수의 수업에 대한 학생의 획일적 평정 경향을 분석하여 학생평정의 신뢰성 혹은 사실적 평정 여부를 확인해 봄으로써 수업평가 결과의 해석과 활용에 주는 시사점을 찾아보려는 목적으로 수행되었다. 이러한 목적을 달성하기 위하여 W대학교 2012학년도 1학기에 수업평가에 참여한 학생(연인원) 115,012명의 평정자료를 분석하였다. 연구 결과, 수업평정 척도의 모든 문항에서 특정 등급에 획일적으로 평정한 비율은 38.3%이며, 이들 중 5점(매우 우수)에 획일적으로 평정한 비율은 93.0%로 나타났다. 그리고 이와 같은 획일적인 평정 경향은 교과 성적이 우수할수록, 평점평균이 높은 학생일수록, 교양필수 과목에 비하여 선택과목의 경우에, 전공필수-전공선택-선택전공, 기본전공-전공기초 과목 순으로, 고학년으로 올라갈수록, 일반적인 수업 유형에 비하여 인터넷 수업과 실험ㆍ실습ㆍ실기 수업에서, 비전임에 비하여 전임교수의 수업평가에서 보다 두드러지게 나타났다. 따라서 대학의 수업평가 결과를 분석하고 해석하는 과정과 그 결과의 활용에는 이와 같이 학생의 수업평가의 신뢰성을 위협하는 요인들에 대한 보다 신중한 고려가 요구된다.

로봇활용수업이 초등학생의 학습태도에 미치는 효과

손충기(Chung-Ki Son),김영태(Young-Tae Kim) 한국공학교육학회 2012 공학교육연구 Vol.15 No.4

This paper is to explore the effects of Robot Based Instruction(RBI) on the learning attitude of elementary school students. According to this research, researcher found out that there is significant improvement in learning attitude score after RBI was applied. The result of verification on the learning attitude is difference by sex showed that male students learning attitude score is more high better than another group. In particular, it showed that there is more significant improvement in science ․ art ․ discretionary activities subjects. The above-mentioned results are based on as follows two reasons. First, RBI is efficient to improve students internal motivation and ownership about tasks, and that is related to environment of learning and instruction focused on authentic task and practice. Second, educational advantages of robot media was reflected appropriately in RBI, also appropriate instructional environment for RBI was supported.

산학협력중점교수 업적평가 모형 개발 연구

손충기(Son, Chung-Ki),박정환(Park, Jung-Hwan),김영태(Kim, Young-Tae) 한국산학기술학회 2013 한국산학기술학회논문지 Vol.14 No.8

이 연구의 목적은 산학협력중점교수의 업적평가 모형을 개발하여 교수의 업적평가뿐만 아니라 질 관리에 도 움을 주려는 것이다. 이를 위하여 2012년도에 교육부로부터 산학협력선도대학(LINC)에 선정된 전국 51개 대학을 포 함한 57개 대학의 산학협력중점교수에 대한 규정을 수집 분석하여 산학협력중점교수의 정의 및 인정기준을 명료화 하고, 산학협력중점교수의 유형과 각 유형별 역할 및 업무를 규명하였다. 그리고 산학협력중점교수의 핵심역량을 추 출하여 업적평가 모형을 평가영역, 평가요소, 평가지표, 단위 등 4가지 범주로 제시하였다. 이 연구결과는 각 대학들 로 하여금 산학협력중점교수의 업적평가와 질 관리 방안을 모색하는 데 일종의 준거역할을 할 것으로 기대된다. The purpose of this study is to help each university for valid performance evaluation and quality control of the Industry-University Cooperation Concentration Professor(IUCCP) through the development of the performance evaluation model of industry-university cooperation concentration professor. To achieve this purpose, researchers were collected and analysis data about the management regulations of IUCCP of 57 university include 51 LINC selected by Ministry of Education and Science-Technology in 2012. Through this process, define the concept of IUCCP and clear a qualification criterion, types and role the each types of IUCCP, and developed the model on performance evaluation of industry-university cooperation concentration professor constructed 4 dimensions consists with evaluation area, evaluation element, evaluation indices, and scoring unit.

청소년 학업중단의 가족 및 사회환경적 요인 분석 연구

손충기(Son, Chung-Ki),배은자(Bae, Eun-Ja),김영태(Kim, Young-Tae) 한국산학기술학회 2012 한국산학기술학회논문지 Vol.13 No.6

이 연구의 목적은 가족요인과 사회환경적 요인이 청소년의 학업중단 행동에 영향을 미치는 경로를 밝혀 청 소년의 학업중단 행동을 예방 혹은 해결하기 위한 시사점을 찾으려는 것이다. 연구목적을 달성하기 위하여 J시 상담 센터에 접수된 120명의 위기청소년을 대상으로 관련 변인을 측정한 후 자료를 분석하였다. 연구의 결과는 첫째, 가족 구조적 요인으로서 가정경제수준과 결손가정은 가족유대감과 일탈친구 요인을 매개로 학업중단 행동에 영향을 미친 다. 둘째, 가족심리적 요인으로서 가족갈등은 학업중단의 직접적인 요인은 아니며, 가족유대감은 일탈친구와 무단결석 요인과 결합되어 학업중단 행동에 영향을 미친다. 셋째, 사회환경적 요인으로서 무단결석은 가족유대감과 일탈친구, 일탈친구는 가족유대감과 무단결석 요인을 매개로 학업중단 행동에 영향을 미친다. 이러한 연구 결과는 청소년의 학 업중단 행동은 주로 가족심리적 요인으로서 가족유대감과, 사회환경적 요인으로서 일탈친구 요인이 가장 큰 영향을 미친다는 점을 확인시켜 주는 것이다. 따라서 이러한 요인의 개선 혹은 관련 프로그램의 개발․운영이 청소년의 학업 중단 행동을 예방하고 개선하는 데 도움이 될 것이다. The purpose of this study is to examine what is the path that family and socio-environmental factors of adolescents lead to school dropout called educational crisis behavior. To investigate these research problems, the path was analyzed on the basis of the related data and variations after interview with 120 crisis adolescents in ‘J Youth Counseling Center’ in Jeon-ju City. By the results of this analysis, the family ties as a familial factor and the deviation friends as a socio-environmental factor had an effect on adolescents' school dropout behavior. These results indicate the need to reform the interpersonal relationship in family and school friends for preventing and solving the adolescents' crisis behavior such as school dropout behavior.

한국과 일본의 새 국가수준 유치원 교육과정의 비교

정미라 ( Mi Ra Chung ),손충기 ( Chung Ki Son ) 한국아동교육학회 2009 아동교육 Vol.18 No.2

교육주체간 상호작용을 고려한 구성주의 기반 학급운영시스템

문창배(Chang-Bae Moon),고요섭(Yoseop Goh),손충기(Chung-Ki Son),마지순(Ji-Sun Ma),조정원(Jungwon Cho),박정환(Jung-Hwan Park) 한국콘텐츠학회 2010 한국콘텐츠학회논문지 Vol.10 No.3

교육의 주체는 교사와 학생, 학부모라 할 수 있고, 학급의 운영은 이들 교육주체에 의해 이루어진다고할 수 있다. 하지만 일상적인 학급활동에 대한 교사와 학부모의 교류는 매우 부족하며 가정방문 활동도 거의 없는 상황에서 교사와 학생, 학부모는 서로 상이한 생각을 가지고 바라보게 된다. 이러한 문제점을 해결하고자 교육인적자원부에서는 교육행정정보시스템(NEIS)의 학부모서비스를 운영하고 있지만, 학생의 참여가 배제되었고 절차와 방법이 복잡하며 개인정보 유출의 문제와 입력된 자료의 불충분으로 학생의 학교생활을 이해하기에는 한계가 있다. 학급운영시스템(e-Class)은 비고츠키(Vygotsky)의 사회문화적 구성주의에 입각하여 교육주체간 1:1일기와 상담일지, 메시지보내기, 청소분단, 주번관리, 교무수첩을 지원하여 교육주체간 활발한 상호작용과 이를 통하여 지식과 경험을 재구성하고 학급에 보다 잘 적응할 수 있도록 지지하는 시스템을 말한다. 이 연구를 통해 개발된 e-Class를 활용함으로써 교사와 학생, 학부모가 서로를 이해하게 되는 양적ㆍ질적인 도움을 제공받을 수 있으며 이를 통해 교육주체간 진정한 의사소통에 도움이 될 것으로 기대된다. The current curriculum in the 7th informatics, which simply highlights the use of applied programs rather than enhancing creativity through learning several principles in information science and thus making it hard to have optimism on the future as a powerhouse in IT. By diagnosing these problems, Education Ministry revised the existing curriculum to have a more scientific access to the informatics. However, the curricular revision fails to meet the needs of learners sufficiently because it tends to put the considerations of theoretical specialists before the learners them selves. This paper compares and analyzes the overall understanding of learners on informatics, current-curriculum and 7th revised curriculum and that of college-level, thus offering the student-centered one. Also, the research tries to bridge the opinion gap between developer and learner by looking into the understanding level of university majors about the current curriculum. In doing so, thesis may provide the basis on exploring new approaches and contribute to establishing 7th revised curriculum in school.

대학 수업에 대한 학생평가 : 미국대학의 연구동향과 한국 대학에의 시사점

孫忠基 圓光大學校 1996 論文集 Vol.32 No.1

This paper has two purposes. The first purpose is to review the research and theoretical writing about the student evaluation systems used in United States colleges and Universities since the 1970s. A second related purpose is to suggest some implications and recommendations to apply the type of evaluation system currently used in the United States to Korea. In reference to the first purpose, there appear to be four major thematic issues reflected in this literature, either individually or in combination: (1) the purposes and usefulness of students' evaluations of teaching effectiveness in higher education level, (2) development of an instrument for students' ratings of teaching effectiveness. (3) reliability and validity analysis of an instrument, and (4) potential bias effect to students' ratings of teaching. Each of these major issues was reviewed. In general, the research reviewed in this paper about students' evaluations of teaching has been exceedingly contradictory and inconclusive. And all of research reviewed in this paper suggests a need for a more intensive examination of the SETEs and for caution to be exercised if students' evaluations are to be used in personnel decisions. This would include an investigation of exactly what purposes evaluation can and should serve, the use of multiple ratings from a variety of sources(e. g., students, colleagues, self) and the development of more reliable and valid rating instruments related to the context of the college and university(e. g., their social environment and culture). The construction of a good system of students' evaluations of teaching effectiveness obviously requires much time, much expense, and lots of effort.

사범대학 교육과정 개발을 위한 기초 연구 : 교육실습생들의 실습과정에서 나타난 교직수행의 난점과 만족도 분석

손충기,김영태 원광대학교 2005 論文集 Vol.35 No.-

The purpose of this study is to get the implications and insight for curriculum development of college of education through the data analysis on difficulties and satisfaction on teachers' role practice of student teachers and its perceptions of guidance teacher of student teacher. Structured questionnaire were administered to 216 student teachers and 109 guidance teacher of student teacher of 58 middle and 51 high school in Jeon-Buk. According to this studies, student teachers and guidance teacher of student teacher were recognized shortcomings about the subject teaching ability, ability of student guidance and counseling of student teachers. And guidance teacher of student teacher were perceived dissatisfaction in classroom management practice and practice of student guidance and counseling of student teachers. Student teachers were responded dissatisfaction in practice of student guidance and counseling, subject teaching practice of themselves. These research findings are suggestion that what is serious considerations in curricula development of college of education.

中·高校生의 情意的 行動特性 : 學業成績과의 關聯性을 中心으로 stress on its relatianship with School Achievement

孫忠基 圓光大學校 1987 論文集 Vol.21 No.1

According to school learning model formulated by B.S.Bloom, affective entry characterics as student characterics is the extend to which the student is motivated to engage in the learning activities, and motivator for cognitive entry behaviors. Affective characteristics, especially, are very important variables as the student motivator to learn the new learning tasks. The first purpose of this research is to investigate interrelationship of selected main affective variables and relationship between affective characteristic variables and school achivement. The second purpose of the study is to analyze the affects of selected affective characteristic variables on middle and high school student's academic achivement. The research deal with 10 affective characteristics as the predictive variables related to school achivement as the criterion variables ; general academic self-concept, learning habit, affections related to school, learning attitude, attitude about teacher, affections related to five subfect matter includ Korean language, mathematics, English, physics, and civic course. The main research problems are as follows ; 1. Is there any significant correlation coefficient between selected affective characteristics variables which assume related to school achievement? 2. Is there any significant correlation coefficient between selected affective variable and school achievement? And, what variable has most high corelation coefficient with shcool achievement? 3. What variable among 10 affective characteristics is critical variable affet to school achievement? The sudjects wore 886 students from 8th and 10th grade in Jeon Ju. Research subjects were as follows ; --------------------------------------------- 8th grade 10th grade total ---------------------------------------------- Male 235 208 443 ---------------------------------------------- Female 221 222 443 ---------------------------------------------- Total 456 430 885 ---------------------------------------------- In order to estimate selected predictive variables, [Test of Affective charactertics related to school learning] were constructed in September, 1986 and administered in October 1986. The school achievement data were used test score administered by teacher. These collected data were analyzed by utilizing Pearson's r, multiple regression analysis according to classified student's group(for example, middle and high school students, male and female of middle/high, academic high school and business high school of male/female). The main results of the research are as follows ; 1. According to the analysis of collected data, variable of academic self-concept showed a closer relationships with the other variables and the school achievement, especially, the correlation coefficient between academic self-concept and learning habit is r=.61~.69. 2. There is closer relationships between affection related to subject matter and other affective characteristic variables in middle school student than high school student, male than female in middle school student, female and business school student in high school case. 3. The order of high corelation coefficient between school achievement and affective characterics variables is academic self-concept, learning habit, attitude of learning, affection related to subject matter, i,e, Mathematics, English, and Physics. 4. The critical variable affect to school achievement is academic self-concept regardless of school level(middle or high school), sex, and character, in high school case (academic or business).