복합적 문제해결능력 함양을 위한 학제간 초등 통합 프로그램 개발

곽혜란 ( Kwak¸ Hye Ran ),권정민 ( Kwon¸ Jung Min ),김혜리 ( Kim¸ Hae-ri ),박일우 ( Park¸ Il-woo ),장신호 ( Jang¸ Shin Ho ),전우천 ( Jun¸ Woochun ),박만구 ( Park¸ Mangoo ) 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.4

본 연구의 목적은 복합적 문제해결능력을 함양하기 위한 수학을 중심으로 한 학제간 초등 통합 프로그램을 개발하는 것이다. 미래사회에서는 여러 학문적 지식이나 기술을 활용하여 복잡한 문제를 해결할 필요성이 더욱 요구된다. “복합”이나 “통합”의 방법은 연결(connected), 통일(unified), 다학제(multidisciplinary), 간학제(interdisciplinary), 학제간(cross-disciplinary) 또는 초학제(transdisciplinary)와 같이 다양한 학제 통합 등이 있다. 본 연구에서는 초등학교 학생들의 복합적 문제해결 능력 함양을 위한 학제간 통합 프로그램의 개발을 위해서 수학, 과학, 정보, 생활교육, 영어, 특수교육의 교과를 통합적으로 연결하여 현재의 교육과정에서 활용이 용이한 자료를 개발하였다. 이 연구에서는 ‘우리의 몸’이라는 주제에 대하여 초등 수학을 중심으로 과학, 정보, 생활과학, 영어, 특수교육의 내용을 통합적으로 다루는 모델 및 11차시의 프로그램을 개발하고 그 구체적인 사례를 제시하였다. 연구 결과, 복합적 문제해결은 자연스럽게 자신과 사회의 문제에 관심과 학생들 자신의 삶의 문제를 해결하는데 최적화된 방법이다. 그리고 학생들로 하여금 주어진 문제를 해결하면서 자연스럽게 복합적 문제해결 전략을 사용하도록 하며, 대부분은 궁극적으로 초학문적 접근으로 어떻게 하면 우리가 신체적 정신적 건강을 유지하면서 행복한 삶을 살 수 있는지 고민하고 실천하도록 한다. 복합적 문제해결을 위하여 ‘더불어 사는 삶’ 또는 ‘행복한 삶’과 같은 보다 큰 문제(Big Question)에 대한 질문을 하고, 이를 다학문적, 간학문적, 초학문적 접근 방법을 적절하게 적용하면서 문제를 해결하도록 할 필요가 있음을 알았다. 제언으로, 진정한 의미에서의 복합적 문제해결을 위하여 융복합적 교육과정 및 교과서의 개발, 공감 능력을 포함한 비인지적 역량 함양을 위한 통합 방안, 교사대의 교육과정 안에 융복합의 의미와 적용 사례를 포함한 예비교사 및 현직교사의 전문성 개발을 위한 개혁적인 교과 개설, 풍부한 교수학습 활동 자료의 개발, 융복합적 문제해결을 위한 공간과 환경 구축을 위한 학교 공간의 개선과 지역사회의 유관 기관과의 협력 시스템 구축이 필요함을 제안하였다. The purpose of this study was to develop an integrated program centered on mathematics to foster complex problem solving abilities in elementary school. The future society requires complex problem solving skills that utilizes various disciplinary knowledge and skills. The integration of subject matter areas has various methods of combining disciplines, such as multidisciplinary, interdisciplinary, or transdisciplinary integration. In this study, the researchers developed an eleven subject hour program, focusing on the theme of "our bodies,” that comprehensively deals with the contents of physical science, information science, life science, English, and special education built around elementary mathematics. As a result of the study, complex problem solving is a natural way to pay attention to problems in oneself and society and to solve students' own life problems. Students naturally use complex problem-solving strategies while solving given problems, and most ultimately, with a supranational approach, students can consider and practice how we can live a happy life while maintaining physical and mental health. To solve complex problems, we found that it is necessary to ask questions about big problems such as 'living together' or 'happy life' and to apply them appropriately to a multidisciplinary, interdisciplinary, and transdisciplinary approaches to solve the problems. The researchers suggested that such curriculum should be applied in classroom learning. Quality programs for fostering students' complex problem solving capacities and programs for building professional development of pre-service and in-service teachers are also needed. The researchers also claimed that complex problem solving programs should foster affective empathic capacities as well as cognitive empathic abilities.

Effect of Biophilic-Horticultural Education on Children’s Multisensory Enhancement

Hyeran Kwack,Meeyeoun Chae 인간식물환경학회 2018 인간식물환경학회지 Vol.21 No.6

This study aimed to develop a program that can be linked to gardening education activities in elementary students’ curriculums and creative experience learning courses, and to apply the developed program to 6th graders in an elementary school located in Seoul. Research was conducted in a large category called biophilia, which named the instinct of human nature and nature throughout the research. The curriculum revised in 2015 was selected for the purpose of the garden education program based on the objectives and contents of the unit, and for the purpose of the class. In the process of developing and implementing the program, experience properties and elements were divided into direct and indirect experience of nature, including shapes and forms found in nature, air, water, plants, weather, animals, and natural materials. The results showed that the biophilic horticultural education program was effective in promoting students multi senses. In the case of the experimental group, all the multi-sensory areas showed statistically significant differences, especially in the area of environmental literacy, environmental effect and emotional balance including plant cultivation knowledge. There was a relatively smaller difference in the dietary effect area than other areas because of no directional dietary program was included in the developed program. As a result, first, it is expected that the data can be utilized on site as a program or place of activity for students in upper grades. Second, it will be necessary to develop a more diverse program using other biophilic elements that were not covered in this study in order to maximize the effects of biophilic education.

Targeted Genome Editing for Crop Improvement

( Hyeran Kim ),( Sang Tae Kim ),( Sang Gyu Kim ),( Jin Soo Kim ) 한국육종학회 2015 Plant Breeding and Biotechnology Vol.3 No.4

Crop improvement is essential to attaining world food security and enhancing nutrition for human beings. Both conventional breeding and modern molecular breeding have contributed to increased crop production and quality. However, the time and resources for breeding practices have been limited. It takes a long time to bring a novel improved crop to the market, and the genetic sources from wild species cannot be always available for crops of our interests. Genome editing technology implemented molecular breeding can overcome those limitations of time and resource by facilitating the specific editing of plant genomes. However, there is a long-lasting argument about the safety of genetically modified organisms (GMOs). In this review, we briefly summarize the principle of genome editing tools, focusing on the CRISPR/Cas9 system and the application of these tools to plants in the service of crop engineering.

Can Religious Education and Worship Work Together?

HyeRan Kim-Cragg 한국기독교교육정보학회 2007 Journal of Christian education information tech Vol.0 No.12

The purpose of this essay is to suggest a methodology that encourages religious educators and worship leaders to work together, while being aware of each discipline's distinctive roles and characteristics. The paper, first, articulates issues of the divisions between religious education and worship. It examines John Dewey's concept of experience, i.e., primary/secondary experience, the continuity of experience, the importance of environment and the ordinary experience as a way of connecting religious education and worship. A discussion of John Westerhoff's work in religious education and that of Marjorie Procter-Smith's work in worship leads us to argue that religious education and worship can be related to one another. As long as both disciplines interact and work together in theory and practice, they would contribute to holistic faith formation and growth in God, relevant to 21st century contexts.

In vitro Model of Oxygen Concentration Controllable Placental Blood Vessel Remodeling

Hyeran CHO,Jin Hyuk WOO,Sunhee YOON,Seorin JEONG,Ahmed FUWAD,Sun Min KIM,Tae-Joon JEON 한국생물공학회 2020 한국생물공학회 학술대회 Vol.2020 No.10

Oxygen Regulated Microfluidic System for Trophoblast Invasion Study

Hyeran Cho(조혜란),Jin Hyuk Woo(우진혁),Tae-Joon Jeon(전태준),Sun Min Kim(김선민) 대한기계학회 2019 대한기계학회 춘추학술대회 Vol.2019 No.11

WTC in EMI: Correlational Factors and College Learners' Perceptions

Hyeran Lee,Kiwan Sung 한국외국어교육학회 2014 Foreign languages education Vol.21 No.2

This paper investigates the differences in college learners' perceptions and correlations of factors related to willingness to communicate (WTC) in an English mediated instruction (EMI) class. Based on a survey of 50 collegiates (33 males, 17 females) and two rounds of interviews with 15 students, the t-tests showed that there were not many statistical differences depending on learner characteristics except the learners' grade difference affecting their perception of improvement in English. However, depending on the course types, the Kruskal-Wallis test showed statistically significant differences in the categories of present level of participation, expected level of participation with L1 option, question & answer, group collaboration, active listening, and preference to EMI with L1 option. Furthermore, the factors of WTC appeared strongly correlated with their perceptions on the improvement in English, increased confidence, and the extent of learning in the EMI class. According to qualitative analyses of open-ended questions in the survey and interviews, the learners thought group presentations in English were most difficult. They also responded that their low English proficiency, peer pressure, and the student-orientedness in class made them passive and less confident. The learners, however, adopted diverse coping strategies to overcome such difficulties. They were also positive about the limited use of L1 in the EMI class. Implications for EMI are suggested.

Trophoblast Invasion to Maternal Artery in Oxygen Regulated Microfluidic Chip

Hyeran CHO,Jin Hyuk WOO,Sun Min KIM,Tae-Joon JEON 한국생물공학회 2019 한국생물공학회 학술대회 Vol.2019 No.10

Antimicrobial and Antioxidant Effects of Root and Stem Extracts of

Hyeran Kim,GyunamPark,HyunjungJo,YusuShin,KyungsooChang 한국약용작물학회 2013 한국약용작물학술대회 발표집 Vol.2013 No.10

Effect of Serum Types on Chondrogenic Differentiation of Adipose Derived Stem Cells

Hyeran CHO,Aeri LEE,Kyobum KIM 한국생물공학회 2017 한국생물공학회 학술대회 Vol.2017 No.10