學習不適應의 原因 硏究 : 學業不振學生의 特性 硏究

김근곤,신덕희,이창우 全北大學校 師範大學 敎育學科 1978 行動硏究 Vol.- No.1

학교교육의 효과성 평가에 관한 일 연구

김근곤,김종선 全北大學校 學生生活硏究所 1996 學生生活硏究 Vol.23 No.-

The important aspects emphasising in recent educational reform are excellency of educational reform are excellency of education and responsibilities of schools. To realize these excellency and responsibilities, it is necessary evaluation and support systems for school effects. Especially, stusents' and parents' perspective must be considered in evaluation of school effectiveness and development of evaluation tool. This study has feature of primary rersearch for development of tool to measure school effectiveness. We reviewed concepts of school effectiveness and evaluation of school effectiveness, and effects model(goal model. system model. satisfactory model. and social functional model) of organizational models. And we reviewed factors of school effectiveness to establish evaluation factors for school effectiveness. From this theoretical review we established such evaluation factors as cognitive effects, Affective effects, psycho-motor effects and social effects. And we discussed meanings of these 4 factors of school effectiveness.

高校生 問題調査를 通한 學生 非行의 豫防과 指導

金根坤 全北大學校 師範大學 敎育學科 1980 行動硏究 Vol.- No.2

보건교사의 교사효능감이 직무만족도에 미치는 영향

김근곤,윤배,전미숙 교육종합연구원 2011 교육종합연구 Vol.9 No.2

The purpose of this study was to contribute to enhancing school health teachers' professional job performance by analyzing the effects of school health teachers' self-efficacy on job satisfactory. The participants were 230 school health teachers, they have registered at Jeonbuk Office of Education. And, the survey was conducted from August to September, 2010. The collected data was analyzed by ANOVA, Pearson's correlation coefficient, and stepwise multiple regression with SPSS/WIN 17.0 program. The average of self-efficacy and job satisfaction in health teachers showed 3.60 and 3.34 respectively. The results of analysis show that health service was the highest as 3.83 in the sub-factors of teachers' self-efficacy, and a recognition was the highest as 3.88 in the sub-factors of job satisfaction. There is significant difference in the degree of teachers' self-efficacy according to the school location, age, teaching career, also significant difference in job satisfaction according to age, marital status, teaching career. Teachers' self-efficacy is statistically significant in all factors excepts responsibility of job satisfaction . Especially, work & interpersonal, teaching, and connection, local community efficacies significantly effected in the job satisfaction . It is important to develop various comprehensive program for improving job satisfaction by increase school health teachers' self-efficacy. In addition, it is necessary to promote the teachers' self-efficacy including work & interpersonal and connection with local community.

Review of the optimal locations of coastal sea area for operating wave energy converter in Korea

김근곤,안성환,이종현 한국마린엔지니어링학회 2022 한국마린엔지니어링학회지 Vol.46 No.4

To improve the efficiency of wave energy converters during operation, their shape and geometrical form should be optimized considering the environment of the sea area where they will be installed. However, prior studies on the operation and efficiency im-provement of domestic ocean wave generators have been conducted based only on a single or specific sea area. For this reason, several sea areas that can represent the West Sea, South Sea, and East Sea of Korea were selected from ocean data buoys installed in the domestic sea. By applying the Rayleigh distribution using the observed time series data, the probability distributions of the maximum wave height, significance wave height, average wave height, and peak wave period for each sea area were analyzed. Finally, based on the Rayleigh distribution results for the wave heights of each sea area, the optimal sea areas on the domestic coast for operating wave energy converters were selected.

국내 자존감 향상 프로그램 메타분석

김근곤,임신일,박일선 교육종합연구원 2015 교육종합연구 Vol.13 No.1

A meta-analysis was conducted to determine the effectiveness of the self-esteem improvement program. Out of domestic theses and journals published from 2006 to 2014, 240 studies had been collected by accessing internet database. The effect sizes of 721 were calculated among 240 studies that were selected through several steps using CMA program. The overall effect size of the self-esteem improvement program was 1.014 that is significantly high. This average effect size of the experimental group is 84 Percentile high as much as the average effect size of the distribution of the control group. The first, the effect sizes of the self-esteem improvement program were examined depending on the district, school or group that participants belong to and the source(theses, journals). The second, the effect sizes according to the way of operating program were studied depending on the size of group, treatment period, treatment rate, and treatment hour. The third, the average effect sizes were examined according to program types(personal relationship, literary therapy, psychological therapy, art therapy, cognitive behavior, self-growth, emotion, career, coursework, and sand tray therapy) depending on sources of study. The fourth, the average effect sizes depending on each school or group of participants(elementary school, middle school, high school, combined schools of various level and out-of-school youths) were examined so the most effective program types at each school or group were analyzed. This study plays a very significant role in the trend analysis of the self-esteem improvement program that many studies have being conducted about up to now. The study suggests how to implement future study effectively with the limitations in research.

槪念授業을 위한 經驗的 授業設計 變因에 관한 硏究

金根坤 圓光大學校 敎育問題硏究所 1995 敎育硏究 Vol.- No.14

The purpose of this study was to review the instructional design variables for teaching of concepts and to present the procedure for effective concept teaching. Concept learning involves two cognitive procedures: formation of conceptual knowledge and development of procedural knowledge. To investigate the instructional variables, I review the research which has directly led to the development of instructional design strategies for the teaching of "classroom like" process. Instructional design variables for teaching of concept involve such variables as concept definition or lable, expository and interrogatory examples, best-example, rational set of examples, relationships among examples, relationships of examples and nonexamples, coordinate relationships of concepts. Following instructional precedure for concept teaching was presented and summarized from research review. 1. The taxonomical structure of the content should be determined. 2. Preparing a definition of the concepts in terms of the critical attributes. 3. Developing examples of concept on the basis of critical and variable attributes. 4. Developing rational sets of examples and sequencing the sets. 5. Presentation order of the examples within rational sets should be decided according to updated information about the learner's knowledge state. 6. Presenting a definition of the concept and its best example. 7. The examples should be arranged in rational sets by appropriate manipulation of the attributes.

수압시험 시 관 단면적 비 및 충수 속도별 탱크 내부 과압 발생에 관한 해석

김근곤(Geun-Gon Kim),이탁기(Tak-Kee Lee) 대한조선학회 2023 大韓造船學會 論文集 Vol.60 No.6

전공 간 협력 프로젝트 학습이 대학생의 의사소통, 문제해결, 자기주도적 학습능력에 미치는 효과

김근곤(Kim, Keun Kon),윤진(Yoon, Jin),최경윤(Choi, Kyeong Yoon),박선영(Park, Sun Young),배진희(Bae, Jin Hee) 한국간호교육학회 2008 한국간호교육학회지 Vol.14 No.2

이주가정 청소년의 자기효능감 및 사회성발달을 위한 멘토링 프로그램 효과성에 관한 연구

서혜석,김근곤 한국청소년보호지도학회 2008 청소년보호지도연구 Vol.12 No.-

본 연구의 목적은 이주가정 청소년을 대상으로 멘토링 프로그램을 활용하여 자기효능감 및 사회성 발달를 위한 효과성에 관한 연구이다. 대상으로는 J지역에 있는 H초등학교 이주가정 청소년을 대상으로 하였다. 프로그램 진행은 2007년 10월부터 12월까지 주 1회씩 총 8회에 걸쳐 약 90분씩 H초등학교 상담실에서 실시하였다. 본 연구의 효과를 검증하기 위해 객관적인 평가와 주관적인 평가를 병행하였다. 실험집단과 통제 집단을 설정하여 프로그램 실시 전․후에 검사지를 실시 한 후 Paired t-test를 실시하였고, 주관적인 평가로서 관찰자 연구자 중심기법을 사용하였다. 연구결과를 토대로 다음과 같은 결론을 얻었다. 객관적 평가에서 실험집단에서는 자기효능감이 통제집단에 비해 더 높은 점수를 얻어 집단 간의 유의한 차이가 있음을 알수 있다. 주관적 평가에서 사회성발달은 긍정적으로 변화한 것으로 나타났다. 결론적으로 맨토링 프로그램을 활용하여 이주가정 청소년 대상으로 자기효능감 및 사회성 발달이 긍정적으로 나타났다. 따라서 맨토링 프로그램은 집단 구성원들이 참여하여 자기효능감과 사회성발달을 높일 수 있는 기회를 갖기 위한 개입 프로그램으로서 효과가 있다. 이것은 여러 가지 급변하는 어려운 한계 속에 다양한 문화를 가진 가정을 대상으로 하는 관련 현장에서 맨토링 프로그램의 활용가능성을 제시하는 데에 의의와 큰 성과가 있다고 하겠다.