학습곤란 학생 선별 및 진전도 점검을 위한 초등 수학 문장제 문제 교육과정중심평가도구의 진전도 타당화 연구

고서연(Seo-yeon Ko),손승현(Seung Hyu Son) 한국특수교육교과교육학회 2022 특수교육교과교육연구 Vol.15 No.3

본 연구는 초등 3, 4학년 수학 교육과정에 기반하여 개발된 초등 수학 문장제 문제 교육과정중심평가도구가 학습곤란 학생 선별 및 진전도 점검을 위한 도구로서 적합한지 검증하고자 하였다. 이를 위해 14개 초등학교에 재학 중인 3학년 552명, 4학년 405명, 총 957명을 대상으로 검사를 실시하였다. 검사 결과 얻어진 706명의 종단자료에 부합하는 측정학적 적합성을 확인하고자, Fuchs(2004)가 언급하였던 학생 진전도에 대한 예측 타당도와 진전도 신뢰도를 산출하였다. 예측 타당도 분석 결과 4학년은 초기치와 변화율 모두 유의한 반면, 3학년은 변화율에서만 유의한 결과를 얻었다. 이는 4학년의 경우 한 단원의 결과만으로도 학생의 학습곤란 여부를 예측할 수 있으나, 3학년의 경우 학생의 진전도를 통해 선별 가능함을 의미한다. 이에 3학년 학습곤란 학생의 선별이 가능한 시점에 대한 답으로서 진전도 신뢰도 값을 참고할 수 있다. 진전도 신뢰도를 산출한 결과, 3학년 첫 번째 단원을 제외한 모든 시기의 신뢰도 지수가 .9 이상으로 나타났다. 따라서 3학년의 경우 적어도 두 단원의 검사 결과가 수합된 이후에 학습곤란 학생을 선별하는 것이 적절하다고 해석할 수 있다. 마지막으로 본 연구의 의의와 제한점에 대해 논하였다. This study tried to verify whether the Elementary Math Word-problem Curriculum Based Assessment developed based on the elementary 3rd and 4th grade math curriculum is suitable as a tool for screening and progress monitoring of students with learning difficulties. For this purpose, a total of 957 students, 552 3rd graders and 405 4th graders attending 14 elementary schools, were tested. In order to confirm the technical adequacy according to the longitudinal data obtained as a result of the test, the predictive validity and progress reliability of the student progress mentioned by Fuchs (2004) were calculated. As a result of the predictive validity analysis, the 4th grader showed that both initial value and slope were significant, whereas the 3rd grader obtained significant results only with slope. This means that, in the case of 4th graders, it is possible to predict whether or not a student's learning difficulties based on the result of only one unit, but in the case of 3rd graders, it is possible to select them based on student's progress. And reliability can be referred to as an answer to the time when the 3rd grade students with learning difficulties can be selected. As a result of calculating the reliability, the reliability index for all periods except the first unit of 3rd grade was .9 or higher. Therefore, in the case of 3rd graders, it is appropriate to select students with learning difficulties after the test results of at least two units are collected. Finally, the importance and limitations of this study were discussed.

쓰기에 어려움이 있는 학생을 위한 쓰기중재 단일대상연구에 대한 메타분석 : 경도지적장애, 학습장애, 학습부진학생을 중심으로

고서연 ( Ko Seo-yeon ),백영선 ( Paek Young-sun ),길한아 ( Kil Hanah ),김미령 ( Jin Meiling ),( Sakura Yusuke ),손승현 ( Son Seung-hyun ) 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.2

본 연구에서는 ‘쓰기에 어려움이 있는 학생’을 대상으로 쓰기중재를 실시한 연구들을 수집하여 메타분석을 실시하였다. 이를 위해 메타ANOVA를 통해 쓰기중재의 효과크기에 영향을 미치는 조절변수들을 대상자 관련 변인인 대상자 유형, 성별, 학년, 지능지수와 중재 관련 변인인 중재유형, 중재회기, 중재시간, 쓰기영역으로 나누어 살펴보았다. 분석대상 논문은 2001년부터 2017년까지의 연구보고서 및 학술지 논문을 포함하여 총 34편이었으며, 총 159개의 효과크기(Tau-U)가 도출되었다. 분석 결과, 쓰기중재연구의 쓰기능력 향상에 대한 중재 및 유지의 효과성이 입증되었으며, 중재회기 및 중재시간에 따른 유의한 조절효과가 나타났다. 마지막으로 본 연구의 한계 및 시사점에 관해 논하였다. The purpose of this study was to assess the impact of writing interventions on "students with difficulty in writing" defining students with mild intellectual disabilities, learning disabilities, and low achievement. A meta-analysis was conducted by collecting single-subject research about writing intervention for those students. In addition, through the meta-ANOVA, the control variables were divided into the subject-related variables(type, gender, grade, IQ) and the intervention -related variables(type, session, time, and writing target area). A total of 34 articles were analyzed from 2001 to 2017, and a total of 159 effect sizes(Tau-U) were derived. As a result of the meta-analysis, the effectiveness of the writing intervention studies were proved, and the moderating effect was shown in the intervention session and intervention time. Finally, the limitations and implications of this study were discussed.

경기 일부지역 중학생의 영양표시 이용과 자아효능감, 간식 실태 및 식행동

고서연(Seo Yeon Ko),김경원(Kyung Won Kim) 대한지역사회영양학회 2010 대한지역사회영양학회지 Vol.15 No.4

This study was designed to examine nutrition label use, self-efficacy, snacking and eating behaviors of middle school students, and to investigate if these characteristics were different by nutrition label use. A cross-sectional survey was conducted to 348 middle school students in Kyunggi, Korea. About a third of subjects read nutrition labels when they purchased snacks/packaged foods. Most nutrition label users were interested in reading information on calories, fat and trans-fat. Self-efficacy of eating/selecting snacks or general nutrition behavior was moderate (mean score: 44.4 out of 60), with significantly higher score in nutrition label users compared to nonusers (p < 0.001). Nutrition label users felt more confident in 9 items out of 15 items of self-efficacy, such as “taking fruits instead of cookies/candy for snack” (p < 0.001), “choosing milk instead of soft drink” (p < 0.01), “not having snacks after dinner” and “avoiding processed foods for snacks” (p < 0.05). Subjects had snacks 1.3 times a day, and nutrition label nonusers consumed snacks more frequently than the counterparts (p < 0.01). About 55% of nutrition label users and 64.7% of nonusers mainly purchased snacks for themselves (p < 0.05). Commonly purchased snacks by adolescents were ice cream, cookies/chips, breads and ramen. Major considerations in purchasing snacks were taste (46.9%) and price (34.6%). In selecting snacks, the influence of friends and parents was greater than the other sources. Based on eating frequency of snacks, nutrition label users were more likely to consume healthy snacks, such as fruit juices, vegetables, milk, yogurt, and potato/sweet potato than nonusers (p < 0.05). Eating behaviors measured by 15 items scored 33.6 out of 45. Nutrition label users showed better eating behaviors, such as “eating meals slowly”, “eating foods cooked with plant oil”, and “eating out less frequently” (p < 0.05). Study results showed that majority of adolescents did not read nutrition labels, selected snacks for themselves and had somewhat unhealthy foods for snacks. This study also showed the differences in self-efficacy, snacking and eating behaviors between nutrition label users and nonusers. In nutrition education, it is necessary to stress the importance and skills for reading nutrition labels. It is also needed to help adolescents to select healthy snacks and have desirable eating behaviors, as well as increasing self-efficacy. (Korean J Community Nutrition 15(4): 513~524, 2010)

구연발표 : 초등학생 대상의 영양교육 효과 평가

안윤 ( Yun Ahn ),고서연 ( Seo Yeon Ko ),김경원 ( Kyung Won Kim ) 대한지역사회영양학회 2008 대한지역사회영양학회 춘-추계학술대회지 Vol.2008 No.2

초등학교 고학년 대상 영양교육의 효과 평가

안윤(Yun Ahn),고서연(Seo Yeon Ko),김경원(Kyung Won Kim) 대한지역사회영양학회 2009 대한지역사회영양학회지 Vol.14 No.3

The purpose of this study was to implement and evaluate the nutrition education program for elementary school children. Subjects were 5th graders (n=142) of an elementary school in Seoul, and 138 children completed four sessions of nutrition education during March-April, 2008. One group pretest-posttest design was used to evaluate the program effectiveness. Anthropometric measurements and measurements on nutrition knowledge, eating attitudes and eating behavior were done before and after education. Data were analyzed using paired t-test, t-test and X2-test. After completing nutrition education, body mass index (from 19.3 to 18.9), fat mass (from 10.9 kg to 10.1 kg), percent body fat (from 25% to 23.3%) of subjects decreased significantly (p<0.001). Percentages of overweight or obese children were 24.6% at pretest and decreased to 20.3% at posttest, although it did not reach statistical significance. Total score of nutrition knowledge increased significantly from 11.9 (59.5/100) at pretest to 14.7 (73.5/100) at posttest (p<0.001). After nutrition education, percentages of correct answers increased significantly in 10 knowledge items out of 20 items. These included items such as desirable weight control, energy requirements for boys, food groups, snack, and function of fat and balanced meals (p<0.001). Total score of eating attitudes increased significantly from 35.1 to 36.9 (p<0.001). Attitude of applying nutrition knowledge to daily life (p<0.001), interest toward nutrition and health (p<0.001), attitude of moderating food intake (p<0.01), and attitude toward eating habit and future health (p<0.05) were significantly different between pretest and posttest. Total score of eating behaviors increased significantly from 46.7 (possible score: 20-60) to 49.5 by nutrition education (p<0.001). Improvement in eight eating behaviors were noticed after nutrition education. These included eating meals slowly, eat protein foods (p<0.001), eating breakfast, eating meals regularly, eating meals with diverse foods, having dairy foods, eating foods using plant oils (p<0.01), and having grains (p<0.05). Subjects evaluated quite positively in attractiveness of program, understanding of program contents, helpfulness of program in improving nutrition knowledge and meal management. Study results show that the nutrition education program was effective in improving nutrition knowledge, eating attitudes and changing eating behaviors of children. This program can be used in nutrition education of children at school or at public health centers. (Korean J Community Nutrition 14(3):266~276, 2009)

초등학생의 채소와 과일 섭취, 관련 인식, 영양지식 및 식행동 실태

나수영 ( Soo Young Na ),고서연 ( Seo Yeon Ko ),안윤 ( Yun Ahn ),엄순희 ( Soon Hee Eom ),김경원 ( Kyung Won Kim ) 대한지역사회영양학회 2008 대한지역사회영양학회 춘-추계학술대회지 Vol.2008 No.2

경기 일부지역 초등학생의 채소와 과일 섭취 및 관련 인식, 자아효능감, 영양지식과 식행동

나수영(Soo Young Na),고서연(Seo Yeon Ko),엄순희(Sun Hee Eom),김경원(Kyung Won Kim) 대한지역사회영양학회 2010 대한지역사회영양학회지 Vol.15 No.3

The purpose of this study was to examine vegetable & fruit (V/F) intakes, beliefs and self-efficacy regarding V/F consumption, nutrition knowledge and eating behavior of elementary students. A survey was conducted to the 4th graders (n=234) at two elementary schools in Guri, Kyunggi-do. About one-fourth of subjects were overweight or obese. Subjects had 4.2 servings of V/F a day, consuming 340.2 g of V/F. Girls consumed significantly more amounts of vegetables than boys (p<0.05). Girls were more favorable regarding V/F consumption (p<0.01), and believed more strongly on advantages of having V/F such as “good for skin”, constipation prevention (p<0.001) and cancer prevention (p<0.05). Boys felt more strongly in disadvantages or barriers of eating V/F, including mother`s cooking time constraints (p<0.01), lack of past experience of eating V/F, and family members` disliking of V/F (p<0.05). Girls felt more confident in eating V/F (p<0.05) than boys; they also felt more confident in specific items of “eating fruits/salads instead of cookies/chips for snack” and “eating fruit juice/vegetable juice instead of soda” (p<0.01). Subjects showed low level of nutrition knowledge, especially in items such as balanced meals, recommended servings of V/F and vitamin deficiency. Compared to boys, girls had more desirable eating behavior such as eating adequate amount of meals (p<0.001), having a variety of foods, eating fruits daily, and having fatty foods less frequently (p<0.05). Intakes of Ca and K were quite below the recommended level, while the intakes of protein, Na and vitamin A intake were much above the Dietary Reference Intakes (DRI) for 9-11 old children. Nutrient intakes expressed as %DRI was higher in girls for vitamin A (p<0.01), energy and riboflavin (p<0.05). High V/F consumption group (≥ 5 servings of V/F a day) compared to the counterparts showed higher self-efficacy and had better eating behaviors. Nutrition education for children should focus on increasing consumption of V/F, by helping them to increase selfefficacy for eating V/F and to recognize the benefits and reduce the barriers of eating V/F, especially in boys. It is also needed to provide nutrition information for balanced meals or increasing V/F consumption, and help the children to adopt desirable eating behavior. (Korean J Community Nutrition 15(3): 329~341, 2010)

외현화 장애학생과 일반학생의 심리적 특성 비교 : 메타분석의 활용

조성희(Cho Sung Hee),손승현(Son Seung Hyun),고서연(Ko Seo Yeon),백영선(Paek Young Sun),김미령(Jin Mei ling) 고려대학교 교육문제연구소 2017 敎育問題硏究 Vol.30 No.3

본 연구는 메타분석을 통하여 일반학생을 기준으로 외현화 장애에 속하는 주의력결핍 과잉행동장애(Attention Deficit Hyperactivity Disorder: ADHD), 품행장애(Conduct Disorder: CD), 적대적 반항장애(Oppositional Defiant Disorder: ODD) 학생들의 심리적 특성을 비교하고자 하였다. 심리적 특성의 차이는 주효과로서 평균효과크기, 그리고 조절변수에 따른 평균효과크기의 차이를 포함하였다. 분석대상 논문은 1996년부터 2017년까지의 학위논문 20편, 학술지 논문 27편, 총 47편이었다. 자료의 분석은 CMA 2.0을 활용하였다. 연구 결과, 인지영역에서의 세부변인 중 사고문제가 일반학생과 비교하였을 때 큰 효과크기를 갖는 것으로 나타났다. 정서영역의 경우 ADHD학생의 경우 상대적으로 불안이, CD학생은 우울과 분노, 냉소가 높은 것으로 나타났다. 사회성 영역의 경우 ADHD학생은 일반학생과의 의미있는 차이를 보였다. 문제행동 영역의 경우 세 집단 모두 일반학생과 비교하였을 때 많은 차이가 있는 것으로 나타났다. 특히 비행의 경우 모두 큰 효과크기를 나타내어 일반학생보다 외현화 장애학생들이 더 많은 비행 문제를 일으키는 것으로 해석할 수 있다. ADHD, CD, ODD집단 별로 출판유형, 출판년도, 학교 급 변수를 조절변수로 투입한 결과, ADHD학생의 경우에만 출판유형과 학교 급에서 조절효과를 보였다. 이는 ADHD학생의 심리적 특성이 학술지보다 학위논문에서, 중·고등학생보다 유·초등생에서 일반학생과 더 큰 차이가 나타남을 의미한다. 외현화 장애학생의 중재방안에 대한 시사점을 제안하였다. The purpose of this study was to compare the psychological characteristics of students who have externalizing disorders which include Attention Deficit Hyperactivity Disorder(ADHD), Conduct Disorder(CD), and Oppositional Defiant Disorder(ODD). This study included total of 47 studies which include 20 unpublished theses and 27 journal articles, published between 1996 to 2017. This study used the Comprehensive Meta-Analysis software program to analyze the data. Results showed that, thinking problem variables in the cognitive domain showed large effect size. In the emotional domain, ADHD students showed high Q-value in anxiety and CD students showed high Q-value in depression, anger, and cynicism compared with typical students. Futhermore, in the social domain, ADHD students showed significant differences when compared with typical students. And in the problem behavior domain, all three externalizing disorder groups showed significant differences compared with the typical students. In particular, all three groups showed large effect size in juvenile delinquency which can be interpreted as students who have externalizing disorder created more delinquent problems than typical students. The publication type, publication year, and school level variables were used as moderators for ADHD, CD, and ODD group differences analysis. These results indicated that only ADHD group showed moderator effect in publication type and school level. Finally, implications for externalizing disorder students are discussed.

어린이급식관리지원센터 교육 프로그램 운영에 대한 등록기관 원장, 교사 및 학부모의 인식 및 요구도 조사

고서연, 정연향, 황정현, 김정희 서울여자대학교 자연과학연구소 2014 자연과학연구논문집 Vol.26 No.-