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정환금,이정선,고재천 한국초등교육학회 1997 초등교육연구 Vol.11 No.1
본 연구는 초등학교에서 열린교육을 하고있는 행위주체자들 (교사, 학생들)은 열린교육에 대하여 어떤 인식을 가지고 있으며 왜 그러한 인식을 가지게 되었는가를 규명하는데 그 목적이 있다. 연구방법으로는 주로 문화기술적 연구방법을 이용하여 자료를 수집하고 분석하였으며, 열린교육을 실시하는 광주 시내 한 초등학교(TB)에서 4-6학년 학생과 학교 교직원 12명을 주 정보제공자로, 그리고 그들이 하는 열린수업에서의 참여 관찰을 통하여 13개월 동안 본 연구를 수행하였다. 연구결과 열린교육의 2대 원리인 개별성과 융통성이 열린 교육의 실제, 특히 수업과 학생통제 방식에 반영되어 있음을 발견하였다. 연구참가자들은 열린교육에 대하여 긍정적인 인식을 가지고 있었는데, 이는 개별성과 융통성이 발휘되고, 활동중심으로 이루어지는 다양한 수업의 형태 때문이며 학습자중심의 학생통제 방법에 기인한다는 점을 발견하였다. The centrality of open education is the object of a great deal of scrutiny by the research community. The literature suggests wide variation in conducting a research on open education. Some researcher focused on the definition and principles of open education, others on characteristics and differences with traditional school, and the others on the effect of the open schooling. However, as Rothenberg (1989) mentioned, depending on the degree of openness and the evaluation scale, there are diverse notion on the open education The controversial result of the effects of open schooling also perplex teachers and educational administrators. Thus much attention need to be focused more recently on the realities of open education in terms of teaching and learning methods and effective students control in open education. The primary purpose of this study was to explore the perception of the research participants on the open education, and to analyze factors that contributed to their perception on open education. The guiding questions of the study focused on the realties of open education, namely who, how and where the open education is implemented. The foci also were given in the perception on open education, teaching and learning methods, and students control in open school. The research was conducted in an elementary school in Kwangju City, where open education is implemented, for thirteen months from June, 1996 to June, 1997 involving 12 key informant teachers and 83 students. The study employed an ethnographic methodological approach to collect and analyze data. Ethnographic methods were selected for two reason. First, ethnographic research is well suited to studying realities of open education in a holistic context. Second, it offers a detailed and comprehensive description of the open schooling. Thus the data were collected through in-dept interview, participant observation, and comprehensive literature review. In order to triangulate the data, content analysis of students' open writing on 'my school', and 'An evaluative Scale on the Degree of Openness' developed by Lee (1996) were also employed. Data collected through qualitative methods were analyzed by Spradley's developmental research sequence, and quantitative data were analyzed trough basic statistical procedure. Findings of this study reveal that open education is a teaching and learning methods based on two basic principles: individuality and flexibility. The study also indicates that those principles are applied in the teaching and learning practices and in the practical context of students control in open classroom In general, although the majority of the participants in the study were not able to configurate the notion of the open education in detail, they had an affirmative reaction on the open education. The school studied developed several kinds of educational methods to enhance the individuality and flexibility. Those included 'a spinning wheel learning method' for the Korean language class, individualized learning methods for math, jiggsaw learning for social studies, multi subject learning methods for Korean language and math, and NIE for Korean language class and moral education. It is argued that the diversity of educational methods contribute the affirmative perception of the research participants on the open education. As for the student control, control is ubiquitously exercised to achieve students' confirmity to the expectations of schools and teachers. However there is a marked differences in the degree to which traditional and open elementary school teachers exercise control over their students. In general, open school offers more autonomy over students than the traditional school. The study indicated that this factor also contributes to the development of affirmative conception on the open education. The perception of the participants on the open education, teaching and learning methods in terns of subjects in the open school, and student control in terms of time, space, and activity (with attention to classroom routine and student-teacher interactions as control mechanisms) have been described and discussed in the study.
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이영국,유영문,정석종,고재천,박로학,Lee Young Kuk,Yu Young Moon,Jung Suk Jong,Koh Jae Cheon,Bak Ro Bak 한국결정학회 1997 韓國結晶學會誌 Vol.8 No.1
고온고압용 autoclave에서 $Na_2CO_3$를 광화제로 하여 청색수정 단결정을 수열성장하고, 성장온도와 코발트 함입량과의 관계를 고찰하였다. $5wt.\%$의 $Na_2CO_3$ 수열용액, $343^{\circ}C$의 성장온도, $22^{\circ}C$의 온도구배, 950기압의 조건에서 $100{\times}50{\times}35mm^3$ 크기의 청색수정을 성장하였으며, 성장속도는 0.55 mm/day였다. 가시영역에서의 흡수 스펙트럼을 측정한 결과 545, 570 및 643 nm 근처에서 흡수피크가 관찰되었다. 청색의 농도는 원료내 코발트의 농도와는 무관하며 성장온도와 밀접한 관계가 있음을 확인하였다. Single crystals of Co-doped quartz (blue quartz) were grown hydrothermally from the $Na_2CO_3$ solution. The size of as-grown crystal was $100{\times}50{\times}35mm^3$ and the growth rate was 0.55 mm/day under the growth condition of $5wt.\%\;Na_2CO_3$ mineralizer, growth temperature of $343^{\circ}C$ and temperature gradient of $22^{\circ}C$. Visible spectrum showed a typical absorption feature of the synthetic blue quartz near 545, 570 and 643 nm. The concentration of color of the as-grown blue quartz related not to the concentration of cobalt in raw material but to the growth temperature.
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