축소도시에 대한 미국의 정책대응 및 시사점 - 빈집과 토지은행을 대상으로 -

왕경순,이삼수 대한국토·도시계획학회 2019 國土計劃 Vol.54 No.1

미국에서 인구감소로 인한 축소도시에서 가장 시급하게 해결해야할 문제로 유기·방치된 부동산을 들고 있다(Hollander, Pallagst, Schwarz, and Popper, 2009). 따라서 이 논문은 미국의축소도시의 전반적인 현황과 문제점을 살펴보고, 인구 감소와 도시 쇠퇴로 인한 빈집 문제와 해결 방안에 대한 미국 연방정부, 지방정부, 그리고 비영리단체들의 정책적 대응을 살펴본 후 우리나라 축소도시 및 빈집정책에 시사점을 주고자 한다.

[청춘스케치] 군대야, 고마워

왕경순 샘터사 2010 월간 샘터 Vol.483 No.-

초등학교 5학년 과학과 교육내용의 적정성 연구

김대현,왕경순 부산대학교 과학교육연구소 2007 교사교육연구 Vol.46 No.1

본 연구는 초등학교 5학년 과학교과 내용의 적정성에 대하여 교사들의 판단과 그러한 판단의 근거를 알아보는 데 목적을 두었다. 이를 위하여 138명의 일반교사를 대상으로 단원과 소주제의 적정성 여부를 설문하고, 20명의 과학전문교사를 대상으로 1차 설문에서 적정성이 낮은 것으로 판단된 단원과 소주제의 적정성 상태(분량의 과다·과소와 내용수준)와 그러한 판단의 근거를 설문을 통하여 물었다. 연구 결과, 일반교사를 대상으로 한 1차 설문조사에서 2개 단원과 7개 소주제가 적정성이 낮다는 반응을 얻었으며, 과학전문교사를 대상으로 한 2차 설문에서 단원과 소주제별로 분량과 내용수준이 다르며 그러한 판단을 하게 된 근거에도 차이가 있음을 밝혔다. 특히 내용수준이 가장 높은 것은 ‘거울과 렌즈’ 단원이며 학생들의 인지능력에 맞지 않다는 점이 가장 주요한 근거가 되었고, 분량이 가장 많은 것도 ‘거울과 렌즈’ 단원이며 수업시간에 비하여 학습내용량이 과다하다는 것이 판단의 가장 뚜렷한 근거가 되었다 The purpose of this study was to investigate into teachers' judgement and its basis on the breadth and depth of science subject matter of the 5th grade in elementary schools. For this purpose, 138 teachers who have taught 5th graders in 22 elementary schools in Busan and Kyongnam were surveyed. And 20 elementary school teachers who have taught science in in-service training institute for teachers were surveyed on the basis of the results of the first survey. The major results obtained from this study were summarized as follows: First, it was identified in the first survey that two units and seven themes were not optimum levels in the breadth and depth of science of 5th grade by 138 teachers. Second, it showed in the second survey that lecturers in science in in-service training institute for teachers selected 1 unit and 2 themes('Mirror and Lens' unit, 'Concave Mirror and Convex Mirror' and 'Moving Object at regular interval' themes) highest degree of difficulty out of all units and themes. And they gave reason that Mirror and Lens' unit and 'Concave Mirror and Convex Mirror' were not fitted for learning abilities of students, and 'Velocity' unit was difficult for students owing to not being fully equipped in experiment. Third, it was found out that lecturers in science in in-service training institute for teachers judged all unit and all themes to be optimum level in the breadth of science comparatively. But they judged that 'Mirror and Lens' unit was too much in subject matter and that 'Leaves' unit required too much learning activities for students. In conclusion, the breadth and depth of 2 units and 7 themes in science of 5th grade were in need of modifying to students' learning abilities and instructional context.

자연과와 타교과의 통합적 접근

임채성,왕경순 부산교육대학교 과학교육연구소 1997 科學敎育硏究 Vol.22 No.-

The prevailing approach to curriculum in elementary schools involves separating into discrete components of individual subjects. This fractionalized approach to learning sends the powerful message to children that each subject has its own domain and is independent of the others. Interdisiplinary learning is the natural way of people learn. There is an emerging paradigm shift from the compartmentalized approach to an integrated, wholistic approach to learning, providing children the opportunity to confront problems that require multiple and overlapping solutions to apply their knowledge to real life situations. All disciplines in science depend on other disciplines. Not only interdisciplinary approach means integration of the various sciences, it also means crossing the traditional subject area borders. Science in interdisciplinary in nature, and many theorists advocate teaching science from Science-Technology-Society(STS) perspective. In this paper, a few ways of interdisciplinary and cross-disciplinary approaches to science is suggested. In addition, some other implications and further research areas for integration of whole curriculum are discussed.

두뇌기능에 기초한 열린 과학교육 : Some Implications to Open Education

임채성,왕경순 부산교육대학교 과학교육연구소 1997 科學敎育硏究 Vol.22 No.-

Although much about the six concepts from recent brain research and their relationships to the scientific thinking processes are contradict to the practices of the educational system that we have inherited, implementing them in the face of a system that is so brain-antagonistic in so many ways in indeed a challenge. In this paper, to support open education recently widely spread throughout our nation, we suggest a few approaches based on these brain research. When we deal with each brain-compatible elements, we should keep in mind their close relationship to the brain research. Achieving brain-compatibility for children is not the result of following a check list. It will only come through full understanding of the brain research and the richness of its implications. When we consider recent findings of the brain research and their implications to science education, both of the open activities and experiences, and the open thinking should be reflected in open education for children. Also, teachers should not biased either sides, and can practice the appropriate balance of them.

초등학교 자연과에서 열린 수업 : 문제점과 해결 방안 It's Problems and Improvement Plans

임채성,왕경순 부산교육대학교 과학교육연구소 1996 科學敎育硏究 Vol.21 No.-

It is general trend that the teaching and learning should involve active participation of learners at various situations and increasingly changing world. The ways to be led to the goals that any educational systems pursue the openness to learning situations should not fixed. According to Dunkin & Biddle(1974), open education consists of three key elements; the presages, contexts, and processes. The philosophical and psychological backgrounds of open education are based upon the existentialism and humanism, respectively. One of the most important goals in opened science education is to encourage children to invent new concepts of principles for oneself rather that to increase the amount of knowledge. Also, in light of changing world, the open education and the science education have close relationships. For the effective science education through opened means, some conditions, but very important, should be satisfied. First, on the basis of cognitive development, science instruction should be conducted through cognitive conflicts. Second, it must be developed so that children actively participates in learning, then construct personally meaningful concepts. Finally, it should provide the opportunities to interact with peers or/and teacher so as to construct systematic, and objective concepts of science. When understanding on the nature of open education and the characteristics of subject matters of science at the open-minded position is achieved, we can obtain implications to improve the status of science education as well as open education.

다중지능에 기초한 과학 프로젝트 활동이 초등학교 아동의 문제해결 행동에 미치는 영향

임채성,왕경순 한국초등과학교육학회 2000 초등과학교육 Vol.19 No.1

This study examined the influences of science project activities based on multiple intelligences on problem solving behaviors of elementary school children. Specifically, the influences of the project activities on the problem solving skills and propensities of the children were investigated. Forty-four fifth graders were selected for the study. They performed the projects and made their products of it during five months on the units of $quot;Weather$quot; and $quot;Our Body$quot;. Criteria for assessment of problem solving abilities were determined. The patterns reflected in products of the project activities were examined, then the observation of the subjects' problem solving behaviors and the interviews were performed based on the criteria. The results were analyzed through both of qualitative and quantitative approaches. In these analyses, the implementation of the science projects was found to contribute to the improvement in all sub-factors of problem solving, specially, skills associated with the propensities of problem identification and of the collection, analysis, and synthesis of data significantly increased

다중지능에 기초한 프로젝트 활동이 초등학교 아동의 과학 학업성취도에 미치는 영향

임채성,왕경순 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.1

본 연구에서는 초등학교 5학년 2개 학급을 대상으로 다중지능에 기초한 프로젝트 활동이 초등학교 아동의 과학 학업성취도에 미치는 영향을 조사하였다. 먼저, 전통적 지능과 다중지능이 과학 학업성취도를 설명하는 변량을 조사하기 위해 과학 학업성취도에 따라 2개 학급의 아동을 과학 상위 ·중위 ·하위 성취자 집단으로 분류하였고, 아동 개인의 전통적 지능과 다중지능을 측정하고 이를 과학 학업성취도를 설명하는 정도를 다중회귀분석과 변량분석을 통해 비교하였다. 다중지능에 기초한 프로젝트 활동이 과학 학업성취도에 미치는 영향을 조사하기 위해 연구 대상을 비교 집단과 실험집단으로 나눈 다음 비교집단은 전통적인 학습법으로, 실험집단은 다중지능을 활용한 프로젝트 활동을 통해 같은 주제를 학습한 다음 과학 학업성취도를 변량분석을 통해 분석하였다. 이러한 연구 결과, 전통적 지능(24%)보다 다중지능 (42%)이 과학 학업성취도 변량을 더 많이 설명해주는 것으로 나타났다. 성취도 수준별로 분석한 결과, 과학하위성취자의 경우는 다중지능을 활용한 프로젝트 활동이 과학 학습 성취도를 높여 주는 데 큰 기여를 하지 않는 것으로 나타났으나, 전통적 학습보다 프로젝트 학습이 과학 상위와 중위 성취자의 과학 학업성취도를 향상에 더 많이 기여하는 것으로 나타났다. This study examined the influences of project activities based on multiple intelligences to science achievement of elementary school children. The proportions of variance of science achievement explained by General Intelligence(GI) and Multiple Intelligences(MI) were analyzed, then the influences of project activities, which used various aspects of MI were investigated. Two classes of grade 5 at Pusan in Korea were selected for the study. On the basis of science achievement of prior term, the subjects were classified into upper-, average-, and lower-achievement groups. GI and MI were measured for each child, and the relationships of these measures with prior science achievement were analyzed using multiple regression analyses. In order to investigate the effects of the project activities on science achievement, the classes were divided into the control and experimental groups, which the former group learned science topics using the traditional teaching and learning method and the latter group performed the projects about the same topics using their own multiple intelligences. Then, their achievements were analyzed by ANOVA. Results showed that the proportion of variance explained by MI was higher about two times than that of explained by GI. Project activities contributed to the improvement of science achievement of average and upper achievers, however, in the case of under achievers, this effect was not statistically significant.

협력적 계획의 실행에 관한 연구: 미국 위스콘신을 사례로

김륜희,최상희,왕경순,김두환,윤인숙,Kim, Ryoon-Hee,Choi, Sang-Hee,Wang, Kyung-Soon,Kim, Doo-Hwan,Yoon, In-Sook 한국토지주택공사 토지주택연구원 2014 LHI journal of land, housing, and urban affairs Vol.5 No.2

도시개발에 따른 외부효과 발생을 최소화하고 개발의 편익을 주변지역으로 확산하고자 하는 사회적 요구가 증가하면서 다양한 협력적 계획방식에 대한 논의가 증가하고 있다. 장기적으로는 협력적 계획을 뒷받침할 수 있는 법규 및 제도정비가 필요한 사항이지만 이에 앞서 미국사례의 협력적 계획이 실행될 수 있는 요소, 절차, 방법론 고찰을 통해 단일 행정구역 뿐만 아니라 여러 지자체에 걸쳐 도시개발이 이루어지는 복합경계신도시 등에 적용 가능한 협력적 계획의 대안과 시사점을 도출하고자 한다. 본 논문에서는 미국 위스콘신주의 사례조사 및 분석을 통해 다음과 같은 시사점을 도출하였다. 먼저 다수 지자체 경계 구역 내 공동계획구역을 설정하여 복합경계신도시 등과 같은 특수지역에 협동계획을 위한 구역 설정이 필요하며, 이를 위한 도시 계획적 수단이 마련되어야 한다. 이와 함께 협력계획의 유연성을 높이기 위해서는 생활권 단위의 계획단위 설정과 커뮤니티 활성화를 위한 제도적 운영체계가 마련되어야 한다. 또한 지역의 성장으로 인하여 발생한 수익은 공동세를 통하여 약정된 비율로 각 지자체에 배분하는 등 소규모 지역에서의 서비스 공유 및 공동세를 운영하는 방안도 협력계획의 실천력을 확보하는 방안이 될 수 있을 것이다. 이와 함께 협력적 거버넌스 구축을 위해서 계획단계에서부터의 이해관계자 참여와 중재인을 통한 갈등관리 방안이 마련되어야 하며, 도시기본계획 수준에서 협력계획의 실행 방안이 마련되어야 한다. As social needs are increasing to minimize the occurrence of external effect due to urban development and to diffuse the benefits of development to surrounding areas, diverse cooperative planning methods are increasingly being discussed. In the long term, laws and systems need to be refined to support cooperative planning, but prior to such development, elements, procedures, and methodologies wherein cooperative planning in U.S.A cases could be implemented were examined to derive the alternative to and implications of cooperative planning that can apply not only to single administrative districts but also to complex boundary new towns being developed by various local governments. This paper surveyed and analyzed the cases of Wisconsin State of the U.S.A, thereby deriving the following implications. First, joint planning areas should be established within the boundary area of various local governments to establish cooperative planning areas in special areas such as complex boundary new towns, and to this end, urban planning means should be prepared. Together with such efforts, to boost the flexibility of cooperative planning, life sphere unit-based planning unit should be established, and a well-organized operation system to activate communities should be prepared. Also, revenues, generated through regional growth, should be distributed to individual local governments through joint tax according to the agreed-upon ratios, and as such, measures to share services and operate joint tax in small-size regions should be secured. Together with such efforts, to establish cooperative governance, measures to manage conflicts through the participation by stakeholders and arbitrators should be prepared from the planning stage, and measures for implementing cooperative planning at the level of basic urban planning should be prepared.

공립영재교육기관에 선발된 초등과학영재 학부모의 자녀 지원에 대한 실태 조사 - ○○광역시를 중심으로

김대현(Dae hyun Kim),왕경순(Kyun Soon Wang) 한국영재교육학회 2007 영재와 영재교육 Vol.6 No.2

  본 연구는 공립영재교육기관에 선발된 초등과학영재 학부모의 자녀 지원 인식과 행위를 알아보는 데 연구의 목적을 두고 있다. 이를 위하여 ○○광역시 영재교육원에 선발된 과학영재 학부모(총 182명)를 대상으로 설문조사를 실시하였다.<BR>  연구 결과, 첫째, 영재 학부모들은 자녀의 장래를 위해 강압적이거나 적극적인 뒷바라지가 필요하다고 생각하고 있었다. 둘째, 영재 학부모들은 자녀의 지적 요인뿐만 아니라 정의적 요인을 통해 영재성을 인식하며, 자녀를 영재가 아니라고 생각하는 경향이 다소 높으나 선발 이후 그 경향이 줄어들고 있다. 셋째, 영재 학부모들은 영재 선발고사, 각종 과학대회 등의 정보 수집에 관심이 많으나 영재교육과 직접적 관련을 가진 정보는 사교육기관을 통해 얻는 경향이 있다. 넷째, 영재 학부모들은 공립영재교육기관 교육에 참여를 거의 하지 않고 있으며, 만족도 또한 저조한 것으로 나타났다. 본 연구에서는 이러한 결과를 기초로 영재 학부모의 자녀 지원 행위의 발전적 방향을 논의하였다.   The study investigates gifted­child parents’ supporting. We sampled and surveyed 182 parents who have a child in public institute for science talented elementary students. In the result, first of all, the parents provide compulsory or aggressive supports to their child in the various areas for the future. Secondly, the parents do not perceive their child as a gifted­child. But a tendency grow smaller after gifted selection. They identified their child’s talent after the child got the admission from the public institute for the talented­child. Third, the parents are very interested in scientific competitions, science­gifted student selective test etc. But they rely on a private institution for gifted selection involved information. Lastly, the parents rarely participated on the public institute’s parent supporting programs. Suggestions for the advanced parents supporting systems are argued in this paper.