2007 개정 교육과정에 의한 중학교 과학 교과서의 삽화에 나타난 성역할 고정관념 분석

유지연,이지현,조준모,노태희,You, Ji-Yeon,Lee, Ji-Hyeon,Jo, Jun-Mo,Noh, Tae-Hee 대한화학회 2012 대한화학회지 Vol.56 No.4

In this study, the illustrations of 27 middle school science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The types of the illustrations were classified, and the frequencies of pupils and adults who appeared on the illustrations were counted by gender, and the types of activities and the character of them were also analyzed by gender. In all results of the analyses, the differences between male and female decreased in comparison with those of the 7th National Curriculum. More male pupils appeared in the illustrations than female pupils. The frequencies of learning activities were balanced by gender, but other activities were described as focusing on male pupils. The frequencies of male adults outnumbered female adults. While the ratio of female adults was high in houseworks, that of male adults was high in outdoor activities. The jobs of adults were also illustrated as male-centered. Most pupils and adults were found to be active. Both ratios of pupils and adults for each gender were relatively similar. 이 연구에서는 2007 개정 교육과정에 의한 중학교 과학 교과서 27권의 삽화를 성역할 고정관념의 측면에서 분석하고, 그 결과를 7차 교육과정에 의한 중학교 과학 교과서와 비교하였다. 삽화의 유형을 분류한 후, 삽화에 등장하는 학생과 성인의 성별 등장 빈도, 활동 유형 및 행동 특성의 성별 빈도를 분석하였다. 7차 교육과정기에 비해 모든 분석 항목에서 성별에 따른 차이가 감소하였으나, 학생의 학습 활동과 학생 및 성인의 행동 특성을 제외한 모든 항목에서 여전히 성역할 고정관념이 나타났다. 남학생의 등장 빈도는 여학생보다 많았는데, 학생의 학습 활동에서는 성별 빈도가 균형을 이루고 있었으나 학습외 활동은 남학생을 중심으로 묘사되어 있었다. 성인의 경우에는 남성이 여성보다 많이 등장하였고, 가정 활동에서는 여성의 비율이, 가정외 활동에서는 남성의 비율이 우세하였다. 직업 활동에는 남성이 주로 묘사되어 있었다. 학생과 성인은 대부분 적극적 행동 특성을 보였고, 학생과 성인 모두 각 성별 내에서 행동 특성의 비율이 비교적 유사하였다.

이해와 검토 단계를 강조한 비유 실험 설계 전략을 활용한 탐구수업에서 나타나는 과학영재 사이의 언어적 상호작용 분석

유지연 ( Ji Yeon You ),노태희 ( Tae Hee Noh ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.4

이 연구에서는 이해와 검토 단계를 강조한 비유 실험 설계 전략을 개발·적용하였다. 중학교 1학년 과학 영재로 구성된 4개의 소집단을 대상으로 전략을 활용 한 수업에서 나타나는 실험 설계 과정의 유형을 분류 하고 과학영재들 사이의 언어적 상호작용을 개별 진 술 및 상호작용 단위 수준에서 분석하였다. 연구 결 과, 3개의 소집단이 확장이동형(RM), 1개의 소집단이 후진-확산이동형(BDM)에 해당하였다. 과학영재들 사이의 언어적 상호작용은 전체적으로 개별 진술 및 상호작용 단위 수준에서 과제관련 진술의 빈도가 높았으며 특히, 의견제시 진술과 대칭적 정교화 상호작용의 빈도가 가장 높았다. 전략의 단계별 분석 결과, 이해 단계에서는 설명하기와 질문하기, 누적형 상호 작용이 많았으며, 설계 단계에서는 의견제시와 누적 형, 논쟁형 상호작용이 많았고, 검토 단계에서는 의견 제시와 의견받기, 논쟁형 상호작용이 많았다. 유형별 차이를 분석한 결과, 전략의 모든 단계에서 유형간 상호작용 단위 수준에 질적인 차이가 있었으며, 개별 진 술의 경우 설계 및 검토 단계에서 차이가 있는 것으로 나타났다. 이에 대한 교육적 함의를 논의하였다. In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially ``making suggestion`` and ``elaborated symmetrical interaction.`` The analyses for each stage of strategy indicated that the frequencies of ``explain,`` ``question,`` and ``cumulative interaction`` at understanding stage were high. At designing stage, the frequencies of ``making suggestion,`` ``cumulative interaction,`` and ``disputative interaction`` were found to be high. At checking stage, ``making suggestion,`` ``receiving opinion,`` and ``disputative interaction`` were high, In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.

저소득과 일반가정 유아와 아동의 기초학력 비교연구

유지연 ( You Ji-yeon ),홍원자 ( Hong Won-ja ),문소라 ( Moon So-ra ),황혜정 ( Hwang Hye-jung ) 한국아동교육학회 2017 아동교육 Vol.26 No.2

본 연구에서는 저소득가정과 일반가정의 유아와 아동을 대상으로 이들의 기초학력을 비교하였다. 경기도 A시, S시에서 드림스타트 프로그램에 참여하고 있는 저소득 유아 42명 및 아동 52명과 지역과 기관, 학교가 유사한 조건의 일반가정의 유아 42명 및 아동 52명을 대상으로 하였다. 연구대상에게 표준화된 기초학력검사를 실시하고 SPSS 18.0을 이용하여 자료를 분석하였다. 연구대상의 기초통계치를 구하기 위해 빈도와 백분율을 산출하였으며, 저소득과 일반가정의 유아와 아동의 기초학력 차이를 알아 보기위해 t-test검증을 실시하였다. 유아의 성과 가정소득에 따른 기초학력에 차이가 있는가를 알아보기 위해 이원변량분석(Two-way ANOVA)을 실시하였으며, 아동의 성, 학년, 가정소득수준에 따른 기초학력에 차이가 있는가를 알아보기 위해 삼원변량분석(Three-way ANOVA)을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 저소득 유아와 일반가정 유아의 기초학력 전체와 문해능력에는 차이가 나타났으나 수학능력에는 차이가 나타나지 않았다. 둘째, 저소득 아동과 일반가정 아동의 기초학력 전체와 읽기, 쓰기, 수학 모두 차이가 나타났으며, 성과 학년의 상호작용이 나타났다. 본 연구의 결과는 저소득 유아와 아동의 기초학력이 도달한 지점을 확인하고 기초학력의 차이를 줄여나갈 수 있도록 하기 위한 근거를 제공하는데 활용도가 높을 것으로 기대된다. In this study, we compared the basic educational attainment of the infants and the children of low-income families and average households. 42 children and 52 children who participated in the DreamStart program in A and S cities in Gyeonggi-do and 42 infants and 52 children in average households with similar conditions in terms of community and school background. The subjects were analyzed by SPSS 18.0. The frequency and the percentage were calculated to obtain the descriptive statistics of the study subjects and the t-test was conducted to discover the differences in the basic educational attainment of the infants and children of low income and average households. Two-way ANOVA was conducted to investigate whether there is a difference in basic educational attainment of children between the two household groups according to family income. Also, in order to investigate whether there is a difference in basic educational attainment according to gender and school grade, 3-way ANOVA was performed. The results of this study are as follows. First, there was a difference in the overall basic learning ability and the reading comprehension of infants in low-income and average household. However, there was no difference in mathematical ability. Second, there were differences in educational attainment among infants and children in terms of reading, writing, and mathematics between the low-income and average household. The results of this study are expected to be used to provide a basis for identifying the point at which the basic academic ability of low - income children diverges, contributing to reducing the difference in basic academic ability of infants and children in low income families.

폐쇄와(obturator fossa)에 착상된 후복막임신

유지연 ( Ji Yeon You ),이예리 ( Ye Ri Lee ),옥순애 ( Soon Ae Oak ),박종훈 ( Jong Hoon Park ),이은희 ( Eun Hee Lee ) 대한산부인과학회 2011 Obstetrics & Gynecology Science Vol.54 No.12

Ectopic pregnancy occurs in approximately 1.5 to 2.0% of pregnancies and accounts for 6% of all maternal deaths. Nearly all ectopic pregnancies are implanted in the fallopian tube. However, they may rarely occur within the retroperitoneal area in 1.3% of the ectopic pregnancy. Early diagnosis is difficult because it is not easy to differentiate symptoms of ectopic pregnancy in obturator fossa with in fallopian tube. Treatment is the removal of ectopic tissue through laparotomy or laparoscopy. A 26-year-old woman was diagnosed with left ectopic pregnancy and amenorrhea for 9+0 weeks and visited our hospital. A diagnosis of ectopic pregnancy in obturator fossa was made by laparoscopy, ectopic conceptus removal and the ligation of left hypogastric artery was performed. We report this case with a brief review of the literatures.

초등 예비교사들의 과학 교수에 대한 자기 이미지와 이미지 형성에 영향을 미치는 요인

유지연 ( Ji Yeon You ),강훈식 ( Hun Sik Kang ),노태희 ( Tae Hee Noh ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.1

2007 개정 교육과정에 의한 초등학교 과학과 교과용 도서의 삽화에 나타난 성역할 고정관념 분석

유지연 ( Ji Yeon You ),이지현 ( Ji Hyeon Lee ),노태희 ( Tae Hee Noh ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4

In this study, the illustrations in 16 elementary science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The frequencies of male and female who appeared on textbook illustrations were counted, and the types of activities and the characters of them were analyzed. Most pupils were found to be active, and female pupils appearing in the textbooks were more than male pupils. In all types of activities for pupils, the difference between male and female was decreased compared with that of the 7th National Curriculum. Male and female pupils were illustrated in learning activities with almost equal frequencies, but male pupils were still more frequently represented than female pupils in other activities. Gender difference in adults was increased and the difference was statistically significant. Gender difference in houseworks was not large, but the difference in outdoor activities was statistically significant. Especially, the jobs of adults were illustrated as male-centered, and scientists appearing in the textbook illustrations were also mostly male.

비유 실험을 활용한 탐구학습이 과학영재의 실험설계 과정에 미치는 영향

유지연 ( Ji Yeon You ),박연옥 ( Youn Ok Park ),노태희 ( Tae Hee Noh ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.6

In this study, we developed analogical experimental activities to foster scientific creativity in inquiry learning and applied them to 7th grade science-gifted students. The influences of inquiry learning-based analogical experiments were investigated with respect to the experimental design processes. We classified the patterns of experimental design processes by creative thinking processes and analyzed performance levels by the elements of experimental design processes. The students` experimental design processes were categorized into three kinds of patterns such as reinitiated motion, backward-divergent motion and stationary motion. Those belonging to the reinitiated motion performed precise experimental design from new perspectives by identifying the mapping in depth and considering the elements of experimental design processes. In the case of the backward-divergent motion, they shifted their positions to new directions, but the concreteness of experimental design was insufficient due to the lack of mapping or considering the elements. In the type of stationary motion, maintaining their previous positions, they showed less performance of experimental design without considering the elements sufficiently. Educational implication of these findings are discussed.

과학영재들의 적용실험 설계 과정에서 나타나는 과정요소 및 특징

유지연 ( Ji Yeon You ),박연옥 ( Youn Ok Park ),양찬호 ( Chan Ho Yang ),노태희 ( Tae Hee Noh ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.4

이 연구에서는 중학교 1학년 과학영재 학생들의 적용실험에 대한 실험 설계 과정에서 나타나는 사고를 발성사고법을 이용해 조사하였고, 각 과정요소별로 과학영재의 수행 정도를 분석하였다. 연구 결과, 과학 영재들은 실험을 설계하는 과정에서 ``상황설정``, ``전략결정``, ``정설정``, ``측정계획``, ``가정의 타당화``의 과정요소와 관련된 사고를 하는 것으로 나타났다. 그러나 이러한 과정요소에 대한 과학영재들의 수행 정도는 다소 미흡한 측면이 있는 것으로 나타났다. 특히, 실험 설계 과정에서 문제를 해결하는데 적합한 목표 상황을 구체적으로 설정하거나 자신의 사고에 대 해 적절한 준거를 통해 비판적으로 점검하는 능력이 부족한 것으로 드러났다. 이에 추상적이고 이해하기 어려운 문제 상황을 학생들에게 친숙한 구체적인 상황으로 바꾸어 생각하도록 하는 새로운 실험 설계 학습 전략의 가능성을 제안하였다. 본 연구의 결과는 실험 설계 능력과 같은 과학적 사고 기술을 강조함으로서 과학적 창의성을 계발하기 위한 과학영재 교육프로그램 개발에 유용한 시사점을 제공할 수 있을 것이다. In this study, we investigated the thinking processes of 7th grade science-gifted students in designing application experiments and analyzed their performance levels in the categorized processes. The analyses of the results revealed that they considered ``setting a problem situation,`` ``deciding a strategy,`` ``identifying the assumptions,`` ``defining the measurements,`` and ``validating the assumptions`` in the processes of designing experiments. However, their performance levels of the categorized processes were found to be rather low. It was especially insufficient in setting the situations concretely appropriated to solve the problems and checking their own thinking critically by proper criteria. Therefore, we suggested a potential learning strategy for designing experiments such as replacing difficult and abstract situations to concrete and familiar situations. These results may offer some implications in developing an education program for science-gifted students to foster creativity by emphasizing scientific thinking skills such as experiment design ability.

난소의 혼합 생식세포종양에서의 성장기형종증후군

이예리 ( Ye Ri Lee ),유지연 ( Ji Yeon You ),최철훈 ( Chel Hun Choi ),김병기 ( Byung Gie Kim ),배덕수 ( Duk Soo Bae ),이제호 ( Je Ho Lee ) 대한산부인과학회 2012 Obstetrics & Gynecology Science Vol.55 No.2

Growing teratoma syndrome (GTS) is an increase in tumor size containing only mature teratoma component, during or after chemotherapy for germ cell tumors. A surgical resection is important to confirm diagnosis and is considered as the most appropriate therapeutic management. GTS is rare event in association with ovarian germ cell tumors. In this report, we present a case of GTS which occurred following the treatment of mixed ovarian germ cell tumor with immature teratoma and endodermal sinus tumor. The patient was given adjuvant chemotherapy consisting of six cycles of etoposide and cisplatin. Abdomen pelvis computed tomography performed after chemotherapy demonstrated no evidence of recurrence. She is on regular follow up and remained disease-free for 8 months following second surgery.

교육실습이 중등 예비교사들의 순환학습에 대한 인식에 미치는 영향

강훈식 ( Hun Sik Kang ),유지연 ( Ji Yeon You ),김경순 ( Kyung Sun Kim ),이정순 ( Jung Soon Lee ),노태희 ( Tae Hee Noh ) 한국과학교육학회 2009 한국과학교육학회지 Vol.29 No.4