기능 교육 · 훈련을 위한 교수 - 학습 과정의 기본 모형 개발에 관한 연구

이상봉(Sang Bong Yi) 대한공업교육학회 1991 대한공업교육학회지 Vol.16 No.1

The purpose of this paper was to propose a basic model of teaching-learning process for skill education /training. In this study, through the review of 1) concept and process of teaching- learning, 2) concept and characters of skill, and 3) characters and process of teaching-learning for skill, the basic model of teaching-learning process for skill education /training was suggested. The major findings of this study were as follows : (1) The basic model of teaching-learning process for skill education /training consist of ① step of presentation of learnning objectives and overview of unit, ② step of understanding of related information, ③ step of demonstration of skill, ④ step of skill practice, ⑤ step of evaluation and confirmation of skill acquirement, and ⑥ feed-back loop. (2) In the step of presentation of learning objectives and overview of unit, students understand learning objectives and general information of unit. (3) In the step of understanding of related information, students learn basic theory and related information for skill practice. (4) In the step of demonstration of skill, students learn working procedure and method of skill, related information and so on through demonstration of skill. (5) In the step of skill practice, students actually learn related information and practically aquire skill. In this step students have a chance to evaluate by themselves, improve working procedure and method of skill and practice over again. (6) In the step of evaluation and confirmation of skill acquirement, teacher evaluate and confirm related information and skill which learners learned by planned critera. (7) Results of evaluation and confirmation of skill acquirement have influence on each preceding steps. This feed-back loop /process play an important part for planning, development, and execution of following teaching-learning for skill education / training.

경기육괴 동부 오대산 지역에서의 페름-트라이아스기 변성작용 연구

이상봉(Sang-Bong Yi),Yengkhom Kesorjit,오창환(Chang Whan Oh),이기욱(Keewook Yi) 대한지질학회 2016 대한지질학회 학술대회 Vol.2016 No.10

잇달은 네모꼴 과제를 통한 언어적 의사 전달 훈련의 효과에 관한 연구

이상봉(Sang Bong Yi),이재원(Jae Won Lee) 대한공업교육학회 1990 대한공업교육학회지 Vol.15 No.1

The purpose of this study was to validate effect of the verbal communication training through block diagram task on improvement of verbal communication ability. In order to conduct this study, the following null hypothesis were tested by applying statistical tests. There is no difference in : 1) `verbal communication ability` : 2) and `recognition of necessity of education to bring up verbal communication ability in teacher education` between the preservice teachers who received the verval communication training through block diagram task and the preservice teachers who didn`t receive it. In this study, `the pretest-posttest control group design` of Campbell and Stanley was utilized for testing of verbal communication ability. The control group and experimental group members were students enrolled in teacher education course of Chungnam National University selected by purposive sampling. And questionaire of single rating scale method was utilized to measure `recognition of necessity of education to bring up verbal communication ability in teacher education` for control and experimental group members. After data screen, 24 data was analyzed by `t` test. The statistical significance was tested at =.10 According to results of this study, 1) the verbal communication training through block diagram task had an effect on improvement of verbal communication ability : and 2) the preservice teachers who received the verbal communication training through block diagram task importantly recognized to necessity of education to bring up verbal communication ability in teacher education rather than the preservice teachers who didn`t receive it.

남극 장보고과학기지 권역 테라노바 관입암 복합체에서 확인되는 고생대 로스조산운동 양상

이상봉(Sang-Bong Yi),이미정(Mi Jung Lee),김현철(Hyeoncheol Kim),이종익(Jong Ik Lee),한승희(Seunghee Han) 대한지질학회 2022 대한지질학회 학술대회 Vol.2022 No.10

중학교 기술교육에서 기술적 수준에 따른 생산, 통신 및 수송기술 분야의 문제 해결 활동 과제 개발

이상봉 ( Sang Bong Yi ),백현일 ( Hyun Il Baek ) 경북대학교 중등교육연구소 2012 중등교육연구 Vol.60 No.3

이 연구의 목적은 중학교 기술교육에서 기술적 수준에 다른 문제 해결 체험 활동 과제를 개발하는 것이다. 이 연구는 준비, 개발, 개선의 세 단계로 진행되었다. 준비 단계에서는 ① 요구 분석, ② 문제 해결 체험 활동 주제 선정이 이루어졌고, 개발 단계에서는 ① 문제 해결 체험 활동 주제의 기술적 수준 설정, ② 기술적 수준에 따른 체험 활동 목표 설정, ③ 기술적 수준에 따른 문제해결 체험 활동 과제의 조직이 이루어졌으며, 개선 단계에서는 ① 전문가에 의한 평가, ② 학생에 의한 평가를 실행하였다. 이에 따른 연구의 결과는 다음과 같다. 첫째, 개발된 체험 활동 과제는 기술적 수준을 상·중·하로 구분하여, 생산기술에서 ``다관절로 봇팔 만들기``, 수송기술에서 ``모형 자동차 만들기``, 통신기술에서 ``통신 장치 만들기``이다. 둘째, 개발된 과제는 문제 상황, 활동 과제, 제한 사항, 재료 및 공구, 평가방법, 평가 기준, 포트폴리오, 평가로 구성되었다. The purpose of this study was to develop the problem solving hands-on activity according to the technological level for technology education in middle school, The study was developed by the following three stage: preparation, development, and improvement, In the preparation stage, the needs for hands-on activities were analyzed, Then themes of for hands-on activities were determined, In the development stage, the following steps were practiced; ① setting up the technological level of problem solving hands-on activity themes, ② setting up the goal of the hands-on activity according to the technological level, ③ organizing of problem solving hands-on activity according to the technological level In the improvement stage, ① the validity testing by experts, ② the preliminary test by students were carried out, and the problems were improved by result of evaluating. Results of the study were as follows: First, in this study, the following problem solving hands-on activity were developed that technological level of the problem separated 3 levels of the high, medium, low: ``making an multi-articulation robotic arm`` as a production technology, ``making a model car`` as a transportation technology, ``making a communication panel`` as a communication technology. Second, developed problems consisted of the problem situation, activities, restrictions, tools& equipments, evaluation table, criteria, portfolio and soon, Evaluation were classified evaluation by teacher and students, Evaluation by teacher include the evaluation based on observations, portfolio, finished product. Evaluation by students comprised of self-appraisal, peer-appraisal.

논 감수심에 영향을 주는 요인에 관한 연구

이상봉 ( Yi Sang-bong ),전종길 ( Jeon Jong-gil ),윤진하 ( Yun Jin-ha ),강창호 ( Kang Chang-ho ) 한국농공학회 2005 한국농공학회 학술대회초록집 Vol.2005 No.-

The water requirement of transplanting culture(TC) consisting of 16 plots and direct seeding culture in a well-drained paddy field(DC) also having 15 plots were measured in order to clarify the influence factors on water requirement. Each plot was maintained under different cultivation conditions. Those varied cultivation conditions were classified into 7 items. Subsequently, the relationship between water requirement and 7 items were analyzed by evaluating the average water requirement in each condition to clarify the items influencing water requirement. From the analysis of the results, the water requirement of DC was determined to be 3.5 times of the TC. Furthermore, water requirement in DC and TC were influenced mainly by ponding depth and locational condition respectively.

경기육괴 서부 당진지역의 중생대 화성활동에 대한 연구

이상봉(Sang-Bong Yi),오창환(Chang Whan Oh),최선규(Seon-Gyu Choi) 한국암석학회 2017 한국암석학회 학술발표회 논문집 Vol.2017 No.5

소결분말 금속의 항복강도 및 경도 예측 연구

이상봉(Sang-Bong Lee),이이표(Yi-Pyo Lee),이재철(Jea-Cheol Lee),김경민(Kyung-Min Kim),이성현(Seong-Hyeon Lee),김흥규(Heung-Kyu Kim),박주영(Joo-Young Park),최현주(Hyun-Joo Choi) 한국자동차공학회 2014 한국자동차공학회 학술대회 및 전시회 Vol.2014 No.11

융합인재교육(STEAM)에 대한 수･과학영재와 발명영재의 인식 차이

김성애(Kim Sung Ae),이상봉(Yi Sang Bong) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.12

본 연구의 목적은 수･과학영재와 발명영재의 융합인재교육(STEAM)에 대한 인 식을 비교 분석하고, 영재교육에서의 융합인재교육(STEAM) 방향을 제시하는 것이 다. 이를 위해 경기도 수․과학영재 및 발명영재 총 60명의 학생을 대상으로 설문조 사를 실시하였다. 연구결과는 다음과 같다. 첫째, 수･과학영재와 발명영재는 모두 인식과 필요성을 공감하고 있었다. 필요성에 대한 이유로는 수․과학영재들은 기존 의 내용이 아닌 새로운 과제를 통한 학습 동기 유발이 필요하다고 생각했으며, 발명 영재들은 다양한 과목의 융합으로 다양한 사고와 상상력 계발과 기존의 내용이 아 닌 신선하고 흥미로운 과제를 통해 학습 동기를 유발하기를 원하고, 미래 사회의 리 더가 될 수 있는 자질을 기르기 위해서라고 응답했다. 둘째, 현재 영재교육에서의 융합인재교육(STEAM) 실시 여부에 대해서는 발명영재는 실시하고 있다는 응답이 많았으나 수․과학영재는 받지 않는다고 응답하거나 잘 모르겠다고 응답한 경우가 많았다. 셋째, 융합인재교육(STEAM)에서 융합되고 있는 교과를 묻는 질문에는 발 명영재학급의 학생들과 수․과학영재는 모두 과학, 수학, 기술이라는 응답이 가장 많았으며, 발명영재는 과학, 수학, 기술 또는 과학, 수학, 기술, 예술로 양분된 반면 수학･과학 영재는 다른 과목을 제외하고 과학과 수학교과만이 융합되고 있다는 응 답도 존재했다. 넷째, 영재교육의 융합교육화(化)에 대해서는 수․과학영재와 발명 영재는 모두 한꺼번에 여러 가지를 융합하는 것에 대한 기대감과 함께 우려를 나타 내었다. 다섯째, 융합교육에 가장 적합한 주제는 수･과학영재와 발명영재들은 대부 분 로봇 등의 첨단기술을 꼽았으나, 수･과학영재는 자연재해, 식량문제, 윤리 및 도 덕성 등 다양한 분야에 응답했다. 여섯째, 융합교육의 발전을 위해 필요한 것에 대 해서는 수학․과학 영재들은 다양한 프로그램의 개발을, 발명영재는 다양한 도서 및 자료, 교구구비가 가장 필요하다는 의견을 보였다. The objective of this study was to investigate into the perception towards the STEAM education for mathematics/science-gifted students and invention-gifted students through comparative analysis and to present the direction for STEAM education for gifted students. For that, 60 students of mathematics/science-gifted class and invention-gifted class at schools in Gyeonggi-do were surveyed. The results of this study suggested the followings: First, all students of mathematics/science-gifted class or invention-gifted class showed common perception and recognition. Particularly, the students of invention-gifted class showed higher rate of response to the need for STEAM education, compared to the students of mathematics/science-gifted class. In relation to the need for STEAM education, the students of mathematics/science-gifted class perceived the need for learning motivation through new tasks, not the conventional learning contents. Meanwhile, the students of invention-gifted class exhibited the desire to have the learning motivation stimulated through novel and interesting tasks, rather than conventional learning contents, along with the development of various thinking perspectives and imagination based on the convergence of many different subjects, and answered that they pursued such direction to build up capabilities to transform themselves into the leaders of future society. Second, a large proportion of respondents answered that the STEAM education was provided in the invention-gifted class under the current gifted education. However, the students who indicated that STEAM education was implemented turned out to be outnumbered by the students who answered that STEAM education was not provided in invention-gifted class or the students who answered that they were not sure. Third, students of both invention-gifted class and mathematics/science-gifted class answered that the subjects of science, mathematics, and engineering were the primary targets of convergence when they were asked to indicate the subjects that were converged in STEAM education. The students of invention-gifted class were split into one group that answered that the science, mathematics, and engineering were the major subjects of convergence and the other group that answered that the science, mathematics, engineering, and art were the primary subjects of convergence. By contrast, some students of mathematics/science gifted class indicated that only the science and mathematics were converged in STEAM education. Fourth, some students expressed concern, along with the anticipation, in relation to the convergence of many things altogether at a time in the convergence education for the gifted students. Fifth, most students of mathematics/science-gifted class and invention-gifted class singled out the state-of-art or cutting-edge technologies, such as robotics, etc., as the subject most ideal for the convergence education. However, the students of mathematics/science-gifted class pointed to various fields such as natural disasters, food crisis, ethics and morality, etc. Six, in relation to what were needed to spur the development the convergence education, the students of mathematics/science gifted class indicated that the development of various programs was the most urgently required while the students of invention-gifted students answered that various books, materials, and education tools were the most urgent requirements.

2015 개정 고등학교 기술ㆍ가정 과 교육 과정에서 기술 시스템 영역의 첨단 기술 성취 기준을 위한 로봇 체험활동 과제 개발

김성애(Kim Sung ae),이상봉(Yi Sang bong) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.7

The purpose of this study is to develop a robot hands-on activity for achievement standards of advanced technology in the technology system domain under the 2015 Revised High School Technology & Home Economics Subject Curriculum. The hands-on activity was developed in the following stages: preparation, development and improvement. In the preparation stage, the 2015 Revised High School Curriculum was analyzed, and detailed objectives were set according to achievement standards. In the development stage, the themes of the robot hands-on activities were selected, and the class curriculum and performance assessment tool were developed. The robot hands-on activity assignment was classified into materials for instructors and materials for students. In the improvement stage, the reliability and validity of the developed robot hands-on activity assignment were assessed. The assessment results were used to modify and improve the hands-on activity assignment. Through this process, the robot hands-on activity assignment for the 2015 Revised High School Curriculum was finalized. The developed hands-on activity assignment was making a robot to solve real-life problems, and the problems presented were practical and unstructured. Robots serve as educational tools that integrate manufacturing technology, transportation technology and communications technology. As such, robot hands-on activities should be developed for regular classes instead of being limited to student club activities and after school activities. 이 연구는 2015 개정 고등학교 기술ㆍ가정 과 교육과정에서 기술 시스템 영역의 첨단 기술 성취 기준을 위한 로봇 체험활동 과제를 개발하는데 그 목적이 있다. 이를 위하여 준비, 개발, 개선의 단계에 따라 과제를 개발하였다. 준비단계에서는 2015 개정 고등학교 교육과정을 분석하고, 성취기준에 따른 세부 목표를 설정하였다. 개발단계에서는 로봇 체험 활동 주제를 선정하고, 수업 과정안 및 수행 총평 도구를 개발하였다. 로봇 체험 활동 과제는 교사용 자료와 학생용 자료로 구분하여 개발하였다. 개선단계에서는 개발된 로봇 체험 활동 과제의 신뢰도와 타당도를 평가하고, 평가 결과를 바탕으로 체험 활동 과제를 수정, 보완하였다. 이를 토대로 2015 개정 고등학교 교육과정을 위한 로봇 체험 활동 과제를 완성하였다. 개발된 체험 활동 과제는 생활 속 문제를 해결하는 로봇 만들기 이며, 실제적이고 비구조화된 문제를 제시하였다. 로봇은 2015 개정 기술 가정과 교육과정에서 기술의 세계 분야의 내용 영역인 생산 기술, 수송 기술, 통신 기술의 모든 영역을 통합할 수 있는 교육적 도구이므로 동아리 활동이나 방과 후 활동에 앞서 정규 수업을 통해 활용할 수 있는 다양한 로봇 체험 활동 개발이 요구된다.