개정 실과 교육과정에 따른 기술 영역의 평가

이춘식(Lee, Choon Sig) 한국실과교육학회 2007 한국실과교육학회지 Vol.20 No.3

The national curriculum revision system was dramatically changed. From the first through seventh national curriculum, the curriculum system was whole scale revision system , but 7th new curriculum system is changed partial and constant revision system . According to the curriculum revision system, Practical Arts curriculum was newly changed curriculum in the February 2007. The purpose of this study was to evaluate the elementary technology domain according to the revised 7th Practical Arts curriculum. This study was conducted by analysis of literatures of Practical Arts curriculum and by deliberation of curriculum development experience. Main findings of this study were as follows: First, in the viewpoint of the comparing content quantity between 7th and revised 7th national curriculum, almost content area was appropriate amount at the technology area. Second, in the viewpoint of the content level, technology contents were coordinated through the switching contents between woodworking and electric& electronic . Third, in the viewpoint of the content validity, the technology contents are good validity at unit of woodworking products of life and electric & electronic of life in comparing of objectives of Practical Arts education. Finally, in the viewpoint of the sequence, the content sequence of subject between Practical Arts and Technology & Home economics was good arranged, but the sequence of grade contents of Practical Arts subject were not proper because of the different contents areas.

초등학교 실과 교과서의 개발과 수업운영 분석

이춘식(Choon Sig Lee) 한국교원대학교 교육연구원 2003 敎員敎育 Vol.19 No.2

The main idea of the 7th national curriculum is to promote and foster the development of the students creativity, moral sensitivity and a commitment to life-long learning in order to prepare them for a knowledge-based, life-long learning society. To meet such challenges and demands, the new curriculum takes a strong stance for a student-centered curriculum , whereby the abilities and aptitudes of the students are respected and various supportive measures to meet their needs are provided. Also, it takes a firm stance to be flexible enough in operating and being managed at the school level. The purpose of this study is to investigate the entire process for developing practical arts education textbooks and teacher s guidebooks and to survey the procedures of and the status on the implementation of the 7th national curriculum at the elementary school level. The elementary practical arts education textbooks for 5th and 6th grades and teacher s guidebooks based on 7th national curriculum have been developed through the year of 1999 to 2002. The textbooks and guidebooks have been developed through experimental and authorized states. The design of the structure and elaboration of the content of the practical arts education textbook, the structural principles of the textbook and the teacher s guidebook, and the allotment of time and space in the textbook according to the categories have been thoroughly decided in these two stages. The experimental version was developed first for one year. Then, it was applied into an educational field for the following year. Finally, the authorized version was accomplished after the modifications and complementary revisions were made as the result of the field experiments of the experimental version. The alternatives were suggested the change of governmental policy of textbooks, secure budget for the textbook development, prolongation of the process, and continuous research of the textbook. This study was conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the results were the three core concepts of the 7th national curriculum. Some of the research findings are as follows; First, in the process of implementation, reorganizing and elaborating on the national curriculum was found that the degree of the reorganization of the national curriculum at the local level was minimal. Second, in the institutionalization of the new curriculum ideas at the school level, most notable feature among the Practical Arts was that the emphasis was given to the reorganization of the curriculum contents fitting to the concept of student-centered curriculum. Teachers reconstructed the contents giving the priority to the needs of the learners. The concept of learner-centeredness was reflected vastly in teaching objectives, contents, instructional methods and evaluation, and various teaching and evaluation methods were fully utilized to meet such goals. To realize a learner-oriented assessment in schools, self and peer evaluation methods were utilized. For most teachers however, restructuring or reorganizing the contents meant the changing of the topics, reshuffling and/or reordering the sequences of the contents, and adding or deleting some units or topics.

Recent Trends in Elementary School Technology Education Curriculum in Korea -Focusing on the 2022 Revised Curriculum-

Choon-Sig Lee(이춘식 ) 한국실행연구학회 2023 교육실행연구 Vol.1 No.2

The new technology curriculum was revised and published in December 2022. The design of the technology curriculum was organized according to the curriculum revision directions of “learning in connection with life” and “reflection on the learning process. The purpose of this study is to compare and analyze how the content elements of an elementary school technology curriculum organized according to the principles of curriculum design were organized before and after its revision. The conclusions based on the analysis results in the technology area of the elementary school national curriculum are as follows. 1) the unit with the largest reduction and deletion in the revised curriculum was information and communication technology. 2) the new contents in terms of connecting technology education at primary and secondary levels were construction technology and artificial intelligence. 3) the robot unit was changed to emphasize robot convergence technology. 4) a unit of construction technology was newly established to strengthen the connection between elementary and middle schools. 5) in the information and communication unit, the content was reduced and changed from existing software to digital technology. 6) the artificial intelligence topic was newly established to strengthen the connection between elementary and middle schools. 새로운 기술과 교육과정이 2022년 12월에 개정되어 고시되었다. 이에 따라 이 연구는 교육과정 설계의 원리에 따라 구성된 초등학교 기술과 교육과정이 개정 전후의 내용 요소를 비교하여 어떻게 편성되었는지 비교 분석하여 초등 기술교육의 동향과 교육과정 연구의 기초자료를 제공하는 데 있다. 이 연구의 목적을 달성하기 위하여 개정된 2022 기술과 교육과정의 문헌을 분석하는 방법을 사용하였다. 초등 실과의 기술교육 내용을 2015 개정 교육과정과 2022 개정 교육과정을 비교하여 유지, 변형, 이동, 축소/삭제, 신설의 차원에서 심도 있게 분석하였다. 교육과정 문헌을 중심으로 분석한 결과에 따른 결론을 제시하면 다음과 같다. 첫째, 개정된 교육과정에서 축소와 삭제가 크게 나타난 단원은 정보통신이었다. 프로그래밍 도구를 사용하여 기초적인 프로그래밍 과정을 체험하며, 간단한 프로그램을 설계하여 문제를 해결하는 프로그램을 만드는 과정에서 순차, 선택, 반복 등의 구조를 이해하도록 하였으나 이러한 내용이 디지털 기술과 기기의 활용으로 대체되었다. 둘째, 초등과 중등의 기술교육 연계성 차원에서 신설된 내용으로는 건설기술과 인공지능이었으며, 발명과 지식 재산 단원에서는 기존의 발명과 문제해결에서 발명 사고기법과 특허의 개념으로 변형되고 신설되었다. 셋째, 수송기술 단원에서는 기존의 수송기술과 수송 수단에서 수송 수단에 초점을 두어 선택과 집중을 하였으며, 로봇 단원에서는 로봇 융합기술을 강조하도록 변화되었다. 넷째, 건설기술의 단원이 신설되어 초등학교와 중학교와의 연계성을 강화하였으며, 정보통신 단원에서는 내용이 축소되고 기존의 소프트웨어에서 디지털 기술로 변화되었다. 마지막으로, 인공지능 주제는 새롭게 신설되어 초등과 중학교와의 연계성을 강화하였다.

제7차 교육과정의 실과 교육내용 적정성 평가

이춘식(Lee Choon Sig) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.1

The 7th national curriculum of the contents of the Practical arts education that are implemented for 5-6 grade students in Korea. According to the changing society and educational environment, the contents of Practical arts are needed to improve for high quality of elementary education. The purpose of this study is to investigate the concept of content relevance and to evaluate the content relevance of Practical arts in the 7th national curriculum. This study was conducted as follow steps that establishing the definition of relevance for estimation of relevance, and estimating the relevance of Practical arts subject. This study tries to investigate whether the quantity of the contents is relevant for the students, whether difficulty of the contents is relevant for the students, and whether the contents are sequential for the elementary students levels, and whether the objectives of the curriculum are appropriate for the students’ learning and teachers’ teaching. The objectives of this study are 1) to investigate whether the curriculum, the textbooks, and the classes meet the objectives of the curriculum, 2) to decide whether the contents are appropriate to the students and teachers. Data from the curriculum analysis and questionnaire survey was used to examine the relevance of Practical Arts contents for students. To satisfy the purpose of the study, it conducted that a nationwide questionnaire to get opinions from students, teachers, and specialists on the content relevance of the Practical Arts curriculum, textbooks, and classes. Main findings of this study are as follows: First, in the viewpoint of the content validity, some content area of the Practical Arts subject was not validity at unit of ‘computer is my friend’, ‘saving the spending money’, ‘making the utility things by sewing machine’, and ‘computer is my life. Second, in the viewpoint of the comparing content quantity between 6th and 7th national curriculum, almost content area was appropriate amount at the Practical Arts. Third, in the viewpoint of the content level, elementary school students was difficulty understood content area of ‘daily life and electric & electronic’, ‘making the utility things by needle and thread’, ‘making the utility things by sewing machine’, and ‘daily life and woodworking product’. Fourth, in the viewpoint of the subject sequence, the content sequence of subject between Practical Arts and Technology & Home economics was good arranged, but the sequence of subject name was not proper because of the different subject name. Fifth, Practical Arts contents should be selected and organized centering on real-life examples and situations to promote students’ understanding and interest in class, which will provide them with the experiences of authentic experiences. Finally, when the curriculum revision of Practical Arts subject, some contents area will be needed to dramatically change of ‘using of computer’, and ‘handling of sewing machine’.

기술교과 교육에서 프로젝트법의 적용 방안

이춘식(Choon Sig Lee) 대한공업교육학회 1991 대한공업교육학회지 Vol.16 No.1

This study investigated the process of the project method and to presented its each kinds strategies of application for industrial technology education in Korea. And the field to application of the project method was the level V in Kim`s model, the structured of the curriculum model on industrial technology education. The findings of the study are summarized as follows ; 1. The project method is a type of instruction which carry out project, and that kinds of projects are to classify as three variables a number of undertaken students, a forms of practice, a forms of activity. (1) The first type is the individual project, and there are two forms of one same general project and many different projects. The second type is the group project, and there are two forms of part project and total project. (2) For the forms of practice, projects may be classified into three divisions: home project, drill project and problem project. (3) For the forms of purposeful activity, projects may be classified into five divisions ; construction project, enjoyment project, learning project, producer`s project and consumer`s project. (4) For the forms of children activity, project may be classified into seven major divisions; exploratory project, communication projects, play project, skill project, hand project, story project and excursion project. 2. The type of the individual project was applicated to transportation technology system in making of transportation model. 3. The type of the group projects were applicated to manufacturing technology system and construction technology system. 4. The type of the problem project was applicated to transportation technology system applied making of new idea. 5. The type of home project was applicated to bio-related technology system by the cultivation of plants or fisheries in home.

Reflection on the Social Construction of Technology in the Philosophy of Technology

이춘식(Choon-Sig Lee) 한국실과교육학회 2023 한국실과교육학회지 Vol.36 No.1

기술과 사회와의 관계에서 기술 결정론이 먼저 대두되었다. 기술과 사회를 둘러싸고 있는 환경에서 ‘기술 결정론’과 ‘기술의 사회적 구성론’(이하 SCOT)은 팽팽한 긴장관계를 가지고 있다. 기술 결정론은 기술이 사회변화의 작인 중 가장 중요한 원인이라고 주장하는 이론이다. 그러나 기술 결정론은 인간의 의식적인 활동이나 기술과 관련된 여러 가지 사회경제적 이해관계를 간과하는 한계를 가지고 있다. 따라서 이 연구는 기술철학에서 기술 결정론과 쌍벽을 이루는 기술의 사회적 구성론을 둘러싼 실체적인 논쟁과 비판에 대해 탐구하고 성찰하여 SCOT 의 특성을 밝히고자 하였다. 기술적 사회구성론이 기술 형성과정에 정치적이고 경제적이며 조직적, 문화적 요소가 개입하는 현상을 분석함으로써 궁극적으로는 기술이 사회적 과정의 일종임을 주장하는 이론에 대한 성찰을 통해 얻는 함의를 제시함으로 연구의 결론에 대신하고자 한다. 첫째, SCOT 에서 기술적 발전을 추동하는 것은 사회집단과 기술 개발자들 사이의 합의를 통해 이루어짐에 유의해야 한다. 기술의 발전에서 중요한 역할을 하는 것은 사회집단들이다. 기술이 발전하는 과정에서 사회집단들 사이에는 그 기술이 가진 문제점과 해결책이 다르다는 점 때문에 갈등이 일어나며, 합의에 도달한 기술적 인공물의 형태가 최종 선택된다. 둘째, SCOT 에서 한 가지 문제를 여러 가지 기술적인 방법으로 해결할 수 있는 것이 바로 ‘기술적 유연성’ 또는 해석적 유연성에 있음을 유념해야 한다. 이런 다양한 유연성들은 기술을 둘러싼 사회집단들 사이의 해석차와 갈등으로 나타난다. 셋째, SCOT 에서 기술 프레임은 인공물에 크게 영향을 미친다. 기술 프레임의 기능은 대부분의 다른 개념과도 차별화되며, 다양한 행위자의 상호작용에 적용하기 위한 것이다. 사회 집단의 기술적 틀은 일종의 문법을 제공함으로써 인공물 의미의 귀인을 구조화한다. 이 문법은 해당 사회 그룹 구성원의 상호작용에 사용되므로 공유된 의미 귀속이 일어난다. 넷째, SCOT 의 관점에서 특정 기술이 발전하기 위해서는 기술 시스템의 공고화를 통해 모멘텀을 가지게 된다. 기술시스템은 물리적 인공물, 조직, 과학기반, 법적 장치, 자연자원 등으로 구성되며, 각 요소는 다른 요소들과 상호작용하면서 시스템 전체의 목표에 기여하게 된다. 기술 시스템의 각 구성요소의 특성을 시스템 전체 속에서 파악해야 한다. 다섯째, SCOT 의 측면에서, 기술은 변화하는 방식이 미리 결정되어 있는 것이 아니라 기술변화를 둘러싼 다양한 이해관계에 의해 영향을 받는다. 이러한 개별적 기술이 시스템의 일부로 편입되고 기술 시스템이 성장하는 과정에서는 시스템 구축가나 이질적 엔지니어의 역할이 중요하다. 성숙한 기술 시스템은 엄청난 모멘텀을 가지게 되며, 어떤 경우에는 기술 자체가 독자적인 삶을 가진 것으로 보이기도 한다. 마지막으로, SCOT 에 대한 비판으로 연구자들의 방법론이 형식적이고, 기술의 출현 초기에 중점을 두고, 기술의 영향에는 무관심하며, 기술변화에 수반되는 사회구조나 권력관계를 무시한다는 것이다. 이에 따라 SCOT 의 연구에 기술영향 평가나 STS(과학-기술-사회)와 같은 다양한 접근의 시도가 요구된다. Technological determinism initially emerged in the relationship between technology and society. In the environment surrounding technology and society, technology determinism and social construction of technology (SCOT) have a tense relationship. This study aims to reveal the characteristics of SCOT by exploring and reflecting on the substantive debates and criticisms surrounding the social constructionism of technology, which is opposed to technological determinism in terms of the philosophy of technology. It is intended to substitute for the conclusion of the study by suggesting the implications obtained through reflection on SCOT. First, driving technological development in SCOT is achieved through consensus between social groups and technology developers. In the process of technological development, conflicts arise among social groups due to different problems and solutions with respect to technology, and the form of the technological artifact that has reached an agreement is finally selected. Second, technological flexibility or interpretative flexibility can solve a problem in various technical ways in SCOT. This variety of flexibility appears as a difference of interpretation and conflict between the social groups surrounding technology. Third, in SCOT, the technology frame greatly affects the artifacts. The function of the description frame differentiates it from most other concepts and is intended to be applied to the interaction of various actors. Fourth, for a specific technology to develop from the SCOT perspective, it has momentum through the consolidation of the technology system. A technological system is composed of physical artifacts, organizations, science bases, legal devices, and natural resources, with each element contributing to the overall goal of the system by interacting with other elements.Fifth, in SCOT. Finally, the main criticism of SCOT is that researchers’ methodologies are formal, they focus on the early stage of the emergence of technology, there is indifference to the influence of technology, and the social structures and power relations accompanying technological change are ignored.

실과 목제품 관련 단원의 집필의도와 교수모형에 관한 연구

이춘식(Lee Choon Sig) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.3

According to the 7th national curriculum, practical arts subject will be applied following the school year 2002 in elementary school. The experimental textbook was developed and some teachers of practical arts have finished proof reading the contents 2001. It is very important to understand of the textbook purposes and its efficient instruction model or method in woodworking. The purposes of this study were to present the textbook contents analysis and its effective teaching-learning model at woodworking based on the experimental textbook, practical arts subject. In order to achieve the goals, the research method was used overview literature research method and textbook analysis method. The results of this study were as follows; First, to writing the textbook in elementary school, the authors should be open-viewpoint of textbook and materials. Second, to the contents composition, the making and activity-oriented structure is better than skill and product-oriented structure at woodworking unit in practical arts subject. Thirds, the steps of activity are presented nine procedures at woodworking; sketching the idea, drawing the rough figure, working drawing, prepare the materials and tools, drawing the wood material and cutting, processing, assembling, painting the varnish, and assessing the product. Finally, the efficient instruction model was found Problem-Based Learning Model(PBL) in woodworking. The steps of PBL were consisted five procedures; identify the problem, represent the problem-solving strategy, select a best strategy, carryout the strategy, and evaluate results.

중학생의 기술에 대한 태도와 관련변인

이춘식(Choon Sig Lee),이용환(Yong Whan Lee) 한국직업교육학회 1999 職業 敎育 硏究 Vol.18 No.1

기술과 공학의 탐색적 비교

이춘식(Choon-Sig Lee) 한국실과교육학회 2024 한국실과교육학회지 Vol.37 No.1

This study compares and explores the concepts, principles, methodologies, and historical outcomes of technology and engineering. To this end, the literature on each aspect of technology and engineering was analyzed and compared, followed by a comparative discussion. The study’s findings are as follows. First, it identified similarities between technology and engineering in their problem-solving orientation. Both are inherently focused on solving problems and are characterized by a penchant for innovation and adaptability. Second, the study highlighted a significant difference between technology and engineering. While technology is application-centric and user-focused, engineering is design-centric and lifecycle-focused. Third, in conceptual terms, technology emphasizes the practical application of scientific knowledge, equipping students to apply scientific principles and concepts in real-world situations. Engineering, on the other hand, emphasizes the integration of scientific and mathematical principles, emphasizing its problem-solving ability in tackling real-world issues. Fourth, in terms of problem-solving, both technical and engineering involve a systematic approach, requiring structured processes of analysis, design, and execution. Moreover, while technical problem-solving relies more on traditional methods, engineering problem-solving often places greater emphasis on innovation and creative design. Fifth, historically, technology catalyzed the mechanization and industrialization of the Industrial Revolution, with engineering contributing to advancements such as steam engines, railroads, and mass production. Lastly, in terms of integration and synergy, although technology and engineering have different origins, they are inherently linked. Recognizing the etymological similarities between the two fields can facilitate integration within educational programs. 이 연구의 목적은 기술과 공학의 개념, 원리, 방법론, 역사적인 측면에서 비교 탐색하는 데 있다. 이를 위하여 기술과 공학의 각각의 측면에서 문헌을 분석하여 비교하였으며 기술과 공학 을 대별하여 제시하였다. 기술과 공학에 대한 그 결과는 각 분야에 대한 이해를 깊게 함으로써 기술과 공학에 부합하는 교육의 기초자료로서의 정보를 제공할 것이다. 연구의 결과는 다음과 같다. 첫째, 기술과 공학의 유사점으로, 문제해결 지향에서 기술과 공학 모두 문제해결에 근본 적으로 초점을 맞추고 있으며, 혁신과 적응성이 그 특징이다. 둘째, 기술과 공학의 차이점으로, 기술은 응용중심과 사용자 중심에 있고, 공학은 설계 중심 과 라이프사이클 관점을 취하고 있다. 셋째, 개념적 측면에서, 기술의 정의는 과학 지식의 실제 적용을 강조함으로써 학생들이 실 제 상황에서 과학 원리와 개념을 적용하는 데 필요한 기술과 지식을 갖추도록 하는 데 중점을 둔다. 반면에 공학은 문제해결로서 현실 세계의 문제를 해결한다는 점을 강조하여 과학과 수학 의 통합으로서의 과학과 수학적 원리의 통합을 강조한다. 넷째, 문제해결의 측면에서, 기술적 문제해결방법과 공학적 문제해결방법은 모두 과제를 해 결하기 위한 체계적인 접근을 포함하며 분석, 설계, 실행의 구조화된 과정을 필요로 한다. 또한 기술적 문제해결은 기존의 방법에 더 의존하지만 공학적 문제해결은 종종 혁신과 창의적 디자 인을 강조한다. 다섯째, 역사적인 측면에서 기술은 산업혁명의 기계화와 산업화를 가져왔으며, 공학은 증기 기관, 철도, 대량생산에 기여하였다. 마지막으로, 통합과 시너지 차원에서, 기술과 공학은 서로 다른 기원을 가지고 있지만, 본질 적으로 서로 연결되어 있다. 두 분야 간의 어원적 유사성을 인식하여 교육 프로그램 내에서 통 합을 쉽게 할 수 있다. 기술과 공학 간의 시너지 효과를 강조함으로써 학생들 간의 협업, 비판 적 사고, 문제 해결 능력을 장려하는 학제 간 활동과 프로젝트를 설계할 수 있다. 기술과 공학의 탐색적 비교를 통해 학교 교육에 주는 시사점으로, 역사적 관점에서, 교육에 기술과 공학의 역사적 관점을 통합하면 이 분야의 사회적, 문화적 영향에 대한 깊은 이해를 촉 진할 수 있다. 학생들은 시간이 지남에 따라 기술과 공학이 어떻게 발전해 왔는지 살펴봄으로 써 기술 발전, 인간의 필요, 사회 변화 사이의 관계에 대한 비판적 인식을 기를 수 있다. 학생 들에게 사회에서 기술자와 공학자의 역할과 책임에 대한 더 넓은 관점을 준다.

중학교의 기술과 수업에서 프로젝트법이 학생의 학업성취에 미치는 효과

이춘식(Choon Sig Lee),류창열(Chang Yol Ryu) 대한공업교육학회 1988 대한공업교육학회지 Vol.13 No.2

The purpose of the study was to verify the effectiveness and differences between project method and course method in teaching the industrial technology subject at the middle school in terms of learning achievement and attitude change. The four null hypotheses were tested by applying statistics. The method of the study was an experimental field research which tested the significant differences of the student learning achievement scores between a control group and an experimental group being experienced by the project method and couse method. The sample of the study was grade two of Jungwha middle school students. After data screening, 174 data was analyzed by one way analysis of variance, Scheffe`s F. The statistical significance was tested at 0.05 level. Followings are major findings of the study. 1) No significant difference was found between students achieved by project method and students achieved by course method on the subtest : ① discrimination of material selection, ② knowledge of how to use tools. (Hypo. 1) 2) Significant difference was found between students achieved by project method and students achieved by course method on the subtest : ① problem-solving ability in the manufacturing process, ② creatively conceiving ability of products. (Hypo. 1) 3) No significant difference was found among high achieved, middle achieved and low achieved students taught by project method on the subtest : ① discrimination of material selection, ② Knowledge of how to use tools. (Hypo. 2) 4) Significant difference was found among high achieved, middle achieved and low achieved students taught by project method on the subtest : ① problem-solving ability in the manufacturing process, ② creatively conceiving ability of produts. (Hypo. 2) In gain of problem-solving ability in the manufacturing process, high achievers solved problems significantly better than low achievers. In gain of creative conceiving ability of products, high achievers conceived significantly more creative than low achievers. 5) No significant difference was found between students achieved by project method and students achieved by course method on the skill level to manipulate tools. (Hypo. 3) 6) Significant difference was found between the attitude of project method students and the attitude of course method students on the following variables : ① attitude to utilize the spare time by making products, ① attitude to cooperate with classmates. (Hypo. 4) 7) No significant difference was found between the students taught by project method and the students taught by course method on the attitude to use tools safely. (Hypo, 4) Based on the findings, followings are recommended. 1) Although the educational situations are not enough in practical facilities in the course of instruction, the technology subject teachers should study and apply the project method in various ways. 2) A similar investigation, in which the length of the experimental period is increased, is needed to verify the result of this study,