캐나다 상표제도해설

최순덕 한국발명진흥회 1979 特協 Vol.4 No.12

다문화적 내용 요소를 반영한 유아수학교육 수업에서예비유아교사가 경험한 다문화교육의 의미 분석

최순덕 중앙대학교 문화콘텐츠기술연구원 2019 다문화콘텐츠연구 Vol.0 No.32

The purpose of this study is to investigate the meanings of multicultural education experienced by pre-service early childhood teachers in early childhood mathematics education lessons reflecting multicultural content elements. The study lasted from August to December, 2018. The participants include 53 pre-service early childhood teachers that were attending a three-year college A in the department of early childhood education in Seoul and taking the 'Mathematics Education for Young Children' course. Two hours of early childhood mathematics education lessons reflecting multicultural content elements were given once a week over 14 weeks, and qualitative analysis was carried out based on various outcomes from lesson activities including a reflective journal. The findings show that pre-service early childhood teachers recognized a bias about the content of multicultural education as they experienced early childhood mathematics education lessons reflecting multicultural content elements. They formed a perspective of planning actual activities for mathematics education in the aspects of collaboration, anti-bias, ego identity, equality, and diversity as well as culture and having to reflect the content of multicultural education on the overall activities of early childhood education. They were also able to realize the importance of lessons that would pursue diversity and quality and acquire specific teaching skills through plans and mock courses for early childhood mathematics education activities reflecting multicultural content elements. In addition, they developed confidence and will to practice integrated multicultural education. These findings hold significance by demonstrating that early childhood mathematics education lessons reflecting multicultural content elements provided pre-service early childhood teachers with experiences of integrating subject expertise into multicultural education and thus made a contribution to the possibilities of practicing more effective multicultural education. 본 연구는 다문화적 내용 요소를 반영한 유아수학교육 수업을 통하여 예비유아교사가 경험한 다문화교육의 의미를 탐색하는 것을 목적으로 한다. 연구는 2018년 8월부터 12월까지 수행되었고, 연구 참여자는 서울에 소재한 3년제 A대학교 유아교육과 학생으로 ‘유아수학교육’ 과목을 수강하는 예비유아교사 53명이다. 다문화적 내용 요소를 반영한 유아수학교육 수업은 주 1회 2시간씩 14주 동안 진행되었고, 반성적 저널을 비롯한 다양한 수업 활동 결과물들을 바탕으로 질적 분석을 하였다. 연구결과, 예비유아교사들은 다문화적 내용 요소를 반영한 유아수학교육 수업을 경험하면서 다문화교육내용에 대한 편견을 인식하며 문화뿐만 아니라 협력, 반편견, 자아정체성, 평등성, 다양성 등의 관점에서 수학교육활동의 실제를 계획하고 유아교육활동 전반에 다문화교육 내용을 반영해야 한다는 관점이 형성되었다. 또한 다문화적 내용 요소를 반영한 유아수학교육활동 계획안 작성과 모의수업을 통하여 다양성과 평등성을 추구하는 수업진행의 중요성을 인식하고, 구체적인 수업 기술을 습득할 수 있었다. 아울러 통합적인 다문화교육에 대한 자신감과 실천 의지를 형성하게 되었다. 이러한 결과는 다문화적 내용 요소를 반영한 유아수학교육 수업이 예비유아교사들에게 다문화교육과 교과 전문성과의 통합 경험을 제공함으로써 보다 효과적인 다문화교육의 실천 가능성에 기여했다는 점에서 의의가 있다.

요로감염 선별검사에서 dipstick 요분석의 진단적 가치

최순덕,조한준,김기혁,조동영,유병연 대한가정의학회 2000 Korean Journal of Family Medicine Vol.21 No.6

중학교 학생들의 빛에 대한 오개념 조사연구

최순덕,김학수,박재호 부산대학교 사범대학 과학교육연구소 1996 科學敎育硏究報 Vol.23 No.-

25 students were selected from each of a boys' and a girls' middle school respectively, and they were asked to respond to questionnares which consisted of seven questions. The questions were about sight, object color, light scattering, reaching distance of light, velocity of light, the reason of blue sky, and the sun light spectrum. The same questionnaire was given in 3 different circumstances to see if their responses depended on the circumstances. The circumstances dominated the responses perceptually. The responded results were analyzed by net analyses method, and it was found that the students had various thoughts about how to see the object, and had little understanding about the phenomena of light scattering correctly. About 85% of the students did not have the proper basic concept of light.

영국의 의장제도

최순덕 한국발명진흥회 1978 特協 Vol.3 No.8

도시지역 청소년들의 체질량지수와 스트레스간의 연관성

조한준,최순덕,이원영,조동영,유병연 대한가정의학회 2001 Korean Journal of Family Medicine Vol.22 No.5

Anabaena PCC 7120의 窒素固定活性에 미치는 環境要因의 影響

宋承達,崔順德 慶北大學校 1990 論文集 Vol.50 No.-

The growth and yield of heterocyst of nitrogen fixing cyanobacterium Anabaena PCC 7120 by the minimal medium of Allen and Arnon(l/8) were twice higher than those by the medium of BG 11 under optimum environmental conditions. The induction of the heterocyst after 24 hours of cultivation of vegetative cells with the starvation of nitrogen sources resulted in the initiation of the nitrogenase activity. The optimum nitrogenase activity was obtained in the nitrogen free minimal cultures with anaerobic, pH8, 35℃, 7000lux and 120rpm conditions. A significant inhibition was appeared by the aeration, low pH, low temperatures and dark conditions. The addition of NH^+_4, NO^-_3 and NaCl inhibited the nitrogenase activity of Anabaena PCC 7120 and the concentrations for 50% inhibition of the activities were 0.04, 0.20 and 50mM, respectively. The treatments of several toxic heavy metals inhibited significantly the nitrogenase activity by the range of 0.1∼0.6ppm levels and the toxicity was in the order of Co^++>Cd^++>Hg^++>Zn^++>Pb^++.

유치원 기본과정 내실화를 위한 경제ㆍ소비자교육 프로그램」이 유아의 경제기본개념과 자기조절력에 미치는 영향

박찬옥,최순덕 한국영유아교원교육학회 2012 유아교육학논집 Vol.16 No.6

The purpose of this study was to examine the influence of Early Childhood Economic Consumer Education Program of the National Educational Level on young children’s basic economic concepts and self-regulation. A total 54 children (27 children in the experimental group and 27 children in the control group) enrolled in two kindergartens participated in this study. The two kindergartens serve children with similar backgrounds and have implemented similar programs. Early Childhood Economic․Consumer Education Program of the National Educational Level was conducted 30 times for 12 weeks on the experimental group. The results of the study were as follows: First, Early Childhood Economic․Consumer Education Program of the National Educational Level positively influenced young children’s basic economic concepts. The children in the experimental group showed significantly higher scores on the basic economic concepts compared to children in the control group. Second, Early Childhood Economic․Consumer Education Program of the National Educational Level positively influenced young children’s self-regulation. The children in the experimental group showed significantly higher scores on the self-regulation compared to children in the control group. Considering the results of the study, Early Childhood Economic․Consumer Education Program of the National Educational Level can positively contribute to implement the Economic․Consumer Education of young children at educational settings. 본 연구의 목적은 교육과학기술부(2011)에서 개발한 「유치원 기본과정 내실화를 위한 유아경제‧소비자교육 프로그램」을 적용하고, 이러한 경험이 유아의 경제기본개념 및 자기조절력에 미치는 영향을 분석해봄으로써 프로그램의 효과를 살펴보고자 하였다. 이를 위해 만 5세 유아 54명(실험집단 27명, 비교집단 27명)을 연구대상으로 선정하였고, 실험집단에는 12주 동안 총 30회에 걸쳐 「유치원 기본과정 내실화를 위한 유아경제‧소비자교육 프로그램」을 실시하였다. 수집된 자료는 공변량 분석(ANCOVA)을 통해 분석하였다. 연구결과, 「유치원 기본과정 내실화를 위한 유아경제‧소비자교육 프로그램」은 유아의 경제기본개념 증진과 자기조절력 향상에 긍정적인 효과가 있었다. 「유치원 기본과정 내실화를 위한 유아경제‧소비자교육 프로그램」은 유아의 경제기본개념 향상 뿐 아니라 자기조절력을 증진시킬 수 있는 경제․소비자교육 방안으로서 교육 현장에서의 적용이 기대된다.

유아과학교육을 위한 교사교육연구동향

김춘희,남기원,우영숙,최순덕 한국영유아교원교육학회 2011 유아교육학논집 Vol.15 No.5

This study analyzed the general research trends of teacher training in early childhood science education. In this study, 43 early childhood science education articles from theses and 8 Korean academic journals, categorizing each article according to research method, purpose of teacher training, approach method of teacher training and teaching strategy were examined. It also examined by era and target. The followings are the result of this study. First, in terms of research type, the majority of study method used were qualitative study in both preservice and inservice teacher's studies. In collecting data, the methods of content analysis in qualitative study and test methods in quantitative study were most frequently used. Second, we analyzed the object of the teacher training. Consequently, the studies of teaching skills were mostly done with inservice teachers while perceiving of science education were researched with preservice teachers. Examining the changes each year, there were tendency of different areas, scientific knowledge, teaching skills, perceiving and attitude of science education, increasing and being studied together. Third, the total number of 21 approaches were found resulting from the analysis of teacher training approaches. Constructive approach, inquiry-based approach, reflective approach, concept mapping approach were used in both study of preservice teacher and inservice teacher. Fourth, as a result of analyzing the teaching strategies in the teacher training, it showed 27 diverse research method in total generally 5-6 teaching strategies were used together in a study. The strategies widely used now are Self-reflection journal writing, consulting and discussion, a lecture, case study since rapid increase in 2000. 본 연구는 유아과학교육을 위한 교사교육의 연구동향을 알아보고, 그 결과가 시사하는 교사교육의 방향과 연구과제를 제시하고자 한다. 연구의 목적을 달성하기 위하여 국내 학위논문 및 학술지 논문 43편을 중심으로 연구방법, 교사교육의 목적, 교사교육 접근법, 교수전략을 예비교사와 현직교사를 대상으로 나누어 분석하고 연도별 연구의 변화를 분석하였다. 연구방법은 질적연구 방법 중 내용분석방법이 많이 활용되었으며, 태도 및 인식 변화에 대한 연구가 많이 이루어졌다. 교사교육 접근법은 구성주의, 탐구중심, 반성적 교수, 개념도 전략 접근법이 많이 사용되었고, 교수전략으로는 반성적 저널쓰기, 협의 및 토의, 강의, 수업사례, 면담이 교수전략으로 많이 활용되었다. 연구결과, 유아과학을 위한 교사교육이 2000년 이후 빠르게 증가하고 있으며, 교사교육에서 연구방법, 교육목적, 교수전략 등이 중복되어 연구되고 있었다.

유아대상 소프트웨어 교육을 위한 교수역량

고은현,문은경,홍찬의,이경희,최순덕,이영석,조정원,Koh, Eun-Hyeon,Moon, Eunkyung,Hong, Chan-Ui,Lee, KyungHee,Choi, Soonduk,Lee, Youngseok,Cho, Jungwon 한국융합학회 2021 한국융합학회논문지 Vol.12 No.10

이 연구의 목적은 유아대상 소프트웨어 교육을 위한 교수역량을 규명하는데 있다. 이를 위하여 문헌연구 및 유아교육, 컴퓨터교육, 교육공학 전문가 집단의 3차 델파이 조사를 시행하여 교수역량을 도출하였다. 그 결과 '소프트웨어 교육목적·목표 및 교육내용 선정', '소프트웨어 교육과정 계획 및 운영', '소프트웨어 교육과정 평가 및 환류'의 3개 역량군 및 15개 역량이 도출되었다. 그리고 연구결과 도출된 교수역량과 선행연구와의 관련성을 논의하고 결과의 시사점을 제시하였다. 이 연구에서 분석된 교수역량은 이후 교사교육 및 교육실행 관점에서 활용될 수 있을 것이다. The purpose of this study was to identify the teaching competency for software education for young children. Teaching competency was derived through literature study and Delphi survey of expert groups. The derived competences are composed of 'selection of software education objectives-goals and educational contents', 'software curriculum planning and implementation' and 'evaluation and feedback of software curriculum'. The derived competencies were found to be 15 competencies in a total of 3 competencies groups. The relationship between the derived competencies and previous studies was discussed and implications were presented. The teaching competency derived from this study can be used for teacher education and instructional practice.