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A Survey on Teachers Perceptions of the Use of Advanced Science and Technology in Education
문수진(Sujin Moon),이지원(Jiwon Lee),김중복(Jung Bog Kim) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.4
The purpose of this study is to compare and analyze the perceptions of in-service teachers on the use of advanced science and technology in education by school, grade, major, and teaching career, and to provide implications for future policies related to advanced science and technology education. 409 elementary and secondary school teachers responded to a survey asking about their perception of the use of advanced science and technology in the education field, and the results of the analysis are as follows. First, it was found that elementary school teachers have a higher understanding of advanced science and technology than secondary school teachers and are using advanced science and technology more in the educational field. Second, as for the perception of secondary school teachers according to their major, engineering teachers had the most positive perception, and liberal art teachers had the lowest perception and the lowest frequency of use. Third, the perception of advanced science and technology by teaching career showed a generally positive as the teaching experience increased, and the awareness and frequency of use of low-experienced teachers was the lowest. In particular, the liberal art and low-career teachers had low current usage frequency and knowledge of cutting-edge science and technology, but perceived positively their belief in the educational effect of advanced science and technology and their intention to use it in the future. In order for the Ministry of Education to properly implement the policy to utilize advanced science and technology in education, we propose policies and support for various subjects, and the necessity of advanced science and technology education for pre-service teachers of teacher training institutions.
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강부식(Kang Boosik),문수진(Moon Sujin) 대한토목학회 2010 대한토목학회논문집 B Vol.30 No.6B
기상청에서 제공하는 강우수치예보정보를 활용하여 10일이내의 중기유량예측을 수행하였다. 기상청의 원시예보w자료로는 2일예보를 위한 RDAPS와 10일예측을 위한 GDAPS예측자료를 활용하였다. 수치예보의 정확도를 제고하기 위하여 강우상세정보를 생산할 수 있는 강수진단모형(QPM)과 QPM모의결과에 내재된 계통적 편이를 제거하기 위하여 분위사상과정(Quantile Mapping)을 적용하였다. QPM모의결과를 유출모형의 입력정보로 활용하기 위하여 일관적인 체계를 갖춘 유역강수 정보로 변환하여, 장기연속유출모형인 SSARR모형을 이용하여 금강유역내 주요지점에서의 유량예측을 수행하여 유량예측에 대한 검증을 수행하였다. 2006년 1월 1일부터 6월 20일까지 강수예측을 수행한 결과 2일예측인 RQPM의 경우 기간 총강수량을 기준으로 실적강우대비 89.7%왜 강수모의값을 보임으로서 양호한 예측성능을 확인할 수 있었다. 유량예측모의에 있어서는 2일예측의 경우 일부 강우사상에서 예측누락과 예측오류가 발생하였지만 전반적으로 유량예측이 양호한 수준이었다. 다만, 하류지점의 경우 조절유량에 의한 유출모형보정의 어려움과 수위-유량관계곡선의 신뢰도저하등의 이유로 예측성능이 떨어지는 경우도 있었다. GQPM에 대한 10일깅우예측은 첨두강수와 강수총량에 있어서 다소 과소한 모의값을 보이고 있으며, 강수보정효과도 RDAPS에 비하여 저조한 수준이었다. 이 부분은 강수예측의 사후보정으로는 한계가 있는 것으로 보여지며 원시예측모형의 안정화를 통하여 개선할 수 있는 부분으로 판단된다. The mid-range streamflow forecast was performed using NWP(Numerical Weather Prediction) provided by KMA. The NWP consists of RDAPS for 48-hour forecast and GDAPS for 240-hour forecast. To enhance the accuracy of the NWP, QPM to downscale the original NWP and Quantile Mapping to adjust the systematic biases were applied to the original NWP output. The applicability of the suggested streamflow prediction system which was verified in Geum River basin. In the system, the streamflow simulation was computed through the long-term continuous SSARR model with the rainfall prediction input trans-form to the format required by SSARR. The RQPM of the 2-day rainfall prediction results for the period of Jan. 1~Jun, 20, 2006, showed reasonable predictability that the total RQPM precipitation amounts to 89.7% of the observed precipitation. The streamflow forecast associated with 2-day RQPM followed the observed hydrograph pattern with high accuracy even though there occurred missing forecast and false alarm in some rainfall events. However, predictability decrease in downstream station, e.g. Gyuam was found because of the difficulties in parameter calibration of rainfall-runoff model for controlled stream-flow and reliability deduction of rating curve at gauge station with large cross section area. The 10-day precipitation prediction using GQPM shows significantly underestimation for the peak and total amounts, which affects stream-flow prediction clearly. The improvement of GDAPS forecast using post-processing seems to have limitation and there needs efforts of stabilization or reform for the original NWP.
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예비과학교사의 온라인 기반 실천적 교수역량의 향상을 위한 학습조력 프로그램의 개발과 적용
이지원(Jiwon Lee),문수진(Sujin Moon),김중복(Jung Bog Kim) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.15
목적 본 연구에서는 온라인에서 수행되는 과학 수업을 위해 예비과학교사의 온라인 기반 실천적 교수 역량을 향상시킬 수 있는 학습조력(Learning assistant: LA) 프로그램을 개발하는 것을 목적으로 한다. 방법 온라인 기반 교수 역량을 수업 설계, 자료 개발, 수업 실행, 수업 성찰 역량으로 규정하고, 이를 향상시키기 위하여 LA 양성과정을 교수이론, 계획, 수행, 평가의 네 단계로 구성하였다. LA 참여과정은 학습조력자가 학습조력을 연습하는 과학 교양 수업으로, 개념 도입, 개념 이해, 개념 심화의 단계로 구성하였다. LA 양성과정의 ‘수행’ 단계와 LA 참여과정의 ‘개념 심화’ 단계는 서로 교차되는데, 학습조력자는 학습자의 개념 이해와 심화를 돕고, 학습자는 학습조력자가 교수역량을 향상시키도록 돕는다. 학습조력자는 물리교육과 환경교육을 전공하는 2-4학년 13명이 참여하였고, 학습자는 다양한 전공의 1-3학년 24명이 참여하였다. 학습조력자들은 온라인 기반으로 수정된 RTOP 검사를 실시하였다. 이후 대응표본 t-검정을 통해 프로그램 적용 전후 온라인 기반 실천적 교수역량의 변화를 분석하였다. 결과 한 학기동안 LA 양성과정 및 LA 참여과정 모두 전 차시 온라인으로 수행되었다. 학습조력자는 온라인 실험 제작, 온라인 평가, 온라인 토의토론의 지도 등 온라인 수업의 맥락에서 교수학습의 효과성을 높일 수 있는 교육학적 전략에 대하여 학습하고, 이를 적용할 구체적인 계획을 세운 후 실제로 학습 조력을 수행하였다. 수정된 RTOP을 이용하여 학습조력자의 조력 수행을 상호평가한 결과, 학습조력 경험이 누적됨에 따라 온라인 기반 실천적 교수 역량이 향상되었다. 결론 이러한 결과는 교원 양성을 위한 사범대학 교육과정에서 온라인 교수역량을 기르는 방안에 있어 새로운 방향을 제시한다는 점에서 의의를 가진다. Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes. Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of concept introduction, concept understanding, and concept development. The ‘practice’ stage of the LA training course and the ‘concept development’ stage of the LA supported course intersect. 13 students from 2nd-4th grades majoring in physics education and environment education participated as learning assistants, and 24 students from 1st-3rd graders from various majors participated as learners. LA conducted a modified RTOP test based on online. After that, the change in online- based practical teaching capabilities before and after application of the program was analyzed through the corresponding sample t-test. Results Since both courses were conducted online for one semester, learning assistants can increase the effectiveness of learning at online teaching context such as online experiment, online evaluation, and online discussion guidance, after learning about PCK and making plans to apply them, they actually helped with learning. As a result of evaluation of the learning assistant's performance using RTOP, it was confirmed that the online-based practical teaching competency improved as the learning assistance experience was accumulated. Conclusions This result is significant in that it suggests a new direction in the way of nurturing online teaching competency in the college curriculum for teacher training.
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반건호(Geon Ho Bahn),배재호(Jaeho Bae),문수진(Sujin Moon),민정원(Jungwon Min) 대한소아청소년정신의학회 2011 소아청소년정신의학 Vol.22 No.2
Introduction:Attention-deficit hyperactivity disorder (ADHD) was a newly coined term for a disease that existed prior to its naming in the mid 20th century. The issue about whether ADHD is a new disorder or merely a new name for an existing disorder is still controversial. The authors tried to find the clues to the answer for this question through reviewing historical documents for traces of ADHD. Contents:We could find literatures and medical records that contain possible ADHD symptoms. In particular, in 1845, Heinrich Hoffmann’s ‘fidgety Philip’ or ‘Johnny Look-in-the-air’ nearly satisfies today’s criteria for ADHD. Methylphenidate was approved as a promising chemical for inattention in 1957 before the establishment of the concept of ADHD. In 1968, ADHD was first officially introduced as “Hyperactivity Reaction of Childhood” by DSM-II. In 1980, DSM-III, ‘Attention Deficit Disorder (ADD)’ was adopted as an official diagnostic term and changed to ‘ADHD’ since the creation of DSM-III-R in 1987. Conclusion:As stated above, ADHD has existed since long ago and became familiar via an advanced diagnostic system and therapeutic options.
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