실과(기술ㆍ가정) 교육과정에서 정보통신기술(ICT)의 통합적 수용방안

최유현(Choi Yu Hyun) 한국실과교육학회 2004 한국실과교육학회지 Vol.17 No.1

The purposes of this study were to analyze reflected contents of Information Communication Technology on 7th Practical arts curriculum, to suggest the strategies of teaching and learning methods and educational contents that Information Communication Technology integrate into practical arts education. 1. In 7th curriculum, Information Communication Technology in Practical arts education have reflected as two aspects of educational content and methodology. 2. The strategy of restructuring lesson units would suggested for Information Communication Technology integrate into practical arts education in current stage. 3. For the future, the strategy of curriculum restructuring would suggested for Information Communication Technology integrate into practical arts education in educational content aspect. And in the educational methodology aspect, the Choi’s ICT model for practical arts education will be applied. As a result of that, I suggest that the study of this matter should be continued more specifically.

창의적 공학교육을 위한 문제중심학습(PBL)의 모형과 절차의 탐색

최유현,Choi Yu-Hyun 한국공학교육학회 2005 공학교육연구 Vol.8 No.1

문제중심학습은 실세계 환경과 공학적 환경에서 탐구하고 문제 해결하는 실천적 학습에 중점을 두며, 크게 교육과정 조직자와 수업전략의 두 가지 전략을 포함한다. 이 연구에서 구안한 PBL 전략은 크게 교육과정 조직자로서의 문제설계 단계와 수업전략으로서의 문제 적용 단계로 구분된다. 특히 문제 적용 단계는 문제해결 학습에 기초하며, 그 절차는 즉 '문제의 확인', '문제의 구체화', '해결방안의 탐색과 창안', '해결방안의 선정', '해결방안의 구체화', '실행', '평가', '적용과 성찰'의 단계이다. 특히 이 연구에서 계획과정의 상세화는 문제해결 모형이 갖는 장점 중의 하나인 문제해결을 위한 구상, 즉 확산적 사고와 수렴적 사고활동을 유도하기 위한 전략의 방편이 된다. Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

기술적 문제해결 과정에 나타난 사고 활동의 분석과 그 계발 전략

최유현,Choi, Yu-Hyun 仁川敎育大學校 科學敎育硏究所 2003 과학교육논총 Vol.15 No.-

이 연구는 기본적으로 문제해결 절차 모형에서 나타난 사고 활동을 무엇이며, 그 사고 활동을 계발하기 위한 구체적 전략에 대하여 이론적 탐구를 하는 것이었다. 이론적 연구에 기초하여 기술적 문제해결 과정에 따른 문제해결 사고 및 능력 모형이 구안되었다. 즉 문제해결 과정에서의 문제해결 사고는 계획단계에서 아이디어를 생산하는 확산적 사고, 생성된 여러 가지 아이디어를 선정하는 수렴적 사고, 그리고 문제해결 평가 단계에서의 과정 및 결과를 평가하는 활동에서의 비판적 사고와 밀접한 관련을 맺는다. 또한 문제해결 과정에서의 지적 능력인 문제해결능력은 문제 확인단계에서 인식 능력, 계획단계의 창의력, 의사 결정능력, 문제 실행 단계에서 실천능력, 문제해결 평가 단계에서의 평가능력으로 개념화 하였다. 이러한 모형에 기초하여 이 연구에서 확산적 사고와 수렴적 사고의 기법들을 정리하여 제시하는 것으로 그 사고 계발 전략을 마련하였다. 이러한 사고 전략 기법들은 아동의 문제해결 과정에서도 적용 될 수 있지만, 문제해결 활동 이전에 확산적 사고 활동 프로그램 및 수렴적 사고 활동 프로그램으로 활동을 한다면 아이들의 문제해결 활동이 보다 촉진될 수 있을 것이다. The purposes of this study were to develop the model of thinking activities in technological problem solving process and to propose the strategies for developing of thinking ability. The results from this research were as follows: First, thinking activities in technological problem solving process were the divergent thinking for generating ideas, the convergent thinking for selecting the best idea in plan step of problem solving process and critical thinking in evaluation step of problem solving process. Second, the strategies for developing of divergent thinking proposed in this study were Brainstorming, Brainlighting, Mind map, Synetics, Checklist, SCAMPER, etc. The strategies for developing of convergent thinking proposed in this study were Creative Evaluation, Highlighting, Anti-brainstorming, ALU, P-P-C Dialog, Evaluation Matrix, PMI, CAF, Rules, C & S、AGO, etc. As a result of that, I suggest that the outcome of this research should be applied to the real class and the study of this matter should be continued.

포트폴리오 평가의 개념과 절차; 공학교육 학습평가의 한 가지 대안

최유현,Choi Yu-Hyun 한국공학교육학회 2000 공학교육연구 Vol.3 No.2

최근 교육평가의 논의에서 포트폴리오는 대안적 평가의 한 유형으로 부각되고 있다. 즉 포트폴리오 평가는 평가의 보편적인 접근과는 달리 학생들의 학습 활동을 전 시간에 걸쳐 수집하고 평가하는 혁신적인 평가 방법으로 대두된다. 특히 공학교육에서의 이러한 접근은 공학교육의 특성상 의미있는 접근이 되며, 이 연구에서는 공학교육에서의 포트폴리오의 평가의 개념을 논의하고 나아가 실제로 공학교육에서 포트폴리오를 평가에 적용할 수 있는 절차를 제안하는 것이었다. 이 연구의 탐색 결과는 학생들이 학습 목표를 도발하는데 서류화한 학생들의 활동 생산물을 수집하고 평가하는 유목적적, 체계적, 성찰적 과정으로 정의되며, 적용을 위한 절차는 포트폴리오의 목적, 내용, 평가, 활용의 네 단계를 제안하였다. Portfolio are emerging as a prominent type of alternative assessment. Portfolio assessment is becoming increasingly clear that this method of collecting and evaluating student work over time has significant advantages over more conventional approaches to assessment. So the purposes of the study were to review the concepts and steps for planning and implementing portfolio assessment in engineering education. In education, portfolio can be defined as a purposeful, systematic, reflective process of collecting and evaluating student products to document progress toward the attaintment of learning targets. Four steps for planning and implementing portfolio assessment in engineering education were suggested as follows: 1) determine purpose 2) determine sources of content, 3) teacher evaluation of contents and student self-evaluation, 4) using of portfolio.

학습과 평가를 통합한 실과 수행중심 수업전략의 개발과 적용

최유현(Choi Yu Hyun),이승도(Lee Seong Do),천봉혜(Chon Bong Hae) 한국실과교육학회 1999 한국실과교육학회지 Vol.12 No.2

The purposes of this study were to develope the performance-based strategy through integrating of learning and assessment in Practical Arts Education and to get qualitative evidences by putting it practically as a case into the classroom. The study was carried out the reviewing literatures and the qualitative case study research to develope the instructional strategies by integrating of learning and assessment. The important materials of the evidence are the teacher’s participant observation, structured interviewing of students, survey questionnaires, student’s learning and assessment products and documents. As result of reviewing literatures, the model of performance-based learning method consists of ‘Basic Model’, ‘Subordinate 1 Model for learning strategy’ and ‘Subordinate Mode 2 for assessment strategy’. The results of qualitative case study were as follows: 1. In the instructional strategy integrating of Iearning and assessment, the plan for instruction is the most important work. Only when it is preconditioned, we can be guaranteed successful learning and assessment. 2. Through the performance-based learning integrating of learning and assessment, all the students can carry out the task by themselves, so they can do it with an interest. 3. Through the performance-based strategy integrating learning and assessment, we can expect ‘easiness’ and ‘efficiency’ from the integration, that is to say, it is found that this integrating approach is more effective than separate learning and separate assessment.

주니어 발명리더과정 발명교육 프로그램 개발과 효과분석

최유현(Choi, Yu Hyun),문대영(Moon, Dae Young),김용익(Kim, Yong Ik),이한규(Lee, Han Gyu),이진우(Lee, Jin Woo),강경균(Kang, Kyoung Kyoon),이주호(Lee, Ju Ho),김동하(Kim, Dong Ha) 한국실과교육학회 2007 한국실과교육학회지 Vol.20 No.4

The purpose of the study was to develop education program for the junior invention leader and to analyze the effect it. It was proved by experimental study on technological problem solving styles, invention attitudes and learning satisfaction of the elementary and middle school student. The method of study was experimental study and reviews. Two experimental designs were applied for this study. The conclusions of experimental study were as follows: 1. The middle school students were effective on technological problem solving styles and invention attitudes after developed education program activity for invention. 2. In comparing with the post-test experimental groups, technological problem solving styles of developed education program activity for invention in middle school students were higher than the pre-program. And education program for invention was developed the latest workbook, handbook, teacher s manual. The developed products of the study were as follows. 1. Workbook - Basic course (for elementary school students) - Intermediate course (for middle school students) - Advanced course (for high school students) 2. Handbook - Integrated book of the basic, intermediate and advanced handbook 3. Teacher s manual - Basic course (for elementary school students) 4. Teacher s manual - Intermediate course (for middle school students) 5. Teacher s manual - Advanced course (for high school students) Finally, the elementary, middle and high school student will have interest and ability about invention education of in junior invention education program. Also, this study will make efficient use of model in the school.

창의교육 거점센터 운영을 위한 프로그램 주제 개발

최유현(Choi, Yu-hyun),이동원(Lee, Dong-won),박용한(Park, Yong-han),김승현(Kim, Seung-hyun),류민형(Ryu, Min-hyeong) 한국실과교육학회 2021 한국실과교육학회지 Vol.34 No.3

이 연구는 창의교육 거점센터 운영을 통하여 학생들에게 의미있는 교육 기회를 제공하기 위한 프로그램 주제를 개발하기 위하여 수행되었다. 이를 위해 전문가 숙의에 통해 개발된 19가지 창의교육거점센터 프로그램에 대하여 초중고 학생 406명과 교사 40명을 대상으로 설문을 실시하였으며, 각 프로그램에 대한 이들의 인식을 조사하고 분석하였다. 주요 연구의 결과는 다음과 같다. 첫째, 창의교육 거점센터 교육 프로그램은 전문가 숙의과정을 거쳐 총 19개의 프로그램이 1차 선정되었다. 둘째, 1차 선정된 프로그램에 대한 학생 인식 분석 결과 초등학생들은 ‘주니어 AI 공학자’, 중, 고등학생들은 ‘라즈베리파이 자율 주행 자동차’ 프로그램에 대한 인식이 높게 나타났다. 셋째, 1차 선정된 프로그램에 대한 교사 인식 분석 결과 ‘글로벌 환경 연구소’, ‘주니어 AI 공학자’ ‘디자인 씽커, 살아있는 실험실’ 프로그램에 대한 인식이 높게 나타났다. 이러한 결과를 기반으로 다음과 같은 시사점을 도출하였다. 첫째, 학생들이 선호하는 프로그램에 있어서 학교급에 따른 차이가 나타난 만큼 학교급을 고려하여 프로그램을 개발할 필요가 있다. 둘째, 교사와 학생의 프로그램에 대한 인식 차이가 나타난 만큼 교육적 목적과 학생의 흥미를 함께 고려할 필요가 있다. 셋째, 다양한 프로그램이 개설될 수 있는 만큼 이수 방법에 대한 고민이 필요하다. This study was conducted to develop program themes to provide meaningful educational opportunities to students through the operation of the Creative Education Base Center. For this, 406 elementary, middle and high school students and 40 teachers were surveyed for 19 creative education center programs developed through expert deliberation, and their perceptions of each program were investigated and analyzed. The main research results are as follows. First, a total of 19 programs were first selected through the expert deliberation process for the education program of the creative education base center. Second, as a result of student perception analysis, elementary school students showed high awareness of the Junior AI Engineer , and middle and high school students had high awareness of the Raspberry Pi self-driving car program. Third, as a result of analyzing teachers perceptions, there was a high awareness of the Global Environment Research Center , Junior AI Engineer and Design Thinker, Living Lab programs. Based on these results, the following implications were derived. First, it is necessary to develop the program considering the school level, as there are differences according to the school level in the programs preferred by the students. Second, it is necessary to consider both the educational purpose and the interest of the students as there is a difference in the perception of the program between teachers and students. Third, since various programs can be opened, it is necessary to think about how they can be taken.

기술과 교육을 위한 수행 평가 모형의 탐색과 개발

최유현(Yu Hyun Choi) 대한공업교육학회 1997 대한공업교육학회지 Vol.22 No.2

The purposes of the study were to review the research trends of performance-based assessments, and to develop the model of performance assessment of technology education based on models of performance-based assessment as an alternative assessment. The major findings of this study were as follows: 1. As result of reviewing literatures, the assessments of performance based approaches such as direct assessment, authentic assessment, alternative assessment, portfolio assessment. process-oriented assessment were discussed in recent years. 2. Most models of performance assessment as result of reviewing literatures were based on the integrated approach of performance-based learning and assessment. 3. Four steps of performance assessment model induced by reviewing a literatures in this study were developed as a problem solving approach ; 1) stating the performance tasks, 2) planning the performance tasks, 3) applying the performance tasks, 9) evaluating the results of performance tasks. Based upon the conclusions of the study, the further researches for applying of performance assessment model in technology education should be studied continually.

초등학교 실과교과서의 초등기술교육 내용 분석과 미래 지향적 내용 구성 전략

최유현(Choi Yu Hyun) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.2

Technological literacy benefits students in a number of ways. It is important for all students, even those who will not go into technological careers. Because technology is such an important force in our economy, anyone can be benefit by being familar with it. Generally, technological literacy is the ability to use, manage, understand, and assess technology. The purposes of this study were to induce the conceptual model of technological literacy, to analyze the contents of practical arts textbooks based on the technological literacy model, and to propose the strategies of future contents organizing of elementary technology in practical arts subject. The major findings of study were as follows: The three variables(contents, levels and ability of technological literacy) of technological literacy model induced in this study were proposed. The model was presented the criteria for analyzing the contents of practical arts textbooks. In analyzing the contents of practical arts textbooks, bio-related technology, and manufacturing technology were higher proportions than others technology. And the contents of using and practical ability of technology were higher proportions than those of controlling and problem solving ability of technology. Based upon the results of contents analyzing, the future-contents of elementary technology in practical arts subject will be organize based the studies of technological literacy, which provides an opportunity for students to learn about the processes and knowledge related to technology that are needed to solve problems and extend human capabilities.

미국과 일본의 미래 기술교육 방향에 대한 기술교육 전문가의 인식 : 미국의 「STEL」및 일본의 「21세기 기술교육」을 중심으로

최유현(Yu-Hyun Choi),임윤진(Yun-Jin Lim),김승현(Seung-Hyun Kim),이광재(Kwang-Jae Lee) 대한공업교육학회 2021 대한공업교육학회지 Vol.46 No.2