듀이 이론에 기초한 사회과 탐구모형 연구

김찬미 ( Kim¸ Chanmi ) 한국사회과교육학회 2021 시민교육연구 Vol.53 No.4

듀이(Dewey)는 학생의 삶과 학교 교육의 연결을 주장했던 학자로, 그의 사상은 사회과교육의 형성 과정에 많은 영향을 미쳤다. 그러나 사회과의 교과 모형 중 듀이의 영향을 받아 구성된 듀이식 탐구모형(바, 바스, 셔미스의 구분에 따르면 반성적 탐구모형)을 실제로 현장에 적용했을 때, 여전히 수업이 학생의 삶과 분리된 채로 남아있는 경우가 많다. 본 연구에서는 왜 이러한 현상이 나타나는지 확인하기 위해 듀이식 탐구모형을 듀이 이론에 비추어 검토하고 대안을 모색하였다. 검토의 대상이 된 듀이식 탐구모형은 헌트와 메트칼프의 모형(문제해결 수업 모형), 올리버와 쉐이버의 모형(논쟁문제 수업 모형), 엥글과 오초아의 모형(의사결정 수업 모형)이었다. 듀이식 탐구모형이 학생의 삶과 분리되기 쉬운 이론적 이유는 듀이의 ‘질성(quality)’ 개념을 배제한 채로 듀이 이론을 사회과교육에 적용한 것에서 찾아볼 수 있다. 일차적 경험 속에서 교육 내용이 지칭하는 상황의 질성을 충분히 느낄 때 교육 내용과 학생들의 생활관심이 연결될 수 있으나, 듀이식 탐구모형은 이 점을 고려하지 않고 생활관심을 자아와의 관련성 측면에서만 해석하여 사회문제를 학생들의 개인적인 의미와 연결하는 구체적인 방법을 찾지 못하였다. 또한 듀이의 반성적 사고는 질성적 사고와 이론적 사고가 통합된 것이나, 듀이식 탐구모형은 이를 객관주의적으로 해석하여 경험의 질성과 멀어진 탐구를 시도하였다. 따라서 이와 같은 듀이식 탐구모형의 한계를 보완하는 방법으로 일차적 경험을 통해 학생의 생활관심을 고려하고, 사실탐구와 가치탐구가 통합된 형태의 반성적 사고를 수행할 것을 제안하였다. Dewey was a scholar who argued for the connection between students’ life and school education, and his ideas had a great influence on the formation process of social studies education. However, the class is still separated from the student's life when the social studies teachers apply the Deweyean inquiry model (the reflective inquiry model according to the classification of Bar, Bath, and Shermis). To identify the reason for the discrepancy, the Deweyean inquiry model is reviewed in consideration of Dewey’s theory and its alternatives are scrutinized in this study. In particular, three main teaching models, constructed under the influence of Deweyean inquiry, are investigated: Hunt and Metcalf's model (problem solving teaching model), Oliver and Shaver's model (controversial issues teaching model), and Engle and Ochoa's model (decision making teaching model). The gap between Dewey’s theory and the Deweyean inquiry model explains why these three models run into limits. When Deweyean inquiry model applies Dewey’s theory to social studies education, they exclude Dewey’s concept of ‘quality’. Students’ interests can relate to the educational content when they feel the quality of the situation via the primary experience. However, the Deweyean inquiry model does not take this into account, instead interpreting interest only as concerning self. Therefore, it does not find a concrete way to connect social problems with individual student’s lives. In addition, Dewey’s reflective thinking is an integration of qualitative thinking and theoretical thinking, but Deweyean inquiry model interprets it objectively and tries to explore it apart from the quality of experience. Therefore, as a way to supplement the limitations of the Deweyean inquiry model, it is suggested to consider students' interests through primary experiences, and to conduct reflective thinking in an integrated form of fact inquiry and value inquiry.

Mary Wroth’s Constant Advice to Early Stuart Regime through her Veiled Political Text, Urania

( Chanmi Ko ) 한국영미문학페미니즘학회 2019 영미문학페미니즘 Vol.27 No.1

Mary Wroth casts Urania, who unmistakably speaks for the author as the title protagonist of Urania, in the role of a pragmatic counselor with the power of reason. Urania’s advice brings to mind Lipsius’s precepts of constancy. In early Stuart England, Lipsian constancy was sought in the place of English Parliament in order for MPs to preserve their right and duty as a counselor to the King. In this regard, Wroth’s use of the term constancy extends to the public discussion of civic virtue. Urania is initially regarded as an insignificant woman whose advice is not worth listening to. However, Urania proves that she is worthy as a reasonable and great counselor. By demonstrating that women are also eligible as an effective counselor, Wroth herself participates in the public discourse of Lipsian constancy and Tacitism. Wroth, who could not officially present petitions to the King, deployed her political advice within her Urania. In the midst of James’s prohibition on freedom of speech, Wroth implicitly criticizes the King’s misrule as she materializes the political fantasy on the stage of Urania through the representation of the idealized king. Wroth strategically veils her warnings against the royal misrule as she averts the attention of readers from her treatment of political matters by publicizing her private story, the scandal with William Herbert. By casting Herbert in the role of an idealized Emperor, Wroth brings to the fore the contrast between the pseudo-pacifist King James and the warlike Herbert. Furthermore, Wroth offers her own advice on the best form of government by representing a limited monarchy in Urania. Disguising herself as an ignorant woman to veil her serious political counsel, Wroth present Urania as her own version Petition of Rights to James.

Characteristics of ODA Allocation to Higher Education Focusing on France and Germany

Chanmi Kim 한국국제협력단 2014 국제개발협력 Vol.2014 No.4

CaLEA1 is a late embryogenesis abundant protein in pepper that positively regulates abscisic acid signaling, drought and salt stress response

Chanmi Park,Hyunhee Joo,Woonhee Baek,Sung Chul Lee 한국육종학회 2015 한국육종학회 심포지엄 Vol.2015 No.07

Drought and high salinity are the most important abiotic factors limiting plant development, growth, and crop productivity in agriculture (Munns and Tester 2008, Sengupta and Majumder 2009, Zhu 2002). As sessile organisms, plants are frequently exposed to drought and high salinity conditions, which alter water potential and cause osmotic stress, leading to serious damage to plant tissues (Bartels and Sunkar 2005, Boudsocq and Lauriere 2005). During exposure to water stress, plants display many physiological changes, such as reduction of water content, closure of stomata, and decreased cell enlargement and growth. In addition, severe and continuous water stress in plants causes the cessation of photosynthesis and disturbance of metabolism, and finally results in death (Nath et al. 2005, Shao et al. 2008). To adapt to these abiotic stress conditions, plants show a variety of responses, including the accumulation of abscisic acid (ABA) and expression of a large number of stress-related proteins (Krasensky and Jonak 2012, Lee and Luan 2012, Skriver and Mundy 1990, Stewart and Lee 1974). Although the cellular and molecular responses to environmental stress are well studied (Hasegawa et al. 2000, Thomashow 1999), the mechanisms underlying the functional modifications caused by osmotic stress are yet to be clarified, because of the complexity at the cellular level as well as at the whole plant level (Ashraf and Harris 2004, Flowers 2004, Foolad et al. 2003a, 2003b, Xiong et al. 2002).

Effect of quench rate on the mechanical properties and formability of AA7075 under different aging conditions

Chanmi Moon,Jinwoo Lee,Myoung-Gyu Lee 한국소성가공학회 2020 한국소성가공학회 학술대회 논문집 Vol.2020 No.6

Design and Development of Open NMS Interface

ChanMi Jung,HoJin Park 대한전자공학회 2005 ITC-CSCC :International Technical Conference on Ci Vol.2005 No.4

The putative E3 ubiquitin ligase CaAIR1 in pepper regulates abscisic acid signaling and drought stress response

Chanmi Park,Hyunhee Joo,Woonhee Baek,Sung Chul Lee 한국육종학회 2015 한국육종학회 심포지엄 Vol.2015 No.07

Several E3 ubiquitin ligases have been associated with the response to abiotic and biotic stresses in higher plants. Here, we report that the hot pepper (Capsicumannuum) abscisic acid (ABA)-InsensitiveRINGprotein1gene(CaAIR1) is essential for a hypersensitive response to drought stress. CaAIR1 contains a C3HC4-type RING finger motif, which plays a role for attachment of ubiquitins to the target protein, and a putative transmembrane domain. The expression levels of CaAIR1 are upregulated in pepper leaves by ABA treatments, drought, and NaCl, suggesting its role in the response to abiotic stress. Our analysis showed that CaAIR1 displays self-ubiquitination and localized in the nucleus. We generated CaAIR1-silenced peppers via virus-induced gene silencing (VIGS) and CaAIR1-overexpressing (OX) transgenic Arabidopsis plants to evaluate their responses to ABA and drought. VIGS of CaAIR1 in pepper plants conferred an enhanced tolerance to drought stress, which was accompanied by low levels of transpirational water loss in the drought-treated leaves. CaAIR1-OX plants displayed an impaired sensitivity to ABA during seed germination, seedling, and adult stages. Moreover, these plants showed enhanced sensitivity to drought stress because of reduced stomatal closure and decreased expression of stress-responsive genes. Thus, our data indicate that CaAIR1 is a negative regulator of the ABA-mediated drought-stress tolerance mechanism.

Identification of mechanical properties and interface damage of corrosion resisted-alloy cladding plate using hybrid experimental-numerical approach

Chanmi Moon(문찬미),Jung Yun Won(원정윤),Sung-Woong Kim(김성웅),Myoung-Gyu Lee(이명규) 한국자동차공학회 2021 한국자동차공학회 학술대회 및 전시회 Vol.2021 No.11

성향점수 활용방법

박찬미 ( Chanmi Park ) 대한간학회 2020 임상연구방법론워크숍 Vol.2020 No.1

텍스트 제시 유형에 따른 초등학교 2학년 발달성 난독 학생과 일반 학생의 읽기유창성 특성

김찬미(Chanmi Kim), 유해림(Haerim Yu), 엄지목(Jimok Eom), 강정수(Jungsoo Kang), 배소영(Soyeong Pae) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.9

목적 초등 저학년군(1-2학년)의 국어 교과 목표로 유창한 읽기 능력을 포함하고 있다. 따라서 발달성 난독 학생의 해독 능력뿐만 아니라 유창한 읽기 능력에 대한 지원이 필요하다. 본 연구에서는 발달성 난독 학생이 시공간적 요인을 고려한 텍스트 제시유형에 따라 읽기유창성 능력에 어떠한 차이를 보이는지 살펴보고, 지원 방법을 논의하고자 하였다. 방법 인지 및 언어 능력에 어려움이 없으나 읽기에 어려움을 보이는 발달성 난독 학생 13명과 일반 학생 13명을 대상으로 읽기유창성 능력을 정확도, 속도, 운율 측면에서 살펴보았다. 해독 난이도와 언어적 난이도를 조절한 텍스트를 문장의 구두점을 경계로 문단을 구성한 문장 줄 바꿈형 텍스트와 줄글 형식의 일반교과형 유형으로 구성하였고, 각 유형별로 두 가지 텍스트를 순서효과와 반복효과를 배제하여 제시하였다. 결과 정확도면에서는 발달성 난독 집단이 일반집단보다 낮은 정확도를 보였으나 각 집단 내에서 텍스트 제시 유형에 따른 정확도 차이를 보이지 않았다. 읽기 속도에서는 발달성 난독 집단이 일반 집단보다 텍스트를 느리게 읽는 것으로 나타났으며, 문장 줄 바꿈형 텍스트보다 일반교과형 텍스트에서 속도가 더 느린 것으로 나타났다. 운율면에서는 발달성 난독 집단이 일반 집단보다 운율 총점이 낮았지만, 텍스트 제시 유형에 따른 차이를 보이지 않았다. 결론 발달성 난독 학생에게 어느 정도 해독 가능한 텍스트를 제시해주었을 때 정확도 면에서 발달성 난독 학생이 일반아동처럼 텍스트 제시 유형에 따른 차이가 나타나지 않아 텍스트의 조절이 중요함을 확인하였다. 반면 속도 면에서는 문장 줄 바꿈형보다 일반교과형 글에서 더욱 느린 속도로 읽어내어 일반아동과 격차가 벌어지고 있는데, 발달성 난독 아동에게 처리속도에 대한 지원이 매우 필요함을 시사한다. Objectives Reading fluency is an important factor that connects decoding ability and reading comprehension ability. Given that fluent reading is essential for language classes in lower grades of elementary school in Korea, it is necessary to support not only the decoding ability but also student’s reading fluency. This study investigated the differences in reading fluency ability of two groups of children according to text presentation types. Methods Thirteen students with developmental dyslexia(DYS) and 13 typically developing students(TD) read two types of decodable texts, sentence-broken type and general type. Reading accuracy, speed and prosody were measured. Results DYS revealed lower accuracy and prosody scores than TD, while there were no differences in accuracy and prosody according to text presentation type. DYS took longer time to finish reading texts than TD, while only DYS took longer time to read general type text than sentence-broken type text. Conclusions When presenting a text that is decodable to a certain extent to DYS, the text presentation type didn’t seem to matter for reading accuracy, although reading speed was influenced by the presentation type. It seems very important to consider the visuo-spatial presentation format as well as the decodability of the texts to support DYS’s reading fluency meaningfully.