COVID-19 상황에서 온라인 비대면 수업에 대한 초등교사의 인식 - 과학교과를 중심으로 -

강유진 ( Kang¸ Eugene ),정도준 ( Jeong¸ Dojun ),박지훈 ( Park¸ Jihun ),김지나 ( Kim¸ Jina ),박종석 ( Park¸ Jongseok ),남정희 ( Nam¸ Jeonghee ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.4

COVID-19 팬데믹의 위기는 전 세계적으로 교육 시스템에 큰 변화를 초래하였다. 우리나라에서도 COVID-19로 인한 사회적 거리두기 정책에 따라 갑작스럽게 비대면 수업으로 전환되었다. 준비 없는 비대면 수업으로 인해 초등학교 현장에서 발생하는 문제들로 볼 때 이와 관련된 연구가 필요한 상황이다. 본 연구는 초등교사가 인식하는 비대면 수업에서 과학교육의 목표와 방법, 과학탐구활동을 포함한 비대면 수업에서 발생한 문제와 초등교사의 대응, 비대면 수업 경험 후 비대면수업의 장단점과 교사의 역할에 대한 초등교사의 인식을 알아보고자 한다. 온라인 콘텐츠 활용 수업과 온라인 실시간 쌍방향 수업을 포함하는 온라인 비대면 수업을 시행한 초등교사를 대상으로 설문조사(153명)와 포커스 인터뷰(9명)를 실시하였다. 연구 결과에서 3가지 결론과 제안점을 도출하였다. 첫째, 초등교사들은 온라인 비대면 수업에서 비대면 방식에 따라 일방향 강의와 쌍방향 강의를 하였다. 온라인 비대면 수업에서 조사나 토론 등 강의 외의 수업방법을 활용하기 위해서는 교사들의 디지털 리터러시를 높일 필요가 있다. 둘째, 초등교사들은 비대면 수업에서 과학탐구활동의 어려움으로 현장 피드백의 어려움, 준비물 확보의 어려움, 안전 확보의 어려움을 인식하였다. 개인 실험을 위한 실험 꾸러미와 실험 영상을 제공하고 온라인에서 교사-학생, 학생-학생 간 협동적 논의와 피드백을 통해서 어려움을 극복할 수 있다. 셋째, 초등교사들은 비대면 수업의 장점으로 IT 기기를 사용하는 다양한 형태의 수업이 가능하고 개별화된 학습이 가능하다고 인식하였다. 단점으로는 탐구활동이나 협동학습과 같은 대면 기반 수업이 어렵고, 학생의 이해 정도를 알 수 없어서 피드백이 어려우며, 학생간의 상호작용이 어렵고, 학습 격차가 벌어진다고 인식하였다. The crisis of the COVID-19 pandemic has caused significant changes in education systems worldwide, including in Korea. Due to COVID-19’s social distancing policies, the education system was suddenly switched to distance learning, resulting in many problems in primary schools without preparation. The purpose of this study was to investigate a teacher’s awareness of science education techniques, responses to issues in science classes, including inquiry activities, advantages and disadvantages, and roles after experiencing distance learning. Survey and focus interviews were conducted for primary school teachers who had previously participated in distance learning, such as online content classes and real-time interactive classes. The study findings showed three conclusions: 1) Primary school teachers conducted one-way and interactive lectures in online classes. It is vital to improve a teacher’s digital literacy to improve other teaching methods such as investigation and discussion in online classes. 2) Primary school teachers acknowledged the challenges of field feedback, inquiry item preparations, and safety in inquiry activities of science classes, by providing individual experimental packages and videos and using online discussion and feedback among teacher-student and student-student interactions. 3) Primary school teachers recognized that various types of classes using IT devices and individualized learning were possible as advantages of distance learning. As for disadvantages, it was acknowledged that inquiry activities, cooperative learning, immediate feedback, and interaction among students were challenging. Furthermore, learning gaps were wider in distance learning.

Overdensities of galaxies at z~3.7 in the CDF-S

Eugene Kang,Myungshin Im 한국천문학회 2007 天文學會報 Vol.32 No.2

Systemic effects of fluoroscopically guided epidural steroid injection with dexamethasone

Kang, Woo Young,Lee, Joon Woo,Lee, Eugene,Kang, Yusuhn,Ahn, Joong Mo,Kang, Heung Sik The Korean Pain Society 2019 The Korean Journal of Pain Vol.32 No.3

Background: Epidural steroid injections (ESIs) have been widely used in managing spinal pain. Dexamethasone has recently emerged as a useful drug in this setting, relative to particulate steroids, although the associated systemic effects have not been fully elucidated. This study aimed to investigate the incidences and types of systemic effects after fluoroscopically guided ESI with dexamethasone. Methods: This retrospective study included 888 ESIs with dexamethasone (fluoroscopically guided at the cervical and lumbosacral levels) performed on 825 patients during January to June 2017. Data regarding systemic effects were collected via telephone interviews using a standardized questionnaire at 2 weeks after the procedure. Data on patient demographic, clinical, and procedural characteristics were collected and analyzed to identify factors that were associated with systemic effects. All statistical analyses were performed using the chi-squared test. Results: Among the 825 patients, 40 patients (4.8%) experienced systemic effects during the 2-week follow-up period. The most common systemic effect was facial flushing (12 patients, 1.5%), which was followed by urticaria (7 patients, 0.8%) and insomnia (7 patients, 0.8%). A history of spine surgery was significantly associated with the occurrence of systemic effects (P = 0.036). Systemic effects were significantly more common for injections at the cervical level than at the lumbar level (P = 0.019). Conclusions: Approximately 4.8% of the patients who underwent ESI with dexamethasone experienced minor and transient systemic effects. These effects were more common in patients who had undergone a previous spine surgery or received a cervical ESI.

Efficacy and outcome predictors of fluoroscopy-guided facet joint injection for spondylolysis

Kang, Woo Young,Lee, Joon Woo,Lee, Eugene,Kang, Yusuhn,Ahn, Joong Mo,Kang, Heung Sik Springer-Verlag 2018 Skeletal radiology Vol.47 No.8

Galaxy overdensities at intermediate to high redshift

Eugene Kang,Myungshin Im 한국천문학회 2011 天文學會報 Vol.36 No.2

An overdensity of galaxies at z~3.7 in the CDF-S

Eugene Kang,Myungshin Im 한국천문학회 2007 天文學會報 Vol.32 No.1

Facile, hetero-sized nanocluster array fabrication for investigating the nanostructure-dependence of nonvolatile memory characteristics

Kang, Il-Suk,Kang, Min-Ho,Lee, Eugene,Seo, Hyun-Sang,Ahn, Chi Won IOP Pub 2011 Nanotechnology Vol.22 No.25

<P>A facile fabrication of a hetero-sized nanocluster array has been demonstrated by using inert-gas condensation at room temperature. The array consisted of 1.5 and 3.2 nm sized gold clusters. The nonvolatile memory characteristics of a memory cell that had a hetero-sized nanocluster array to be used as a charge-trapping layer were compared to those of two cells that had 1.5 and 3.2 nm sized cluster arrays, respectively. While the average cluster size or the average number of electrons trapped in a cluster was reflected in the programming/erasing characteristics, the nanostructure effect was revealed in the retention characteristics, i.e. the proposed cell was found to have the gentlest degradation of the memory window. This can be explained by a preferential pathway for charge-carrier redistribution, caused by the ionization potential difference between the two nanoclusters of different sizes. </P>

Effect of Poly(Lactide-Co-Glycolide) Nanoparticles on Local Retention of Fluorescent Material: An Experimental Study in Mice

Kang, Yeonah,Lee, Eugene,Lee, Joon Woo,Kim, Sung Rae,Kang, Myung Joo,Choi, Young Wook,Ahn, Joong Mo,Kang, Yusuhn,Kang, Heung Sik unknown 2018 KOREAN JOURNAL OF RADIOLOGY Vol.19 No.5

<P><B>Objective</B></P><P>Poly(lactide-co-glycolide) (PLGA) nanoparticles are promising materials for the development of new drug-releasing systems. The purpose of this study was to evaluate the <I>in vivo</I> retention time of materials loaded in nanoparticles as compared with that of the material alone by <I>in vivo</I> imaging in nude mice.</P><P><B>Materials and Methods</B></P><P>Mice (n = 20) were injected with 0.1 mL fluorescent material 1,1′-dioctadecyl-3,3,3′,3′ tetramethylindotricarbocyanine iodide (DiR)-loaded PLGA nanoparticles (200 nm) into the right paraspinal muscle, and the same volume of pure DiR solution was injected into the left paraspinal muscle. Fluorescence images were obtained using an <I>in vivo</I> optical imaging system. Fluorescent images were taken 1 day after the injection, and seven more images were taken at 1-week intervals. Image analysis was done with ImageJ program, and one region of interest was chosen manually, which corresponded to the highest signal-intensity area of fluorescence signal intensity.</P><P><B>Results</B></P><P>After 7 weeks, 12 mice showed a right-sided dominant signal, representing the DiR loaded PLGA nanoparticles; 5 mice showed a left-side dominant signal, representing the free DiR solution; and 3 mice showed no signal at all beginning 1 day after the injection. During the 7-week period, the mean signal intensities of the free DiR solution and DiR-loaded PLGA nanoparticles diverged gradually. On day 1, the mean signal intensity of free DiR solution was significantly higher than that of DiR-loaded PLGA (<I>p</I> < 0.001). Finally, by week 7, DiR-loaded PLGA express significantly high signal intensity compared with free DiR solution (<I>p</I> = 0.031).</P><P><B>Conclusion</B></P><P>The results of the current study suggested that therapeutic agents bound to PLGA nanoparticles may exhibit prolonged retention times.</P>

Galaxy overdensities at Intermediate to High-redshift

Eugene Kang,Myungshin Im 한국천문학회 2009 天文學會報 Vol.34 No.2

과학교육에서 인성교육의 필요성 및 인성의 구인에 대한 전문가의 인식

강유진 ( Eugene Kang ),전란영 ( Ranyeong Jeon ),김지나 ( Jina Kim ),김희화 ( Heehwa Kim ),박종석 ( Jongseok Park ),손정우 ( Jeongwoo Son ),조혜숙 ( Hyesook Cho ),남정희 ( Jeonghee Nam ) 한국과학교육학회 2018 한국과학교육학회지 Vol.38 No.4

인성교육은 주로 도덕교과에서 교육하는 주제로 인식되어져 왔지만, 최근에는 다른 교과에서도 통합적으로 교육되어야 한다는 주장이 제기되었다. 과학교과에서도 인성교육에 대한 몇 가지 시도가 이루어지고 있으며, 과학교과 고유의 인성교육의 필요성이나 인성구인에 대한 연구가 필요한 상황이다. 본 연구에서는 중등학교 교사, 과학교과 전공 대학교수, 및 연구소 연구원을 포함한 과학교육 전문가들을 대상으로 설문조사와 포커스 인터뷰를 통해서 인성의 필요성 및 인성 구인에 대한 인식을 조사하였다. 전문가들은 과학자들의 활동에 내재된 인성, 학교현장의 요구, 탐구적 지식 습득을 위해 과학교육에서 인성교육이 필요하다고 인식하였다. 인성의 도덕교육적 측면과 시민교육적 측면을 바탕으로, 본 연구에서 본질적 인성의 구인 4가지(정직, 공감, 관용, 자아존중), 실천적 인성의 구인 7가지(개인적 차원; 성실, 책임, 자기조절: 사회적 차원; 배려, 개방성, 소통, 협력)를 제시하였는데, 전문가들로부터 타당성과 중요도를 인정받았다. Recently it has been claimed that character education should be applied not only in ethics but also in other disciplines including science education. With several attempts at character education in previous research on science education, the examination of its requisite and components is needed. This research investigates the necessity and elements of character education to be improved upon in science classes through questionnaires and focus interviews of experts in the field of science education such as secondary school teachers, professors, and researchers. They recognize that character education should be adopted in science education with three backgrounds: scientist activities, the field of secondary school, and inquiry education. Based on moral education and citizenship, elements of character education in science class are comprised of four essential character elements including honesty, sympathy, tolerance, and self-esteem, and seven practical character elements that are divided into personal qualities: sincerity, responsibility, and self-control and social qualities: consideration, openness, communication, and cooperation. Their validity and importance are accepted by experts.