증강현실을 활용한 국내·외 과학교육 연구 동향 분석 - 초등과학교육 연구를 위한 시사점을 중심으로 -

나지연 ( Na Jiyeon ),윤회정 ( Yoon Heojeong ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.1

In order to investigate the trends in science education research using AR (Augmented Reality) and derive implications for elementary science education, we analyzed 71 research articles on AR application in science education published in both Korea and abroad from 2010 to August 2020. In quantitative aspects, the number of published articles has steadily increased. For domestic researches, the number of papers targeting for elementary school students was higher than that of middle & high school students. In the research method aspects, qualitative methods were most frequently used. In particular, papers regarding the development of AR program and verification of its effectiveness were most frequently published. The researches using mixed method in domestic field were smaller in number than that of the research in abroad. There were similar trends in research targeting elementary school students. In the aspects of the contents, more researches were performed on biology and earth science areas than others. In case of researches for elementary school students, the proportion of researches on biology and earth science was even higher. Domestically the proportion of studies on the convergence of science and non-science subjects was higher than that of foreign studies. The number of researches exploring the effectiveness on ‘non-scientific attitude domain’, ‘cognitive domain’, and ‘program domain’ were relatively higher than that on ‘inquiry & practice domain’ and ‘science-related attitude domain’. For types of AR contents, ‘observation manipulation type’ was mostly studied, followed by ‘experimental activity type’, and ‘learning guide type’. In case of studies on elementary school students, the ratio of ‘observation manipulation type’ contents was higher than that of others, whereas studies on ‘field problem solving type’ were relatively less reported than others. In addition, studies on ‘simple interaction’ were most frequently reported. Particularly, there were relatively few studies on ‘linear and nonlinear interactions’ in domestic field. As a result of analyzing key words, we found that the key words related to the characteristics and implementation of AR frequently occurred, and the key words related to elementary education and the merits of AR had many direct connections with other key words.

네비게이션 수술용 가이드를 이용한 치조정 접근식 상악동 거상술 : 증례보고

나지연(Jiyeon Na),조란영(Ranyeong Cho),장원석(Won-Seok Jang),조승원(Seoung-Won Cho),이상민(Sangmin Yi),온성운(Sung-Woon On),양병은(Byoung-Eun Yang),변수환(Soo-Hwan Byun) 대한치과의사협회 2021 대한치과의사협회지 Vol.59 No.10

Objective : The purpose of this study is to introduce a novel method for safe and precise crestal approach technique for sinus augmentation and implant placement using digital technology. The study further aims to verify effectiveness of the technique in implant placement and sinus augmentation. Materials and Methods : 5 patients who needed crestal approach sinus augmentation for implant placement were collected. There were more than 4mm residual bone in those patients. Intraoral image taking and CBCT taking were performed for digital planning. Digital planning was conducted for crestal approach sinus augmentation and implant placement. 2 navigation surgical guides (crestal/implant) were fabricated for each patient. Results : 10 implants were placed in the patients without specific problems by using crestal approach surgical guide and implant surgical guide. Conclusion : Crestal approach for maxillary sinus augmentation by using navigation surgical guide would be a reliable treatment option for successful implant placement in insufficient residual bone height of maxilla.

초등 과학과 교육과정과 교사용지도서 목표 간의 비교 분석 - 2009 개정 교육과정 3~4학년을 중심으로 -

나지연 ( Jiyeon Na ),윤혜경 ( Hyegyoung Yoon ),김미정 ( Mijung Kim ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.2

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom’s Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and ‘detailed’ and ‘additional’ were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

스마트 테크놀로지 활용 과학 수업 계획 시 발생하는 초등 예비교사의 질문과 수업과정안 분석

나지연 ( Na Jiyeon ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.2

The purpose of this study was to investigate the types of questions raised by pre-service elementary teachers when planning a science class utilizing smart technology and the characteristics of their lesson plans. For this purpose, lesson plans and questions written by the 96 pre-service teachers were collected. The results of this study can be summarized as follows: (1) Pre-service teachers used simulation apps, information offering apps, clicker evaluation apps, astronomical observation apps. Simulation apps and clicker evaluation apps were used the most in the introduction stage of the class, simulation apps in the development stage, and clicker evaluation apps in the finishing stage. (2) In the lesson plans, the activities that elementary school students use smart technology showed more than those used by teachers, and its characteristics were more prominent in the development stage of the class. (3) As for the content type of smart technology, experience type was the highest, followed by tool type and resource type. In comparison, there were relatively few interaction support types and learning opportunity extensions. (4) There were many cases in which pre-service teachers replaced elementary school students with virtual experiences using experience type instead of providing opportunities to experiment or experience directly. (5) Pre-service teachers asked various questions while planning science class utilizing smart technology, and a total of 25 question types appeared in 7 categories.

협력적 수업설계 과정에서 예비 초등교사들이 인식하는 4C 역량 탐색

나지연(Na, Jiyeon),윤회정(Yoon, Heojeong) 이화여자대학교 교과교육연구소 2021 교과교육학연구 Vol.25 No.5

4차 산업혁명 시대에 필요한 핵심역량으로 4C 역량(창의성, 비판적 사고, 의사소통, 협력)에 관한 관심이 높다. 미래핵심역량 함양에 대한 교육을 책임질 예비교사들이 인식하는 4C 역량을 탐색하기 위하여 1개 교육대학의 초등과학교육 2 교과를 수강하는 예비 초등교사 139명을 대상으로 연구를 수행하였다. 예비교사들이 협력적으로 수업을 설계하고 시연하는 활동을 수행한 후, Park et al.(2020)이 개발한 교사역량 측정도구에 응답하도록 하였다. 또한, 설문 응답 내용을 심층적으로 이해하기 위하여 자발적 참여 의사를 밝힌 4명의 예비 초등교사들을 대상으로 반구조화된 면담을 실시하였다. 설문 자료는 SPSS 14.0을 이용한 다변량 분산분석과 독립표본 t-검정, 면담 자료는 반복적 비교 분석법을 사용하여 분석하였다. 연구 결과는 다음과 같다. 첫째, 예비 초등교사들은 4C 역량 중, 협력에 대해서는 긍정적으로 인식하고 있었으나 창의성에 대해서는 부족하다고 생각하고 있었다. 둘째, 예비 초등교사들은 비판적 사고에서 요구되는 건전한 회의성이 부족하다고 인식하고 있었다. 셋째, 심화전공에 따른 4C 역량에 대한 인식은 통계적으로 유의미한 차이가 있었으며(p < .05), 특히 비판적 사고에서 집단 간 유의미한 차이가 있었다(p < .05). 넷째, 고등학교 계열에 따라 창의성과 비판적 사고에서 통계적으로 유의미한 차이가 있었다(p < .01). 마지막으로 성별에 따라 협력 요인에서 통계적으로 유의미한 차이가 나타났다(p < .05). 연구 결과를 바탕으로 예비 초등교사 교육에서 요구되는 시사점을 논의하였다. Interests are running high in the 4C competencies (creativity, critical thinking, communication, and collaboration) as a core competency required in the era of the 4th industrial revolution. The study was conducted with 139 pre-service elementary school teachers taking the elementary science education 2 course at a local college of education. It aims to explore 4C competencies recognized by pre-service teachers who will take charge of cultivating future core competencies. Pre-service teachers were asked to respond to the measurement scale of teacher competence developed by Park et al. (2020) after they performed cooperative design and demonstration of lesson. Adding to that, the researchers conducted a semi-structured interview with four elementary school teachers who voluntarily participated to get a deeper understanding of the contents of the questionnaire responses. Questionnaire data were analyzed using MANOVA and independent sample t-test, and interview data were analyzed using constant comparison method. The results are as follows: First, pre-service elementary school teachers perceived collaboration positively, but thought that creativity was insufficient. Second, pre-service elementary school teachers recognized that the sound skepticism required for critical thinking was not enough. Third, there was a statistically significant difference in the perception of 4C competency depending on the intensive major (p < .05), especially showing significant difference between groups (p < .05). Fourth, there was a statistically significant difference in creativity and critical thinking by the types of high schools (p < .01). Lastly, there was a statistically significant gender difference in collaborative factor (p <.05). Based on these results, discussions were made on implications on the field of pre-service teacher education.

미래 과학교육에 대한 예비 초등 교사들의 인식

나지연 ( Na Jiyeon ),장병기 ( Jang Byung-ghi ) 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.1

The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher`s activities due to the introduction of advanced facilities and equipment, but most of the other teachers` activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers` images were more `teacher-centered` than `student-centered`. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers` activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars` emphasis on educational research for the future.

4차 산업 혁명 시대에 필요한 초등 과학교육학 과목에 대한 초등 예비교사의 인식

나지연(Na, Jiyeon) 이화여자대학교 교과교육연구소 2021 교과교육학연구 Vol.25 No.2

본 연구는 4차 산업 혁명 시대에 필요한 초등 과학교육학 과목에 대한 초등 예비교사들의 인식을 알아보고자 설문조사를 시행하였다. 그 결과는 다음과 같다. 첫째, 현행 초등 과학교육학 과목의 학습 내용이 4차 산업 혁명 시대에는 불충분하며 바꿀 필요가 있다고 생각하는 예비교사가 상대적으로 더 많았다. 그 이유로는 현행 학습 내용이 4차 산업 혁명의 특징을 반영하지 못하였다거나 시대변화를 반영한 교육이 필요하다는 의견이 가장 많았다. 둘째, 예비교사들은 STS 교육, 과학 학습에 대한 흥미와 호기심, 과학 실험 및 탐구활동과 관련된 부분을 교육하는 것이 4차 산업 혁명 시대에 적합한 초등교사를 양성하는 데에 중요하다고 생각하였다. 그러나 과학 학습 이론, 과학과 교수·학습 모형, 과학의 본성, 영재아 지도, 과학과 교육과정은 상대적으로 덜 중요하게 여기고 있었다. 셋째, 4차 산업 혁명 시대에 필요한 초등 과학교육학 과목에 추가할 학습 내용으로는 테크놀로지를 활용한 과학 수업 방법, SSI 교육이 가장 높게 나타났다. 넷째, 4차 산업 혁명 시대에 필요한 초등 과학교육학 과목의 교수·학습 방법은 실험·실습 위주의 교육과 최신 스마트기기를 활용한 수업이 필요하다는 의견이 가장 많았다. 다섯째, 평가는 과정 중심 평가와 수업 설계 및 실연 능력 평가가 이루어져야 한다는 응답과 단순 지식암기 평가를 지양해야 한다는 응답이 많이 나타났다. This study conducted a survey to understand the perceptions of elementary pre-service teachers about the elementary science education subjects required in the era of the 4th Industrial Revolution. The results are as follows: First, there were relatively more pre-service teachers who thought that the contents of the current elementary science education subjects were insufficient and needed to be changed in the era of the 4th Industrial Revolution. For this reason, many of the pre-service teachers said that the current learning content did not reflect the characteristics of the 4th Industrial Revolution, or that education reflecting the changes of the times was necessary. Second, pre-service teachers thought that STS education, interest and curiosity about science learning, science experiments and inquiry activities were important in training elementary school teachers suitable for the era of the 4th Industrial Revolution. However, science learning theory, science teaching and learning model, nature of science, guidance for gifted children, and science curriculum were regarded relatively less important. Third, science teaching method using technology and SSI education accounted for the highest proportion among the learning contents to be added to elementary science education subjects for the era of the 4th Industrial Revolution. Fourth, many pre-service teachers said that the elementary science education subjects should be conducted mainly with experiments and practice or need to use the latest smart devices. Fifth, there were opinions that process-based evaluation and assessment of lesson plans and teaching demonstration skills should be performed, and that the evaluation based on simple knowledge memorizing should be avoided.

초등 예비교사의 과학 교수에 대한 태도 조사

윤혜경,나지연,박헌우,Yoon, Hye-Gyoung,Na, Jiyeon,Park, Heonwoo 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.3

The purpose of this study was to investigate pre-service elementary teachers' attitudes towards science teaching using 'Dimensions of Attitude Toward the Teaching of Science (DAS)'. After confirming the factors and reliabilities of the translated questionnaire by pilot test (N=68), the survey was administered online at one national university of education in Korea (N=527). The pre-service teachers generally thought elementary science education is important and did not believe gender difference in students and in teachers. Science education majors than other majors, males than females, and those who completed high school science track than humanity track had more positive attitudes toward science teaching in elementary school. The extent of teacher education curriculum completion had a little effect on the pre-service teachers' attitudes toward science teaching. The implications for teacher education were discussed.

초등 예비교사의 대체에너지에 대한 이해도와 대안개념 분석

윤회정 ( Yoon Heojeong ),나지연 ( Na Jiyeon ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.1

The purpose of this study was to investigate pre-service elementary school teachers’ understanding about alternative energy and to identify their alternative conceptions. The two-tier instrument had been developed by Cheong et al. (2015) were used for this study. Twelve items from the instrument consisted of four categories: ‘source of alternative energy’, ‘greenhouse gas emission’, ‘cost in electricity and construction’ and ‘advantages and disadvantages’. One hundred and fifteen pre-service elementary school teachers were participated in online survey during the semester. The results analyzed using SPSS 26.0. were as follows: First, the correct response rate varied depending on the content of item. Items related to characteristics and advantages & disadvantages of alternative energy showed high percentage of correct answers. Whereas, items regarding the principles of alternative energy showed relatively low percentage of correct answers. Second, there are some items showing statistically meaningful differences according to students’ high school track. Nevertheless, there are no significant differences in overall. Third, we identified twelve alternative conceptions about alternative energy from students’ answer distribution. Educational implications were discussed based on the results.

문화적 관점에서 학습환경 검사 도구 재해석하기 - 과학 교실문화 이해를 위한 활용가능성 탐색 -

장진아 ( Jina Chang ),나지연 ( Jiyeon Na ),송진웅 ( Jinwoong Song ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.2

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students’ psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.