지적장애학생의 수학 문제해결 교수를 위한 스캐폴딩 기반 코스웨어 설계

남윤석,한성희,Nam, Yun-Sug,Han, Seong-Hee 한국정보처리학회 2007 정보처리학회논문지B Vol.14 No.1

본 연구에서는 인지 능력이 부족한 지적장애학생들에게 수학 문제해결을 교수하기 위한 스캐폴딩 기반 코스웨어 설계 방안을 제안한다. 제안하는 코스웨어에서는 지적장애학생들이 수학 문제해결 과정에서 겪는 어려움을 극복할 수 있도록 다양한 공학적 지원을 제공할 뿐만 아니라 그러한 지원을 체계적으로 철회한다. 기존의 관련 소프트웨어들과 비교해 볼 때에, 이 코스웨어는 지적장애학생 개개인의 필요에 알맞게 수학교수전략을 적합화하고, 학습자의 독립적인 학습 능력을 신장시키며, 성공 경험을 통해 학습 동기를 높일 수 있다는 의의를 갖는다. This study proposes design of courseware based on scaffolding for teaching math word problem solving of students with intellectual disabilities. This courseware not only offer various technological supports to solving difficult problems of students with intellectual disabilities but also systematically withdraw that supports. Compared with previous related softwares, this courseware has potential that can adapt math strategies to meet different needs of individuals with intellectual disabilities, increase independent learning ability of learners and maintain high level of motive through successful problem solving experience.

지적장애학생의 수학교수전략 개별화를 위한 스캐폴딩 기반 코스웨어의 개발

남윤석 ( Yun Sug Nam ),한성희 ( Seong Hee Han ) 대구대학교 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.3

The purposes of the study were to develop scaffolding based courseware for individualizing math teaching strategy to students with intellectual disabilities, and to confirm verification of the coureseware. The scaffolding based courseware was developed by systematical procedures. This courseware was comprised seven technological supports(reading, highlighting, visualizing, hypothesizing, computing, checking and using strategies). The supports were decreased by three steps as the learners became to have skills to solve their mathematical word problems independently. 10 special education teachers participated to verify of the scaffolding based courseware. The results of verification implied high application possibility of the scaffolding based courseware. This courseware, focused on interactions among learners, teachers, and technology in reflection of a social constructivism theory, showed a new hybrid model of using technology in math teaching. To generalize of this courseware, different experimental studies including children with intellectual disabilities are needed in the future.

수학 수업에서 나타나는 특수교사의 스캐폴딩 분석 연구

남윤석 ( Yun Sug Nam ) 한국정서ㆍ행동장애아교육학회 2009 정서ㆍ행동장애연구 Vol.25 No.3

지적장애 학생을 위한 교수 공학적 접근 동향 분석

남윤석 ( Yun Sug Nam ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2005 정서ㆍ행동장애연구 Vol.21 No.3

참관실습에서 나타나는 예비특수교사의 학습 과정 탐색

남윤석 ( Yun Sug Nam ),권순우 ( Soon Woo Gwon ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.1

이 연구에서는 정규 교육실습을 보완해 줄 수 있는 참관실습에서 나타나는 l학년 예비특수교사들의 학습 과정을 탐색하고자 하였다. 초등특수교육을 전공하는 1학년 예비특수교사 30명이 연구에 참여하였으며, 이들의 실천적 경험을 질적 연구의 내러티브 탐구 방법을 적용하여 구성하였다. 연구 결과, 예비특수교사들은 참관실습 과정에서 장애학생과의 상호작용, 지도교사와의 상호작용, 자기 자신과의 상호작용을 통해서 많은 것을 학습하는 것으로 나타났다. 첫째, 예비특수교사들은 장애학생과의 상호작용을 통해 올바른 장애인관을 형성할 수 있었다. 둘째, 예비특수교사들은 지도교사와의 상호작용을 통해 구체적인 교수·학습 방법을 익히고 바람직한 특수교사상을 정립하는 발판을 마련하였다. 셋째, 예비특수교사들은 자기 자신과의 상호작용을 통해 미래 특수교사로서의 자신에 대한 꿈과 희망을 키울 수 있었다. 이러한 연구 결과를 토대로 좀 더 나은 실습 프로그램이 진행되기 위해서 필요한 것이 무엇인지에 대하여 몇 가지 제언을 하였다. The purpose of this study was to investigate the learning process of pre-special education teachers in the field observation practice through narrative inquiry. For this purpose, 30 pre-special education teachers participated this study. They were first-grade students in the department of elementary special education at an university located in Gyeongbuk province. Data were collected by journals and interviews about experience of field observation practice. The results of this study were summarized as followed. First, pre-special education teachers learned a desirable concept of the students with disabilities in the interaction with students with disabilities. Second, pre-special education teachers learned specific teaching methods and desirable role of special education teacher in the interaction with coaching teachers. Third, pre-special education teachers have enlarged a clear dream and hope to be special education teacher in the interaction with themselves.

수학 수업시연에서 나타나는 예비특수교사의 학습 경험 분석

남윤석 ( Yun Sug Nam ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2011 지적장애연구 Vol.13 No.3

이 연구에서는 예비특수교사들이 수학 수업을 진행하는데 필요한 실제적 수업능력을 익힐 수 있도록 수학 수업시연을 실시하고, 그 과정에서 나타나는 예비특수교사들의 학습경험을 분석하고자 하였다. ``초등수학교육``이라는 교과를 수강하는 3학년 예비특수교사 43명이 연구에 참여하여 10차시의 수학 수업시연을 실시하였으며, 이들의 실천적 경험을 질적 연구의 실행연구 방법을 적용하여 귀납적으로 분석하였다. 연구 결과, 예비특수교사들은 수학 수업 설계, 활동 중심의 수학 수업, 수학 수업의 개별화 측면에서 많은 것을 학습한 것으로 나타났다. 첫째, 예비특수교사들은 수학 수업을 설계할 때에 수학 수업 모형의 적용, 수학의 위계적 특성, 실생활과의 연결을 고려해야 한다는 것을 학습하였다. 둘째, 예비특수교사들은 장애학생을 위한 활동 중심의 수학 수업을 하기 위해서는 장애학생의 수학 학습 수준을 보다 구체적으로 설정하고, 능력 수준이 서로 다른 학생들 모드가 참여할 수 있는 방안을 마련해야 하며, 학생 성취를 파악하기 위한 다양한 평가 방법을 황용해야 한다는 것을 학습하였다. 이러한 연구 결과를 토대로 예비특수교사들의 수업능력을 신장시키기 위한 몇 가지 방안을 제언하였다. The purpose of this study was to analyze the learning experience of pre-special education teachers in math simulated instruction through action research. For this purpose, 43 pre-special education teachers participated this study. They were third-grade students in the department of elementary special education at an university. And they executed 10 math simulated instructions in elementary math education class. Data were collected by participant observation, documents, and interviews about experience of math simulated instruction. The results of this study were summarized as followed. First, pre-special education teachers learned that when they design the math instruction, they should consider math instruction model, hierarchy of math, and connection with real life Second, pre-special education teachers learned that for activity based math instructions, development and application of teaching tools, learning activity through concrete manipulation, and questioning and waiting for leading learner` thinking are needed. Third, pre-special education teachers learned that for individualized math instruction, specific understanding about learners` learning level, universal methods for all learners, and different evaluation for finding learner` achievement are needed. Based on the results of this study, the ways to improve the practical instruction competency of pre-special education teachers were suggested.

장애아 전문 어린이집 교사의 장점과 장점의 교육적 활용에 관한 질적 연구

팽재숙 ( Paeng Jae-sook ),남윤석 ( Nam Yun-sug ) 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.2

The purpose of this study is to figure out the perception on the strengths of teachers and utilization status of teachers' strengths from the child care center teachers for children with disabilities. For this study, individual interview was conducted to 20 teachers with the semi-structured questionnaires. The subject of inquires were composed two questions: What are the strengths of the child care center teachers for children with disabilities that teachers recognize, how do they put these strengths to educational use. The results from the qualitative data are as follows. Firstly, the child care center teachers recognized their strengths and fellow teachers' strengths as teachers in capable of interaction, teachers with the professional teaching ability, teachers with the desirable personality, and teachers with the positive nature. Secondly, in the aspect of utilizing these strengths, the child care center teachers used from various methods of learning guidance, daily-life guidance, interacting with children.

장애학생의 쌓기나무 문제해결 능력에 대한 기초 연구

조용공 ( Yong Kong Cho ),남윤석 ( Yun Sug Nam ) 대구대학교 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.1

This research is based on the ‘Building-blocks’ unit from the High School Mathematics Curriculum for Special Education, through which the building-blocks test tools were produced and applied to the learning of students with special needs, in order to receive the results of students’ achievement standards and effective methods of teaching them. Firstly, there was a thorough analysis on the building-blocks unit, from which five sections were extracted and each section had three levels of two questions, making the total of six. The test was done by 110 students from four special education schools and eight special classes, with 17 teachers supervising them. The test results showed that the average percentage of correct answers is 54 per cent; there were A, B, C and D parts in the test, (A. ‘building as examples’, B. ‘counting number of blocks used’, B. ‘finding identical buildings’, D. ‘building as shown in pictures’, E. ‘building knowing the numbers of blocks’), and the percentages of correct answers were 78.33%, 65.83%, 45.17%, 37.50% and 43.17%, respectively. As shown in the statistics, the students had high level of building-blocks problem solving ability in part A, ‘building as examples’, and part B, ‘counting number of blocks used’, and had relatively low marks in the rest of them. The students in the eight special education classes had relatively high achievement standards as a result, and overall, they showed higher achievement levels in the order of A, B, and C. The gender and the type of disability of the students also showed differences, but in most of the sections, they were very marginal.

장애학생, 학습부진학생, 일반학생들의 과학적 개념 및 오개념 비교 분석 연구

이창호 ( Chang Ho Lee ),남윤석 ( Yun Sug Nam ),권순우 ( Soon Woo Kwon ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.1

The purpose of this study was to compare about scientific conception and misconceptions of students with disabilities, under-achieved and normal students. In this study, we developed and applied a scientific misconception test tool that composed 20 items. The subjects of this study is composed of 65 students with disabilities, 23 under-achieved students and 447 normal students in middle school. The results were as follows: First, although students with disabilities have a lower level of outstanding in scientific conception than normal students, they have little difference from under-achieved students(below 50 points). Second, the response of students with disabilities on scientific understanding is different from that of normal students and the response of students with disabilities and under-achieved students on scientific understanding has both similarity and difference. And scientific misconception within students with disabilities students has shown different aspects from that of normal or under-achieved students.

초등 특수교사 임용시험 출제 문제 분석 연구

곽승철 ( Seung-chul Kwak ),남윤석 ( Yun-sug Nam ),홍재영 ( Jae-young Hong ) 대구대학교 한국특수교육문제연구소 2008 특수교육저널 : 이론과 실천 Vol.9 No.2

The purpose of the study was to analyze the items in the special teacher recruitment examination for elementary school. To achieve the purpose, the special teacher recruitment examinations, which were carried out for eight times through the year 2001 to 2008, were compared and analyzed. A tool of analysis consisted of form of items, curriculum for pre-service education and concept of pedagogical contents knowledge. The result of this study is summarized as follows: It is analyzed that the percentage of question items of simple and low level is relatively high and they could not select highly qualified and better teacher candidates. And the special teacher recruitment examinations could not reflect the entire contents of the curriculum for pre-service education. Therefore, a better testing system by the government should be developed for screening better special teacher candidates and reflected concept of pedagogical contents knowledge.