교사창의성에 대한 암묵 이론적 접근

정은이(Eun I Jeong),박용한(Yong han Park) 한국교육방법학회 2008 교육방법연구 Vol.20 No.2

본 연구에서는 교사 창의성에 대해 생태학적으로 타당하며 우리나라 학교 문화를 반영한 개념을 확인하고자, 일선 중?고등학교 교사 및 학생들의 암묵이론을 파악하여 이 둘이 어떻게 다른지 비교 검토하고 명시적 이론에의 시사점을 제시하고자 하였다. 본 연구의 대상은 서울, 경기, 충남 지역의 중?고등학교 교사 258명과 중?고등학교 학생 350명이었다. 창의적인 교사의 특성에 대해 자유롭게 기술한 진술문을 동일한 내용의 특성들끼리 묶어 범주화하였고, 빈도수로 정리하였다. 먼저, 교사 창의성에 대한 교사들의 응답은 학생의 개인차를 인정하는 융통성, 학생 이해, 자유허용, 학생을 참여시킴, 유창성, 유머,적용력, 개방성, 격려, 재구성력, 존중, 수용력, 탈고정관념, 발견 판단력, 의사소통력, 인내, 신념, 전문성 등으로 나타났다. 교사 창의성에 대한 학생들의 응답은 독특한 수업 방식 등과 관련된 독창성, 다양한 수업 자료 및 질문 등과 관련된 유창성, 재미있는 수업과 관련된 유머, 학생의 참여기회 제공, 학생과의 의사소통력, 학생을 이해, 발견 판단력, 체계성, 고정관념 탈피, 적용력, 존중, 노력, 격려, 자유허용, 신념 등으로 나타났다. 본 연구결과를 분석해 보면, 교사들은 학생들의 차이를 인정하고 학생을 배려하며 학습에 참여할 기회와 자유를 제공하는 것 등이 창의적인 교사의 특성이라고 인식하였다. 이는 결국 교사들은 학생들이 창의성을 스스로 발휘하며 이를 발전시킬 수 있도록 하는 교사의 역할을 중요하게 인식하고 있음을 의미한다. 반면 학생들은 창의적인 교사의 특성으로 수업관련 요소들을 많이 언급하였다. 학생들은 수업을 진행할 때 다양한 자료를 준비해 독특한 방식으로 재미있게 수업하며 학생들을 수업에 참여시키는 교사가 가장 창의적이라고 생각했다. 이는 교사창의성이 창의적인 수업과 직결되며, 학생들은 수업이라는 행위를 통해서 교사의 창의성이 발현된다고 생각함을 나타내주는 결과라고 할 수 있다. 본 연구는 향후 보다 발전적인 교사 창의성 연구를 위한 탐색 자료로 활용될 것이다. This study tested the ecological validity of teacher creativity and its conceptual plausibility in the context of our school culture. It also compared the differences between teachers and students in their implicit theory of teacher creativity in order to provide implications for explicit theory. The subjects in this study were 258 elementary through high school teachers and 350 middle and high school students. They were first asked to describe freely what they thought the characteristics of creative teachers were like. These descriptions were then categorized and analyzed both quantitatively and qualitatively. According to the responses by teachers, the characteristics of creative teachers are flexibility by accepting individual difference between students, understanding of their students, acceptance of freedom, engaging students, humor, fluency, ability of application, openness, encouragement, respect, ability of reconstruction, not having stereotype, good communication, patience, belief, expertise, judgment, receptivity, and effort. According to the responses by students, on the other hand, creative teachers show originality, flexibility, humor, engaging students, good communication with students, understanding of students, judgment, being organized, not having stereotype, ability of application, respect, effort, encouragement, acceptance of freedom, and belief. These results imply that teachers think creative teachers understand the difference between students, concern about their students, provide students with opportunity and freedom in learning. That is, teachers put more emphasis on teachers’ role to have students show and develop their own creativity. On the contrary, the responses by students are more related to teacher instruction. 71% of students’ description about creative teachers is related to classroom instruction. That is, students think that creative teachers prepare various instruction materials, give interesting instruction, and engage students in their instruction. It implies that students generally want creative instruction and they think teacher creativity is embodied through classroom instruction. This study provides useful implications for future research on teacher creativity.

이산화염소수를 처리한 복숭아의 저장 중 품질 변화

이경행,최지혜,라소정,민혜인,박용이,Lee, Kyung-Haeng,Choi, Ji-Hye,Ra, So-Jung,Min, Hye-In,Park, Yong-I 한국식품영양학회 2014 韓國食品營養學會誌 Vol.27 No.5

복숭아의 저장성 증진을 위하여 30 ppm의 이산화염소수를 0~15분 동안 처리한 후 저장 기간에 따른 부패율, 이화학적 변화 및 기호도의 변화를 측정하였다. 대조군의 경우, 부패율은 저장 4일 이후부터는 부패된 복숭아를 보이기 시작하였으며, 저장 8일에는 31.25%의 부패율을 보였다. 그러나 이산화염소수 처리군은 4일차에는 부패된 것이 전혀 없었으며, 5분 처리군의 경우, 6일차에 6.25%의 부패율을 보였으며, 10분 및 15분 처리한 경우에는 8일 동안 저장하는 동안 부패한 것이 발견되지 않았다. 4일차에는 6시간 처리군만 12.5%로 가장 높게 나타났지만, 저장 6일차에는 열풍처리시간별로 각각 16.7, 25.0, 25.0%로 대조군과 비교할 때 모든 이산화염소수 처리군의 부패율이 현저히 낮게 나타났다. 중량변화의 경우, 저장 8일 동안 대조군의 변화가 가장 큰 것으로 나타났다. pH 변화에서는 이산화염소수 처리에 의한 차이를 보이지 않았으며, 저장기간 중 pH는 약간 증가하였다. 경도의 변화에서는 이산화염소수 처리에 의한 차이는 없었으나, 저장기간에 따른 변화에서는 대조군보다 이산화염소수 처리군이 다소 높은 경도를 나타내었다. 명도, 적색도 및 황색도의 변화에서는 대조군 및 이산화염소수 처리군 모두 처리 직후와 저장 중 차이를 보이지 않았다. 맛, 향, 색 및 종합적 기호도의 변화에서는 이산화염소수 처리 직후에는 대조군과 유의적인 차이가 없었다. 그러나 저장 중 대조군의 기호도 변화가 가장 큰 것으로 나타났다. 전반적으로 대조군보다는 이산화염소수 처리군의 기호도가 높은 것으로 나타났다. To prolong the shelf-life of domestic peaches, samples were treated with 30 ppm of aqueous chlorine dioxide ($ClO_2$) for 0~15 minute, after which the spoilage rate, changes in physico-chemical and sensory properties of treated samples were investigated. The control showed spoilage at day 4, and then 31.25% of control showed spoilage at day 8. However, samples treated with aqueous $ClO_2$ had no spoilage at day 4. On day 6, only 6.25% of samples treated with aqueous $ClO_2$ for 5 min showed spoilage. After 8 days, no spoilage was observed for samples treated with aqueous $ClO_2$ for 10 and 15 min. The weight change of the control was higher than that of aqueous $ClO_2$ treated samples for 8 days of storage. There were no differences in pH of samples among the treatments, but they were increased by storage time. Although there were no initial differences in the firmness of samples among the treatments, firmness of the control sample was decreased faster than those of the aqueous $ClO_2$ treated samples for 8 days of storage. No significant changes in lightness, redness and yellowness of the samples by aqueous $ClO_2$ treatment were observed during storage. The sensory parameters including taste, flavor, color, texture and overall acceptance at the initial period were not different among treatments. However, all scores of the control were decreased faster than those of aqueous $ClO_2$ treated samples during storage.

갈색거저리 유충 분말을 첨가한 도토리묵 품질평가

이경행 ( Kyung-haeng Lee ),윤영태 ( Young-tae Yoon ),박용이 ( Yong-i Park ),이혜진 ( Hye-jin Lee ),정나영 ( Na-young Jeong ) 한국식품영양학회 2017 韓國食品營養學會誌 Vol.30 No.5

In order to improve the usability of mealworm and the nutritional quality of acorn Mook mostly composed of carbohydrates, we prepared acorn Mook using with different levels of mealworm powder, and the physico-chemical and sensory evaluation were investigated. In the content of proximate chemical composition, moisture content did not show any significant difference. But crude protein, crude ash, and crude fat contents were increased with increasing mealworm content. Carbohydrate content was reduced as mealworm content increased. Lightness showed no significant difference among treatments, redness was increased, and yellowness was decreased as the amount of mealworm powder increased. In physiological properties, hardness, gumminess, chewiness, and springiness were significantly increased as the amount of mealworm powder decreased. However, adhesiveness and cohesiveness were not significantly different. Ascorbic acid content, activities of DPPH and ABTS radical scavenging activities were decreased with increasing amount of mealworm in acorn Mook. In sensory evaluation, acorn Mook containing 0.75% of mealworm powder showed highly preference compared with the control.

배뇨증상으로 내원한 환자에서 경직장초음파검사상 전립선용적의 감소에 대한 임상적 관찰

정연호,박용일 大韓泌尿器科學會 1998 Korean Journal of Urology Vol.39 No.1

전립선비대증에 대한 Terazosin, Doxazosin, Terazosin과 Finasteride병합요법의 임상경험

정동휘,박용일 大韓泌尿器科學會 1998 Korean Journal of Urology Vol.39 No.8

교사 창의성 척도의 개발 및 타당화 연구

정은이,박용한 한국교육방법학회 2009 교육방법연구 Vol.21 No.1

The purpose of this study was to develop and validate an instrument to measure teacher creativity, taking account of its appropriateness for our culture and education. For this purpose, the literature was first reviewed regarding teacher creativity and its scale, and then the hypothetical constructs of teacher creativity were extracted for this study. Based on these constructs, this study created the items to measure teacher creativity and conducted a preliminary analysis for their validity. The subjects of this study were 650 elementary, middle, or high school teachers in Seoul, Gyounggi, Chungnam, and Chunbuk. There liability of the scale was tested through the internal consistency estimate by Cronbach’s alpha and the validity of the scale was tested through exploratory and confirmatory factor analyses. From exploratory factor analysis, this study developed a 30-item scale of teacher creativity which consisted of seven factors including originality, humor, altruism, expertise, flow, imagination, and flexibility. The reliability of the scale was also high (Cronbach’s alpha across all the items = .93). Finally, confirmatory factor analysis found that those extracted constructs were valid by showing good fit indices.