2019개정 누리과정과 초등학교 통합교과과정 과학교육 내용의 연계성 분석연구: 과학개념을 중심으로

최혜윤 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.16

This study aimed to specifically examine the linkage between the 2019 revised Nuri curriculum and the integrated curriculum in elementary schools by focusing on the content of each science education areas (Physics, Chemistry, Life science, Earth science, Engineering, Ecology) and verify the degree of linkage (linkage, reverse linkage, non-linkage) scientific education. As a result of the study, the linkage of science areas showed in the order of linkage (17), reverse linkage (13), and non-linkage (2), and Physics and Engineering areas turned out all connected, while Chemistry was non-linkage and extinguished in the elementary school integrated curriculum. In order to reinforce science education, it suggests that it is necessary to prepare the standards of science education contents appropriate to the learner's development stage and reflect science education content standards in the curriculum. 본 연구는 2019개정 누리과정과 초등학교 통합교과과정(바른 생활, 즐거운 생활, 슬기로운 생활)의 연계성을 과학교육 영역별 내용(물리, 화학, 생명과학, 지구과학, 공학, 생태학)에 초점을 맞춰 구체적으로 살펴보고, 과학교육 내용의 연계정도(연계. 역연계, 비연계)를 파악하고자 하였다. 연구결과 과학영역의 연계성은 연계(17개), 역연계(13개), 비연계(2개) 순으로 나타났으며, 물리, 공학 영역은 모두 연계되고 있는 것으로 나타났으나, 화학 영역은 비연계로 초등학교 통합교과과정에서 소멸하는 것으로 나타났다. 과학교육 내실화를 위해 학습자의 발달 시기에 적합하게 과학교육 내용기준을 마련하고, 과학교육 내용기준을 교육과정에 반영해야 할 필요가 있음을 시사한다.

한국판 정신건강 전문가 스트레스 척도의 타당화

최혜윤,이동혁 한국상담학회 2013 한국상담학회 학술대회 논문집 Vol.2013 No.8

수학 이야기 만들기 활동의 효과에 대한 연구

최혜윤,이재학 한국교원대학교 뇌기반교육연구소 2016 Brain, Digital, & Learning Vol.6 No.3

The purpose of this study is to develop materials for making storytelling in storytelling-based classes, to learn the changes in linguistic interaction and mathematical attitudes that occur in students making of mathematical stories, I see that purpose. Storytelling lesson was designed around the triangle unit of the second grade geometry area, and mathematical learning material based on storytelling was developed in accordance with 2009 revision curriculum and applied to 9th grade middle school students. As a result, we were able to confirm the students level and mathematical concepts through the linguistic interaction in the process of making stories by oneself and correcting the problems of the students through the story making activities. The students felt the sense of accomplishment and confidence, Interest in mathematics and a sense of purpose.

정신건강전문가 소진회복척도의 개발 및 타당화

최혜윤,김은하,백현정 한국상담심리학회 2019 한국심리학회지 상담 및 심리치료 Vol.31 No.2

The aim of this study was to develop and validate the Mental Health Professional Burnout Recovery Scale(MBRS). Based on the results of a literature review, a construct definition of burnout recovery and 69 pilot items were developed. Next, 59 pilot items were chosen using content experts. An exploratory factor analysis was contented with a sample of 148 mental health professionals. This resulted in a 4-factor, 25-item solution. Confirmatory factor analysis using a separate sample of 319 mental health professionals reconfirmed this model. The four factors were labeled as “changes in clinical settings”, “recovery of energy”, “changes in attitudes toward life”, and “increased work engagement” Convergent and concurrent validities were examined via correlations with measures of work engagement, burnout, and life satisfaction. Implications, limitations, and suggestions for future research are discussed. 본 연구에서는 정신건강전문가들의 소진 후 회복을 측정하는 척도인 ‘정신건강전문가 소진회복척도(Mental health professionals Burnout Recovery Scale: MBRS)’를 개발하고 타당화하였다. 이를 위해 선행연구 결과를 토대로 소진회복에 대한 구성개념을 정하고 69개의 예비문항을 개발한 후, 정신건강분야 실무자들과 관련전공 교수진의 내용 타당도 평정을 거쳐 59개의 예비척도 문항을 선정하였다. 이후 예비연구에서는 전국의 정신건강전문가 148명을 대상으로 탐색적 요인분석을 실시하여 4요인, 25문항 구조의 측정 모형을 도출하였다. 그리고 또 다른 정신건강전문가 표본 318명을 대상으로 확인적 요인분석을 실시하여 4요인, 25문항이 적합함을 재확인하였다. MBRS의 4요인은 ‘임상에서의 변화’, ‘에너지의 회복’, ‘삶에 대한 태도 변화’, ‘직장에서의 관여 증가’로 명명하였다. MBRS의 내적 합치도는 .964로 신뢰도는 양호하였다. 또한 MBRS와 직무열의 척도, 소진질문지, 삶의 만족도 척도 간의 상관분석을 실시하였고, 그 결과 MBRS의 수렴타당도, 준거타당도가 검증되었다. 마지막으로 본 연구의 의의와 제한점 및 추후 연구를 위한 제언을 하였다.

유아교육과정 신체운동 · 건강 영역에 대한 국가 비교 연구 : 핵심역량 개정 국가들을 중심으로

최혜윤 한국교육개발원 2015 한국교육 Vol.42 No.3

Purpose: The purpose of this study is to compare the physical exercise and health sections in the curricula of different countries that changed their curriculum to include key competence, and discuss what directions and goals the Republic of Korea should pursue while planning these sections within the national curriculum. Design/Methodology/data: The physical exercise and health sections in the curricula for 0- to 5-year-old students in countries that include key competence in their curricula, i.e., New Zealand, US (California, Pennsylvania), UK, Canada (Ontario, Quebec), and Australia, were analyzed based on educational appropriateness as determined by level 0 of the ISCED and the details of those sections were analyzed. Findings/Results: First, although there were differences in terms of frequency, all of the items related to educational appropriateness that are required were included in the physical exercise and health sections of these curricula such as: communication, active play, social skills, logic and deduction, surrounding world and environment exploration, small and large muscle coordination, large muscle activities, motor skills, and autonomy promotion. This shows that these sections are important areas that can deal with educational elements. In particular, surrounding world and environment exploration, small and large muscle coordination, large muscle activities, and motor skill practice were commonly engaged in all of the curricula of these countries. Second, physical movement, health, and safety were included in the details of physical exercise and health sections of the subject countries. As for safety, New Zealand, California, U.S., Quebec, Canada, and Australia took into account safety for not only oneself but also for others and the local community. In the future, it is recommended that a lesson be added to the national curriculum that discusses how students should also appreciate other people's safety. Value: The quality of the national curriculum can be improved by following the standards of educational appropriateness in the sections of physical exercise and health and by supplementing elements in the national curriculum. This study contributes to planning the future direction of the physical exercise and health sections within the impending revision of the national curriculum based on the inclusion of key competence. 본 연구는 핵심역량에 기초하여 유아교육과정을 개정한 국가들의 신체운동 · 건강 영역을 분석하여 우리나라 국가수준 영유아 교육 · 보육과정 신체운동 · 건강 영역의 구성 방향과 과제가 무엇인지를 파악하는데 목적이 있다. 이를 위해 ISCED 0 수준의 교육적 적합성을 기준으로 각 국가와 주의 신체운동 · 건강 영역을 비교 분석하였다. 그 결과 첫째, ISCED 0수준에서 제시하는 교육과정에 반영해야 할 교육적 적합성의 9가지 모든 요소는 국가에 따라 정도의 차이는 있으나 각국의 신체운동 · 건강 영역에 반영되고 있어, 이는 신체운동 · 건강 영역이 교육적 요소를 모두 다룰 수 있는 의미있는 영역임을 시사한다. 둘째, 각 국가 신체운동 · 건강 영역의 세부내용의 빈도는 신체움직임, 건강, 안전 순으로 나타났다. 안전과 관련해 일부 국가의 경우 개인의 안전뿐만 아니라 타인과 지역사회를 위한 안전도 포함하고 있어 유아의 연령을 고려해 타인을 위한 안전도 반영해 보완할 필요가 있음을 시사한다. 이상의 결과가 반영되어 신체운동 · 건강 영역에서 교육적 적합성의 기준을 따르며 신체운동 · 건강 영역의 국가별 비교를 통한 세부 내용 요소를 보완함으로써 국가수준 영유아 교육 · 보육과정의 질 개선이 이루어질 수 있다.

유아교사의 정서노동,사회적지지,조직몰입 간의 관계 분석

최혜윤 한국유아교육학회 2015 정기학술대회 논문집 Vol.2015 No.1

본 연구는 유아교사의 내면적 및 표면적 정서노동과 조직몰입 간의 관계에서 원장과 동료교사의 사회적 지지의 매개효과를 체계적으로 분석한 것으로, 유아교사의 정서노동과 사회적지지가 조직몰입에 미치는 영향을 알아보고, 정서노동과 조직몰입 관계에서 사회적지지의 매개효과를 살펴봄으로써 유아교사의 조직몰입 수준을 높일 수 있는 방안을 마련하기 위한 기초 자료를 제공하는데 목적을 두었다. 이를 위해 광주광역시에 소재하고 있는 사립유치원 교사 190명을 연구대상으로 설문조사를 수행하였다. 연구를 위해 정서노동은 Gilstrap(2005)의 ELS(Emotional labor scale)도구를 사용하였으며, 사회적 지지는 Pettegrew와 Wolf(1982)가 개발하고 이재일(2011)이 수정 보완한 도구를 사용하였다. 조직몰입은 Allen과 Meyer(1990)가 개발한 도구를 사용하였다. 연구 결과 정서노동의 내면적 행동과 사회적 지지의 원장 및 동료지지가 유아교사의 정서적, 지속적, 규범적 몰입을 설명하는 유의한 변수로 작용하였다. 또한 정서노동과 조직몰입 간의 관계에서 사회적지지의 원장 및 동료지지의 매개효과는 유의한 것으로 나타났다. 따라서 유아교사의 조직몰입에서의 향상을 위해서는 교사가 자신의 정서적 상태를 잘 조절할 수 있도록 지원해주는 원장 및 동료교사의 지지를 통해 자신의 역할에 대해 긍정적으로 평가하고 지각할 수 있는 다양한 프로그램을 개발하여 유아교육 현장에 보급할 필요가 있다.

교육과정 실행과정에서 나타나는 교육내용 및 교과에 대한 유치원 교사의 인식

최혜윤,권윤지 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.16

Objectives The purpose of this study is to investigate kindergarten teachers' perception of curriculum contents and subject matter in implementing the curriculum. Methods 8 teachers from public kindergartens located in Seoul, Busan, and Gyeongnam participated in semi-structured, in-person, or online interviews individually in January 2023. The data collected to underwent a comprehensive analysis based on the “Inclusive Analytic Procedures Based on the Pragmatic Eclecticism,” which involved processes such as “iterative reading/management of qualitative data, writing analytic memo, 1st/2nd/ 3rd coding, representation of results.” However, in practice, each stage overlapped with others, and the analysis process occurred in a cyclical and iterative manner, transcending the boundaries of all stages. Results First, the teachers had different perceptions of the curriculum, such as recognizing the five content areas of the Nuri curriculum as developmental/life/educational content and the educational contents as changed/not changed according to the curriculum revision. The educational contents were also recognized by reflecting the distinctiveness of the early childhood curriculum such as play, teacher autonomy, and integrated curriculum. Second, the teachers showed a low level of acceptance towards the term “subject matter,” but they did not consider the contents of subject matters as unnecessary. The contents of subject matters were already being covered indirectly in implementing the curriculum. Third, the teachers were understanding and implementing the curriculum based on their past experiences. They faced various challenges during the implementation process of the curriculum. Conclusions Therefore, various supports are needed to help early childhood teachers understand the distinctiveness of the curriculum and to develop a curriculum pedagogy that takes into account their own educational beliefs and the interests and developmental levels of young children, while co-creating the educational contents with them. There is also a need to create novel meanings for subject matters in early childhood education that is different with other school levels, in order to overcome resistance to terminology and to enable teachers to borrow the contents of subject matters as pedagogical knowledge that they can recognize and use. Finally, it suggests that there is a need to understand that teachers do not simply understand and implement the curriculum as a text, and to be more concerned with and supportive of the lives and experiences of teachers who are the agents of curriculum implementation.

문제중심학습(PBL) 참여 과정에서 나타나는 예비유아교사들의 경험의 의미: 교사 되어 가기를 중심으로

최혜윤 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.17

Objectives This study aimed to explore the meaning of the experiences of prospective early childhood teachers participating in Problem-Based Learning (PBL) from the perspective of their journey towards becoming teachers. Methods The participants were 19 prospective teachers who were enrolled in the Early Childhood Education program at a four-year university in City A, where they took courses in early childhood language education and social education. The main data utilized in this study were the participants' reflective journals, along with team reports, evaluations, and meeting minutes. Through a process of iterative categorization, qualitative data were analyzed to identify the relevance of the prospective teachers' experiences to their journey towards becoming teachers. Results The findings revealed that the prospective teachers developed their professionalism through integrating knowledge and cases, and demonstrated growth through the process of seeking learning opportunities. Lastly, it was observed that they were forming their identity and gaining self-awareness as prospective teachers. Conclusions This study provides insights into understanding the learning pursued and formed by prospective early childhood teachers engaged in PBL, as well as the complexities of the process of becoming a teacher, highlighting implications for teacher educators and the values they should aspire to.

Beneficial Effects of Stroke-Unit Care in Stroke Patients with Atrial Fibrillation

최혜윤,서주현,양재훈,김영대,정요한,조한진,허지회,남효석,최혜연 연세대학교의과대학 2013 Yonsei medical journal Vol.54 No.2

Purpose: Continuous cardiac monitoring in a stroke unit (SU) may improve detection of atrial fibrillation (AF), and SU care may improve the rate of anticoagulation by better adherence to a standardized treatment protocol in patients with AF. We investigated the effects of the SU on the detection of AF and the rate of warfarin therapy in patients with AF. Materials and Methods: Acute stroke patients who had been admitted before or after the opening of the SU were included in our study. SU patients were monitored continuously with electrocardiography. Rates of AF and warfarin therapy were compared between patients admitted to the SU (SU group) and those admitted to the general ward (GW) prior to the opening of the SU (GW group). Results: Total 951 patients had been admitted to the GW prior to the opening of the SU (from January 2000 to November 2002), and 2349 patients to the SU (from January 2003 to December 2008). AF was found in 149 patients (15.7%) in the GW group and in 487 (20.7%) in the SU group. Most of AF detected during admission was paroxysmal AF (84.8%). The frequency of newly detected AF was higher in the SU group than the GW group (2.5% vs. 0.7%, p=0.001). The rate of anticoagulation consideration was also higher in the SU group. Conclusion: SU care improved the detection of AF and the rate of anticoagulation consideration in acute stroke patients. Our findings support the benefits of continuous cardiac monitoring in the SU for stroke patients.

대학상담센터 상담자의 심리적 소진 회복 경험에 대한 질적 연구

최혜윤,김은하,백현정,차지숙 한국상담심리학회 2015 한국심리학회지 상담 및 심리치료 Vol.27 No.4

본 연구에서는 상담자들의 심리적 소진 회복 경험을 살펴보고, 상담자에게 심리적 소진으로부터의 회복이 갖는 의미를 탐색하고자 하였다. 이를 위해 4년 이상 전일제 상담자로 대학상담센터에서 근무하면서 심리적 소진과 회복을 경험했던 전문상담자 14명을 대상으로 심층면접을 실시한 뒤, 이를 합의적 질적 분석 방법으로 분석하였다. 그 결과, 3개 영역과 10개 하위영역, 27개 범주가 도출되었는데, 구체적으로 ‘심리적 소진 회복으로 인한 변화’(개인 내적 변화, 상담 내에서의 변화, 조직 내에서의 변화), ‘심리적 소진 회복을 촉진하는 요인’(개인 내적 요인, 조직 요인, 사회적 지지 요인), ‘심리적 소진과 회복의 의미’(성장과 성숙의 기회, 자기점검이 필요하다는 신호, 자기성찰의 중요성을 깨닫게 된 계기, 실존적 태도 형성의 토대) 등의 영역과 하위영역이 나타났다. 본 연구는 상담자의 심리적 소진에만 초점을 맞추었던 선행연구와 달리 심리적 소진 회복에 대해 탐색하고, 이를 촉진하는 방안을 제시했다는 점에 그 의의가 있다. 특히 근무환경에 따라 상담자의 심리적 소진과 회복 경험이 다를 수 있다는 점을 고려하여 대학상담센터에 근무하는 상담자만을 연구대상으로 하였고, 이를 통해 대학상담센터 상담자들의 경험을 깊이 있게 탐색 할 수 있었다. The purpose of this study was to explore counselors’ experiences regarding burnout recovery and the meaning of burnout recovery for counselors. A total of 14 professional counselors who had worked for at least 4 years and experienced burnout and burnout recovery at a college counseling center participated in one-to-one interviews. Analysis using consensual qualitative research revealed 3 domains, 10 sub-domains, and 27 categories. The domains and sub-domains included three main ideas; changes by burnout recovery, factors facilitating burnout recovery, and the meaning of burnout recovery. Changes by burnout recovery were comprised of internal changes, changes in the counseling session, and changes within the organization. Factors facilitating recovery included internal factors, organizational factors, and social support factors. The meaning of burnout recovery included the opportunity for growth and maturity, a signal for self-monitoring, opportunity for recognizing the importance of reflection, and development of existential attitudes.