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Proving the origin of magnetically inhomogeneity of FeRh film using polarized neutron reflectometry
Sehwan Song,Jiwoong Kim,Chang-woo Cho,Jisung Lee,Dooyong Lee,Doukyun Kim,Hyegyoung Kim,Haeyong Kang,Chul-Hong Park,Jun Kue Park,Jae Hyuck Jang,Noboru Miyata,Neeraj Kumar,Yeong-Ah Soh,Chanyoung Hwang,B 한국자기학회 2022 한국자기학회 학술연구발표회 논문개요집 Vol.31 No.2
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.