Philosophical and Practical Approaches to Psychological and Educational Measurement

김진호(JinHo Kim) 한국교육학회 2022 敎育學硏究 Vol.60 No.7

이 연구의 목적은 과학철학과 그 실제의 관점에서 심리·교육 측정을 파악하는 것이다. 측정철학은 심리·교육 측정과 과학철학의 공통되는 기반으로 고려되었다. 측정은 세계를 기술하는 것뿐만 아니라 우리 사고의 필수적인 도구이다. 개념적 분석을 통한 측정철학을 논하기 위해, 측정철학 설정의 기점으로서 참된 지식의 존재론과 인식론에 대한 가정을 고찰하였다. 필자는 물리학과 심리·교육 과학 모두에 대해 존재론적 실재주의와 인식론적 구성주의를 지지함을 밝혔다. 참된 지식에 대한 이 같은 가정을 바탕으로, “구성주의적 실재론(constructive realism)”을 지지할 수 있는 측정철학으로 설정하였다. 개념적 분석 결과, 구성주의적 실재론은 물리학과 심리·교육 과학 모두에서 주효했다. 구성주의적 실재론으로 뒷받침되는 실행을 위해, 필자는 BEAR 평가 시스템의 네 가지 구성 요소(building blocks)가 심리 및 교육 측정의 탄탄한 실제적 프레임워크라는 것을 밝혔다. 그것들은 측정 과정의 순환이고 그 전체 과정은 구성주의적 실재론의 개념적 토대의 법칙론적 관계망 내에 체화되어 있다. 구성주의적 실재론과 BEAR 평가 시스템의 구성 요소는 심리·교육 과학과 물리학 간의 측정 과정에 대한 공통점과 차이점을 모두 설명할 수 있다. 본 연구에 담긴 철학적 논증과 실제적 제안들은 특히 측정철학의 관점에서 심리 및 교육 학술 분야에 영감을 줄 수 있다. The purpose of this study is to figure out psychological and educational measurement from the perspective of the philosophy of science and its practice. The philosophy of measurement was considered as a common ground between psychological/educational measurement and the philosophy of science. Measurement is not only for describing the world but also an essential tool for describing our thoughts. To discuss the philosophy of measurement through conceptual analysis, I first examined assumptions about the ontology and epistemology of true knowledge to establish a philosophy of measurement. I found that I hold to the views of ontological realism and epistemological constructivism for both the physical and psychological/educational sciences. On the basis of my assumptions about knowledge, I found “constructive realism” to be a supportable philosophy of measurement. From the results of conceptual analysis, I found that constructive realism works well in both the physical and psychological/educational sciences. For practice underpinned by constructivist realism, I identified the four building blocks of the Berkeley Evaluation and Assessment Research (BEAR) System as a solid, practical framework for psychological and educational measurement. These are cycles of measurement processes, the whole process of which is embodied within the nomological network of the conceptual foundations of constructivist realism. Constructive realism and the BEAR assessment system building blocks can give us both coherent and different accounts of the measurement process between the psychological/educational and the physical sciences. Philosophical arguments and practical suggestions from this study could serve to inspire psychological and educational academic circles, particularly with respect to the philosophy of measurement.

지식재산권 창출을 위한 체육측정평가 KIP 교수-학습 모듈 개발의 타당화

고유선 한국체육측정평가학회 2015 한국체육측정평가학회지 Vol.17 No.1

In terms of measurement tools in physical education, most pieces of the measurement equipment are very time-worn or imported - expensive royalty fees are paid to im KIP Teaching-Learning Module of measurement and evaluation in physical education and presenting the roles. The education course for developing the module was aport them. This study intends to solve the problem. Specifically, it intends to create a new tool combined with new ideas as an intellectual property by grasping the problems of the tools with low validity and reliability used for measuring physical strength in the physical education field, where measurements and evaluations are performed. Furthermore, it intends to present the validity by developings follows. First, 30 attendees of the course ‘Measurement and Evaluation in Physical Education’ of the Department of Physical Education of University A were divided into 9 groups of 2-4 members. They received education about the concept of the measurement and evaluation of physical strength, came to have an understanding of the concept, and practised physical strength measurement for 3 weeks during March 2014. They measured the physical strength about 500 people during the last week, discussed the validity and reliability of the measurement equipment, and found out the problems. The module was developed through a total of 5 steps (1st: beginning theory understanding and practising; 2nd: the exploration of equipment that is based on standard; 3rd: prior art search; 4th: announcing after the patent applications; 5th: evaluation). All the students who belong to the 9 groups succeeded in the patent applications and utility model patent registrations themselves. The problems common to the measurement tools are the validity and reliability of the physical strength measurement tools - the validity and reliability related to genders, ages, body shapes, materials, shapes, convenience for use, etc. The KIP education course can provide an opportunity for learners to learn about the possibilities of protection of their ideas and the possibilities of ultimate value creation as well as provide a sense of accomplishment to them, through the patent application process for coming up with ideas using the obtained knowledge and for creating intellectual properties. Future, This module requires a check on evaluation Criteria. 체육측정도구를 살펴보면 매우 노후되었거나 다른 나라로부터 수입되어 값비싼 로열티를 지불하는 기자재들이 대부분이다. 본 연구는 체육교육 현장에서 타당성과 신뢰성이 떨어지는 측정도구의 문제점들을 파악하고, 새로운 아이디어를 결합한 도구를 지식재산으로 창출하기 위해 체육측정평가 KIP 교수-학습 모듈을 개발하며, 역할을 제시함으로써 그 타당성을 제시하고자 하였다. KIP 교수-학습 모듈을 개발하기 위한 교육과정은 다음과 같다. 먼저 A대학 체육교육과 체육측정평가 수강생 30명을 2~4명씩 9개조로 편성하여 학생들에게 2014년 3월 중 3주간에 걸쳐 체력측정평가에 대한 개념 및 이해와 체력측정 실습교육을 하였고, 마지막 주 800여 명을 직접 체력측정 한 후 측정기자재에 대한 타당성 및 신뢰성에 대한 토론을 하여 그 문제점을 찾아내었으며, 3주간에 걸쳐 그룹별로 아이디어 회의를 하였다. KIP 교수-학습 모듈은 1단계: 도입(이론이해 및 실습), 2단계: 기준근거의 기자재 탐색, 3단계: 선행기술조사, 4단계: 특허 출원 후 발표, 5단계: 평가 단계로 개발되었는데, 9개조 모두 직접 특허출원 및 실용신안 등록에 성공하였다. 측정도구에 관하여 제기될 수 있는 공통의 문제점은 성별, 연령, 체형, 자재의 재료, 형태, 사용편리 등 체력 측정에 대한 도구의 타당성 및 신뢰성에 대한 것이다. KIP 교육과정은 학생들이 배운 지식을 통해 아이디어를 도출하고 지식재산을 창출하기 위한 특허출원과정을 거침으로써 학습자의 성취감은 물론 자신들의 아이디어를 보호받고 가치창출로 이어질 수있는 가능성에 대하여 배울 수 있으므로 차후 이 모듈에 대한 기준 점검이 요구된다.

대학생의 교육만족도 측정도구 개발 연구 : A지역의 S대학을 중심으로

신혜종(Shin Heajong),김미량(Kim Milyang),유영의(You Yungeui) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.21

In order for a measurement of education satisfaction to be an effective tool in the quality control mechanism, the measurement should be reliable and valid. The purpose of this study was to develop and validate a measurement tool of collegiate education satisfaction that is based on S university’s ideology of education. The study was consist of two phases. In the first phase, the constructs of education satisfaction specifically for S university were sought and 6 categories are derived. In the second phase, education satisfaction measurement were developed and standardization of the measurement were conducted. Based on the literature review and study of prior measurement tools used in universities, a preliminary measurement that has 6 sub-scales with 180 items was developed. That measurement went through two steps of face validity test. As a result, a 60-item(10 items in each sub-scale) collegiate education satisfaction measurement was drawn. In the second phase, a series of tests were conducted in order to establish the measurement’s reliability and validity. 200 students who were enrolled in S university at the time of the study have participated in the process. For the reliability, the internal consistency of the whole and each sub-scales were conducted. For the validity, the correlation of the measurement with related constructs such as ‘university’s potential’, ‘university preference’, and ‘overall satisfaction’ were conducted. The result showed that the measurement has high internal consistency in all of 6 sub-scales and high correlation with criterion-related constructs. 교육만족도조사 결과가 대학교육의 질 관리 기제로서의 역할을 제대로 수행하기 위해서는 개별 대학의 특성을 반영하면서, 신뢰도과 타당도를 확보한 측정도구가 필요하다. 본 연구의 목적은 A지역에 소재한 S대학교의 교육이념과 학교특성을 반영한 교육만족도 측정도구를 개발하고, 그에 대한 신뢰도와 타당도를 점검하는 것이다. 연구목적을 달성하기 위해 선행연구 분석을 기반으로 교육만족도를 구성하는 6개의 하위요인을 도출하였고, 각 요인별로 30개의 예비문항을 구성하였다. 예비문항에 대하여 2 단계에 걸친 안면타당도 검증 과정을 실시하였다. 1차로 교육만족도 평가도구 개발연구위원회의 위원을 대상으로 실시하여 6개 요인에 대해 총 60문항으로 재구성하였고, 이 척도에 대해 단과대 학장들과 전체 학과장을 대상으로 2차 안면타당도 검증을 수행하였다. 검증된 척도는 S대학교 재학생 200명을 대상으로 표준화 연구를 진행하였다. 신뢰도는 내적일치도를, 타당도는 준거 관련 타당도를 통해 검증하였는데, 그 결과 S대학교의 교육만족도 진단도구는 각 하위 요인의 내적일치도가 높고, 진단도구의 모든 하위요인과 ‘학교발전가능성’, ‘학교선호도’, ‘전반적 교육 만족도’ 등의 준거문항 간에 상관관계가 높은 것으로 나타나, 신뢰도와 타당도를 확보했다고 볼 수 있다.

5.31 교육개혁방안 중 ‘교육재정 GNP 5% 확보’의 성과와 과제

송기창(Song, Ki Chang) 한국교육재정경제학회 2015 敎育財政 經濟硏究 Vol.24 No.4

이 연구는 5.31교육개혁안의 일환으로 교육개혁위원회가 발표했던 교육재정 GNP 5% 확보방안의 성과를 평가한 후, 교육재정의 과제를 제시하는 데 있다. 이를 위하여 정부의 교육재정 관련 통계자료를 수집하여 분석하고, 관련 선행연구와 각종 법령정 보를 고찰하였다. 교육재정 GNP 5% 확보를 위하여 1995년말에 「교육세법」과 「지방교육재정교부금 법」을 개정하였고, 1995년말에 「학교용지확보에 관한 특례법」과 「교육환경개선특별회 계법」을 제정하였으며, 1996년 4월에 「시 · 군 및 자치구의 교육경비보조에 관한 규정」 을 제정하였다. 목표연도인 1998년까지 3년 동안 62조 3,954억원을 확보할 계획이었으 나, 실제로 확보한 재원은 56조 6,425억원으로 계획 대비 90.8%였으며, 1998년 GNP 대비 교육재정의 비율은 4.3%였다. 1998년까지 교육재정을 GNP 5% 수준까지 확보하는 데는 실패했다 하더라도 교육 재정 GNP 5% 확보방안의 일환으로 입법되었던 교육재정 관련법령이 1999년 이후에 도 지속되었고, 국민의 정부의 교육재정 GNP 6% 확보방안과 맞물려서 교육재정 확 충을 견인하는 밑바탕이 되었다. 그러나 지방교육채 발행을 통한 재원조정 관행의 고 착화, 지방교육재정 확보 책임의 전가 구조화, 지방교육자치와 일반지방자치의 통합 촉진, 지방교육재정구조의 복잡화와 재원의 불안정화, 교육재정 확충 논리의 실종 등 교육재정 GNP 5% 확보방안의 부정적 결과를 개선하기 위한 노력이 필요하다. The purposes of the study are to evaluate the outcomes on ‘the Measure for Increasing Educational Budget to 5% of GNP’(hereinafter, "GNP 5% Measure") of 「5.31 Education Reform Program」, and to present tasks to improve the educational finance system. To accomplish these purposes, the government statistics of educational finance, earlier studies, and information of acts and subordinate statutes were analyzed. In 1995, the Government and the Assembly amended the Local Education Finance Subsidy Law and Education Tax Law, and enacted the Law on the Special Cases Concerning the Procurement, Etc. of School Sites and the Law on Special Accounts for the Improvement of Educational Environment, to increase the educational budget to five percent of GNP. In 1996, the Government amended Regulations on the Financial Support of Counties and Cities for the Schools’ Expenses. As a result, the Government planned to secure the educational budget of 6,239.54 billion won, but actually secured educational budget was 5,664.25 billion won, that is 4.3% of GNP, from 1996 to 1998. The government did not accomplish to increase the educational Budget to 5% of GNP in 1998, but acts and subordinate statutes for GNP 5% Measure contributed to raise the educational budget increase since 1999. In spite of many outcomes of GNP 5% Measure, the tasks to reduce negative any outcomes of GNP 5% Measure are as follows: the habitual practices to cover revenue shortfall by issuing local education bond, the structure to shift responsibility of securing local education budget upon local government, the trend to go ahead with a plan to merge local educational autonomy system and local autonomy system, the more complicated structure to secure the local education budget, the unstable change of revenue source of local education budget, and the absence of the logic to secure the more educational budget.

지식재산권 창출을 위한 체육측정평가 KIP 교수-학습 모듈 개발의 타당화

고유선(You Sun Ko) 한국체육측정평가학회 2015 한국체육측정평가학회지 Vol.17 No.1

체육측정도구를 살펴보면 매우 노후되었거나 다른 나라로부터 수입되어 값비싼 로열티를 지불하는 기자재들이 대부분이다. 본 연구는 체육교육 현장에서 타당성과 신뢰성이 떨어지는 측정도구의 문제점들을 파악하고, 새로운 아이디어를 결합한 도구를 지식재산으로 창출하기 위해 체육측정평가 KIP 교수-학습 모듈을 개발하며, 역할을 제시함으로써 그 타당성을 제시하고자 하였다. KIP 교수-학습 모듈을 개발하기 위한 교육과정은 다음과 같다. 먼저 A대학 체육교육과 체육측정평가 수강생 30명을 2~4명씩 9개조로 편성하여 학생들에게 2014년 3월 중 3주간에 걸쳐 체력측정평가에 대한 개념 및 이해와 체력측정 실습교육을 하였고, 마지막 주 800여 명을 직접 체력측정 한 후 측정기자재에 대한 타당성 및 신뢰성에 대한 토론을 하여 그 문제점을 찾아내었으며, 3주간에 걸쳐 그룹별로 아이디어 회의를 하였다. KIP교수-학습 모듈은 1단계: 도입(이론이해 및 실습), 2단계: 기준근거의 기자재 탐색, 3단계: 선행기술조사, 4단계: 특허출원 후 발표, 5단계: 평가 단계로 개발되었는데, 9개조 모두 직접 특허출원 및 실용신안 등록에 성공하였다. 측정도구에 관하여 제기될 수 있는 공통의 문제점은 성별, 연령, 체형, 자재의 재료, 형태, 사용편리 등 체력 측정에 대한 도구의 타당성 및 신뢰성에 대한 것이다. KIP 교육과정은 학생들이 배운 지식을 통해 아이디어를 도출하고 지식재산을 창출하기 위한 특허출원과정을 거침으로써 학습자의 성취감은 물론 자신들의 아이디어를 보호받고 가치창출로 이어질 수 있는 가능성에 대하여 배울 수 있으므로 차후 이 모듈에 대한 기준 점검이 요구된다. In terms of measurement tools in physical education, most pieces of the measurement equipment are very time-worn or imported - expensive royalty fees are paid to im KIP Teaching-Learning Module of measurement and evaluation in physical education and presenting the roles. The education course for developing the module was aport them. This study intends to solve the problem. Specifically, it intends to create a new tool combined with new ideas as an intellectual property by grasping the problems of the tools with low validity and reliability used for measuring physical strength in the physical education field, where measurements and evaluations are performed. Furthermore, it intends to present the validity by developing s follows. First, 30 attendees of the course ‘Measurement and Evaluation in Physical Education’ of the Department of Physical Education of University A were divided into 9 groups of 2-4 members. They received education about the concept of the measurement and evaluation of physical strength, came to have an understanding of the concept, and practised physical strength measurement for 3 weeks during March 2014. They measured the physical strength about 500 people during the last week, discussed the validity and reliability of the measurement equipment, and found out the problems. The module was developed through a total of 5 steps (1st: beginning theory understanding and practising; 2nd: the exploration of equipment that is based on standard; 3rd: prior art search; 4th: announcing after the patent applications; 5th: evaluation). All the students who belong to the 9 groups succeeded in the patent applications and utility model patent registrations themselves. The problems common to the measurement tools are the validity and reliability of the physical strength measurement tools - the validity and reliability related to genders, ages, body shapes, materials, shapes, convenience for use, etc. The KIP education course can provide an opportunity for learners to learn about the possibilities of protection of their ideas and the possibilities of ultimate value creation as well as provide a sense of accomplishment to them, through the patent application process for coming up with ideas using the obtained knowledge and for creating intellectual properties. Future, This module requires a check on evaluation Criteria.

교육연구에서 f-NIRS의 실제 측정과 적용을 통한 두뇌 연구의 탐색

박상희(Sang-Hee Park),박진선(Jin-Sun Park),황나래(Na-Rae Hwang),권승혁(Seung-Hyuk Kwon),권용주(Yong-Ju Kwon) 한국교원대학교 뇌기반교육연구소 2019 Brain, Digital, & Learning Vol.9 No.3

Combining research methods in brain science and education is already one of the main trends and is effectively used to test existing theories of learning at the brain level and to discover new unknown knowledge in education. Functional near infrared spectroscopy (f-NIRS) is a device that measures the hemodynamic changes of the prefrontal lobe related to emotional changes, cognitive activity, and physical exercise. Its measuring principle is a method of detecting the transmittance of a light source whose wavelength is disturbed by the difference in histological characteristics of the prefrontal lobe brain region, using a near infrared light source with a wavelength of about 650-1000 nm. Cerebral blood flow changes can be measured in a non-invasive way. There are many advantages and high utilization in the convenience of measurement, the mobility of the measuring device and the possibility of the subject s movement. This method has advantages in terms of ease of measurement, maintenance efficiency, and low maintenance costs. This can be the best tool for brain research and mass sampling of students. To explore the practical applicability of f-NIRS in educational research, the study measured the brain activity of college students in observing biological phenomena designed with the block paradigm. The brain activity of the college students was shown that the BA10 region was activated in the guided observation and the BA8 region was activated in the non-guided observation. The findings suggest that the use of f-NIRS in educational research can be a useful approach for studying probes in the learning process, as well as short- and long-term learning effects. Therefore, the proliferation of f-NIRS use in educational research will contribute to the development of specific and systematic research methods.

초등학교에서의 넓이 측정 지도에 관한 고찰 -2007년 개정 수학과 교육과정을 중심으로

오영열 ( Young Youl Oh ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.21 No.1

본 연구는 초등학교 수학과 측정 영역 가운데서 넓이 측정에 대해 학문적 연구 결과 드러난 사실들을 바탕으로 2007년 개정 수학과 교육과정 및 이에 근거한 수학 교과서에 나타난 넓이 측정 내용을 고찰 및 분석하는데 그 주요한 목적이 있다. 본 연구 결과를 바탕으로 드러난 점들을 요약하면 다음과 같다. 첫째, 넓이 측정에 대한 지도는 절차적 지식 중심이 아니라 측정을 이해하는데 중요한 아이디어에 초점을 맞추는 개념적 접근이 이루어져야 한다. 이를 위해서 넓이 측정의 개념적 토대가 되는 측정 단위에 대한 의미를 이해하는 것이 중요하다는 것을 지적한다. 둘째, 2차원적인 평면 도형의 넓이를 측정하는 원리를 이해하기 위해서는 단위 정사각형으로 직사각형을 완전히 덮고 그 개수를 세는 것이 아니라 단위 정사각형이 직사각형 내에서 어떠한 형태로 배열이 되는지에 대한 직사각형의 배열 구조를 학생들이 이해할 수 있도록 지도할 필요가 있다. 셋째, 우리나라 수학 교과서에 대한 고찰 결과 1학년의 비교하기 활동이 4학년에서의 보편단위를 도입한 직사각형의 넓이 측정으로 유기적인 연결이 부족하며, 이를 보완하기 위해서 임의단위로서 구체물을 활용하여 넓이를 측정해 보는 기회가 필요하다. 측정을 배우는 것은 측정 과정에서 중요한 수학적 사고 과정을 배우는 것이다. 측정을 틀에 박힌 공식 암기에 의존하여 학습할 경우 측정 지식을 일반화하는데 어려움이 있으며, 따라서 측정에 대한 본질적인 아이디어를 배울 수 있도록 개념적 접근이 강화될 필요가 있다. 마지막으로 넓이 측정에 대한 학생들의 개념적 이해를 돕기 위해서는 교사들이 넓이 개념에 대해 충분한 이해가 선행되어야 할 것이다. The purpose of the present study is mainly to review the findings from the research of area measurement during the last two decades, to investigate the contents of area measurement in the revised 2007 national mathematics curriculum and mathematics textbooks, and finally to compare the results of the latter on the basis of the research findings. The results of this study are as follows: First, teaching about area measurement needs to be focused on ``important ideas`` to help students` understanding of fundamental concepts of area measurement rather than the procedural knowledge. Secondly, structuring an array is at the heart to understand two-dimensional area measurement. Thirdly, there was a lack of connection of teaching area measurement between intuitive comparison of objects in the first grade and the use of the standard unit to measure the two-dimensional rectangle. Thus, students need to have an opportunity to measure area of objects using concrete materials as informal units. To learn measurement is to investigate the process of the important mathematical ideas. Thus, the conceptual approach to measurement is the way to learn the fundamental ideas of measurement. In addition, teachers` deep understanding of the fundamental concepts of area measurement is necessary to help students understand the conceptual learning of area measurement.

A Study on the Development and Application of the Measurement Tools for School Citizenship of Pre-service Teachers

백승민(Seung-Min Baik) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.1

The purpose of this study is to establish the concept of school citizenship and to develop tools to measure the level of school citizenship for the pre-service teachers. In addition, this study is to suggest a plan to apply the level of school citizenship for the pre-service teachers identified by using the developed measurement tools to the curriculum and various programs in university of education. This study developed the measurement tools through the research procedures such as job search stage, development stage of measuring items, stage of validating and applying measurement tools. The final questions for measuring the school citizenship of pre-service teachers consists of total 87 questions, and the content validity and reliability (Cronbach α = .925) have been secured. This study validated the measurement tool and analyzed the results by background variable and by component by conducting the main survey as an object of 137 pre-service teachers in the university H , located in Cheongju-si, Chungbuk. Based on the analysis of measurement results, measures to improve the curriculum and education program of teacher training universities that enhanced the school citizenship and civic education competency of pre-service teachers.

개정 사립학교법의 위헌성

김호정 ( Kim Ho-jeong ) 한국외국어대학교 법학연구소 2007 외법논집 Vol.25 No.-

Various legal regulations on the exercise of management right of an educational foundation can be justified only in the context of public aspect of private educational foundation's role in public education. The prime examples of such government regulations which the revised Private Schools Act prescribes include open trustee system, alleviated legal requirements to revoke the appointment of school directors, additional circumstances to appoint a provisional director, grant of deliberation powers to the university boards of trustees, and mandatory installation of such boards in universities. Therefore, the question of unconstitutionality of such clauses depends upon the bounds of government regulations on private educational foundations. The question of the extent or legality of government regulations or interventions on private educational foundations should be discussed in the context of their autonomous rights, which are awarded to each private school so that it shall exercise its own right in the standing of a legal person. The incorporation of private schools is designed to maintain each private school's purpose of foundation. These objects are to be attained by the directors appointed by each school founder and the appointed directors thereafter, to maintain the consistency of policies. This is the essence of board system of a foundation and core of its management structure. Therefore, the government regulations on each educational foundation can only be justified as long as the regulation serves to help pursuit the purpose of each educational foundation. The government has had financial problems in managing public education. On this fiscal grounds, the government has encouraged to establish incorporated educational institutions and led each school founder to contribute his private property to found his own schools. In examining this process, it should be noted that there are constitutional agreements between the government and school founders that guarantees the educational foundations to enjoy the freedom of private school which, in pursuing the purpose of foundation, enables them to operate schools independently. Therefore, the government regulations and interventions on incorporated educational institutions can only be justified when they fall within certain constitutional boundary, and such government supervision should serve to promote each institute to pursuit its own purpose of foundation and to aid each school not to deviate from its original object of foundation. In no circumstances, the government should not infringe upon the essential part of freedom of each school to manage its own educational property and not harm its standing as a legal person. In conclusion, several provisions of the revised Private School Acts should be regarded as unconstitutional for the following reasons : First, the revised articles enforcing each educational institute to appoint open trustees from the list of people recommended by the university board of trustees are in violation of the essential part of property right and the freedom of school, in that such articles force the school founders and the board of directors to replace or fill up the trustees irrespective of their own judgement or will notwithstanding that there are other less restrictive measures to prevent the corruption of private school system and to promote the transparency of school management. For the same reason, the clauses alleviating legal requirements to revoke the appointment of school directors and pluralizing additional circumstances to appoint a provisional director are considered to be violating the property rights prescribed in the article 23 of Constitutional Law. Third, the provisions which grant the deliberation powers to the university boards of trustees that are comprised of faculty members, students and parents and enforce the installation of such boards in universities may be construed as unconstitutional in the aspect that such provisions excessively harm the essential part of each educational foundation's property rights and the autonomous rights of universities by allowing the faculty members, students and parents to share the powers of the boards of directors and the principals.

삼각형과 사각형의 내각의 합 지도에서 측정 오차의 활용 방안

오영열 ( Oh Young Youl ),박주경 ( Park Ju Kyung ) 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.1

측정 교육은 구체물을 조작하고 대상의 속성을 탐색하는 과정을 통해서 학생들의 다양한 사고가 발현되는 영역이다. 측정의 기본적인 속성에 대한 이해와 사고 능력을 높이기 위해서는 측정 교육이 학생들의 수학적 사고 특성을 바탕으로 이루어져야 한다. 이에 본 연구에서는 각도기를 사용하여 삼각형과 사각형의 내각의 합을 구하는 과정에서 나타나는 측정 오차를 의미 있게 활용할 수 있는 방안에 대해 연구하였다. 이를 위해 초등학교 4학년 1개 학급 학생들을 대상으로 각도기를 사용하여 삼각형과 사각형의 내각의 합을 측정하는 설문 조사를 실시하였다. 연구 결과 첫째, 각도기로 각의 크기를 측정하는 과정에서 측정 오차가 발생했다. 이러한 측정 오차는 측정 활동의 과정에서 학생들에게 자연스럽게 나타날 수 있다. 둘째, 측정 오차를 활용하여 삼각형과 사각형의 내각의 합을 지도하는 방안을 탐색하였다. 이를 통해 학생들은 자신의 자료를 막대그래프로 표현함으로써 측정과 통계를 연결하여 학습할 수 있고, 표현된 그래프를 바탕으로 삼각형과 사각형의 내각의 합을 추측하기 위한 깊이 있는 토론을 할 수 있으며, 더 나아가 도출된 결과를 바탕으로 다른 사례에 적용하는 활동을 통하여 측정의 개념에 대한 깊이 있는 이해에 도달할 수 있다. 본 연구는 초등학교 측정 수업이 학생들이 경험할 수 있는 사고에 기반 하여 이루어져야 함을 시사한다. 이를 위해 초등학생들의 수학적 사고와 특성에 맞는 교수 학습을 위한 다양한 실천적 연구가 필요하다. Measurement education is an area in which various thoughts of students are expressed through the process of manipulating and exploring the properties of objects. It should be based on students’ mathematical thinking characteristics in order to improve their understanding of the basic attributes of measurement. Therefore, we have studied the method that can meaningfully use the measurement error. For this purpose, this study conducted a survey of fourth-graders in elementary school to measure the sum of a triangle and a quadrilateral using a protractor to explore meaningful use of measurement errors. As a result, students showed measurement error in measuring angle size with the protractor. These errors can occur naturally to students in the course of measurement activities. Second, we explored ways to guide the sum of the triangle and the quadrilateral by using measurement errors. By using measurement errors in class, students can increase interest and curiosity in measurement learning. In view of this, students can learn by linking measurements and statistics by representing their own data in a bar graph, by having in-depth discussions to guess the sum of the triangle and the quadrilateral based on the graph represented, and by applying the activities to other cases based on the results derived. This study suggests that elementary school measurement classes should be based on thinking that students can experience. To this end, various practical researches are needed to guide elementary school students to suit their mathematical thinking and characteristics