초·중·고등학교 교양 기술 관련 교과에 있어서 「설계 제도」 내용의 연계성에 관한 연구

김용익(Yong Ik Kim) 대한공업교육학회 1997 대한공업교육학회지 Vol.22 No.2

This study was carried out to investigate articulation from elementary school through high school in the unit or content design and drawing of technology related textbooks. Various textbooks related to technology education involving practical arts textbook in elementary school, technology industry textbook in middle school, technology textbooks in high school were analyzed to accomplish this study`s objective. The major findings of this study were as follows : 1. The design and drawing education in elementary school was very low level, and done in integrative manner through several units of practical art textbooks. 2. The design and drawing education in technology - industry textbook of middle school dealt with `functions and types of drawing`, `how to display objects`, and `reality of drawing` which emphasized elements of drawing rather than ones of design. 3. The design and drawing education in technology textbook of high school dealt with `profile of design`, `mechanic drawing`, and `electric drawing`, and the structure of content was not systematic compared with that of middle school. 4. `The uses of simple drawing tools`, `recognition of drawing` in elementary school were related to `the uses and classifications of lines`, `projection method`, and it were also closely connected to `the uses of mechanic drawing` in high school. 5. Articulation from elementary school through middle school was very desirable except the concept of `the method of writing in measurement` and `projection method` which were not easy to understand completely very soon. Therefore, it was necessary to build up the content of drawing and design in elementary school. 6. Articulation from middle school through high school was desirable in the field of `the uses and classifications of lines` and `the interpretation of drawing`, but was poor in the field of `the uses of drawing tools` and `projection method`. Therefore, it was necessary to build up the content. of drawing and design systematically in high school. Based upon the findings of this study, the content structure of design and drawing from elementary school through high school should be reorganized so that students can learn it effectively without any boredom.

Visual Analogue Scale과 R(III) Nociceptive Flexion Reflex와의 상관관계

김용익(Yong Ik Kim),김상현(Sang Hyun Kim),이주철(Ju Chul Lee),전재수(Jae Soo Jeon),황경호(Kyung Ho Hwang),박욱(Wook Park) 대한통증학회 2000 The Korean Journal of Pain Vol.13 No.2

N/A Background: Pain is often measured using psychophysical scaling techniques. However, all of these methods found their limits, since they were based on the subjective sensations reported by the subjects. It is, therefore, desirable to validate psychophysical pain measures by simultaneously measuring some physiological correlate of nociception. We studied an objective method for measuring pain in human volunteer using R(III) nociceptive flexion reflex. Methods: Four different intensity of electrical stimuli between perception and 1.4 times the R(III) nociceptive flexion threshold were delivered to the sole of the feet in 8 normal volunteers. We measured the flexion reflex activity in the skin over the ipsilateral tibialis anterior muscle and subjects rated each stimulus on a visual analog scale (VAS) Results: Both R(III) nociceptive flexion reflex activity and VAS ratings showed a linear relationship with stimulus intensity and with each other in all volunteers. Conclusions: R(III) nociceptive flexion reflex elicited through electrical stimulation may used as an objective pain measurement, previsionary based on our study paradigm.

교육대학교 실과교육 프로그램 개발 요구분석

김용익(Kim Yong Ik) 한국실과교육학회 2004 한국실과교육학회지 Vol.17 No.4

The purpose of this study was to assess need for practical arts education program development at National Mniversity of education. The population for this study consisted of all the 3th, 4th grade trainee-teachers, all practical arts professors currently being at nationwide National University of Education, all teachers at nationwide elementary school. A random sample of 1,363 cases was chosen for this study. A survey instrument was developed from the review of literature to collect data. The result of this study were as follow: 1) It was proposed that standard plan of practical arts lesson applied at nationwide colleges of education should be developed for an effective teacher education. 2) Choosing contents of practical arts subject, first of all, an emphasis should be given to connection with practical arts of elementary school and relationship with real life. 3) The degree of educational need in practical arts education part was most high among four parts. So these results should be reflected at developing an instructing materials for compulsory course. 4) The degree of educational need in home economics part was relatively high at consumers’ economy education, consumers’ right and consumption environmental problem, relationship with nutrition and health. 5) The degree of educational need in life science part was relatively high at an understanding of agriculture and life engineering, a practice using garden plant, an understanding of agricultural environment preservation. 6) The degree of educational need in life technology part was relatively high at understanding and manipulation of a robot for education, understanding of machine and equipment in life.

보건의료 주민참여의 정의와 전략에 대한 연구

김용익 ( Yong Ik Kim ) 한국보건행정학회 1992 보건행정학회지 Vol.2 No.2

교육대학교에서 펀 경험(Fun Experience)을 통한 발명교육 방안

김용익(Kim, Yong Ik) 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.1

이 연구는 교육대학교에서 많은 예비교사들이 발명교육 관련 과목을 선택하여 보다 즐겁고 재미있게 공부하고 연구하게하기 위해서는 이론적인 축적이 필요하다는 생각에서 시작되었다. 무엇보다도 예비교사가 즐거워하고 중요한 내용이라고 생각한다면 앞으로 우리나라 발명교육은 더욱 활성화될 수 있을 것으로 생각을 했고, 이를 위해서는 펀 경험의 이론적인 틀과 적용 가능성을 탐구할 필요가 있다. 발명교육이 스포츠, 게임, 영화 등에서처럼 학습자들이 펀하게 느낄 수는 없을까 하는 바람이 있었다. 펀 구성요소 관점에서 발명교육 내용표준을 분석해보았는데, 발명교육의 내용은 학습자들이 펀하게 학습할 수 있음이 확인되었다. 다시 말해, 실생활과의 관련성, 학습자 주도적인 학습, 호기심, 기대감 등의 내적 요소뿐만 아니라 통합교과, IT기반 환경, 참여, 팀워크, 격려와 피드 백, 표현도구, 실제적 환경 등의 외적 요소를 충족시키고 있었다. 발명교육을 펀 경험과 접목 시키기 위한 적절한 연구였다고 판단된다. 펀 경험에 기초하여 교육대학교 발명교육 방안으로는 펀(Fun), 범교과적 통합성(Unification), 발표(Notification) 기회 부여, 팀워크(Teamwork), 불완전한(Half-baked) 성격의 과제, 격려와 피드 백(Encouragement & Feedback), 주인 의식(Owner sprit), 여유 있는(Relaxed) 활동 지향적 경험, 강한 열망(Yearning)을 제시하였다. 교육대학교에서도 교육수요자 중심으로 패러다임을 바꾸고, 그 대안으로 펀한 발명교육이 이루어지도록 해야 할 것이다. 추후에는 펀한 발명교육 수업 모형, 타과목과의 융합된 과목, 펀한 발명수업 사례를 발굴하고 그 효과를 검증하기 위한 연구도 이루어져야 할 것이다. This research began with a realistic problem that many pre-service teachers at the national university of education could choose the subject of invention education, study and research more fun. First of all, if the pre-service teacher is pleased and thinks that it is important contents, it is thought that the invention education of our country will be more resilient. There was a desire that learners receiving inventive education should have fun as in sports, games, and movies. From the perspective of fun elements, I analyzed the content standard of invention education, and it was confirmed that the content of invention education was enough for learners to learn happily. In other words, they met external factors such as integrated subject, IT-based environment, participation, teamwork, encouragement and feedback, expression tools, and practical environment as well as internal factors such as relevance to real life, learner-led learning, curiosity and expectation. It is thought that it was appropriate study to combine invention education with fun experience. Based on the fun experience, I named it Fun experience as a way to educate pre-service teachers. In other words, as a plan of invention education, Fun, Unification, Notification opportunity, Teamwork, Half-baked problems, Encouragement & Feedback, Owner sprit, Relaxed activity-oriented experience, and stronger Yearning. In national university of education, the paradigm should be changed in the direction of education demanders, and education of fun inventions should be made as an alternative. It is necessary to study for the purpose of discovering the fictional invention education class model, the fusion course with other subjects, and the example of the funny invention class and to verify the effect.

교육대학교 초등생활기술의 문제중심학습 수업 설계

김용익(Kim Yong Ik) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.1

Purposes of this study were to establish a learning object of EST(Elementary School Technology), develop suitable PBL(Problem-Based Learning) problems, design a plan of teaching and learning process of EST at National University of Education on the assumption that there were a lot of similarities between EST and PBL. This study was carried out through literature review and analysis of materials related to PBL and EST. Learning object was set up in the form of general object and behavioral object(cognitive, psycho-motor, and affective domain) for the purpose of developing PBL problems. Teaching and learning model of EST by PBL was supplemented at the base of traditional PBL model. It consisted with preparation, presentation of problem situation, planning, implementation, announcement of output, and evaluation step. PBL problems for EST were developed in the field of such as ‘drawing of a house plane figure’, ‘expression of object using Soma Cube’, ‘Puzzle game using Soma Cube’, ‘making moving object’, ‘making multi-purposive tool box’, ‘Using of 3 line switch’, ‘making an electric light stand’, ‘Knowing types and use of wood material for processing’, ‘making magazine stand with wood’, ‘cultivation of ethical consciousness about computer’, and ‘Using of word processor’. Among them, ‘making magazine stand with wood’ problem was designed as a plan of teaching and learning process for the practical application at National University of Education. And, some applying guide for teaching and learning process of EST by PBL for was proposed.

F. Kafka 作品의 共有的 特性

金容翊(Kim Yong-Ik) 부산대학교 인문학연구소 1981 코기토 Vol.20 No.-

초등 실과 전담 교사제 운영에 관한 연구

김용익(Kim Yong Ik) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.4

The purposes of this study were to justify the need of exclusive responsibility teacher system operation in elementary practical arts subject, to examine teachers’ opinion about this system. This study were carried out through literature review and survey. The major findings and recommendations of this study were as follows. 1. Considering characteristics of practical arts education and trend of societal specialization, we need to introduce and operate the exclusive responsibility teacher system in elementary practical arts subject positively. 2. It is not easy to get exclusive responsibility teachers for practical arts education because of low preference for the system. So it was recommended that advantage should be given to them so that a lot of teachers could apply. 3. There were few teachers who took courses for practical arts in the form of in-service teacher education. So more in-service education opportunities should be given to teachers who wish to learn about practical arts subject. 4. In the selection of educational contents for exclusive responsibility teachers for practical arts education, first of all, information communication technology, product maneuvering, teaching method of practical arts subject should be emphasized. 5. Teaching and evaluating method in exclusive responsibility teachers education for practical arts should be done in experiment and practice centered as teachers demand. 6. Teachers’ satisfaction degree toward teacher education in practical arts subject was very low. Therefore, curriculum for teacher education should be reorganized so that all teachers can like and satisfy themselves in the future.

초등학교 교원들의 기술적 교양과 관련된 변인

김용익(Kim Yong Ik) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.2

The purposes of this study were to test the significant difference among teachers’ personal variables about cognition degree toward technological literacy level, and to identify the relationship among those variables. The major findings and recommendations of this study were as follows. In general, male teachers rated their own technological literacy level higher than female teachers. Accordingly, teacher education program should be developed so that female teachers’ opinion can be reflected on it. Teachers who had longer teaching experience rated the their own technological literacy level lower than shorter experienced teachers unexpectedly. Accordingly, more chances for in-service education should be given to teachers who had longer teaching experience. There were no significant differences among intensified courses at university of education about technological literacy level. Therefore, in future, intensified courses should be strengthened for more effective technological literacy education, and reorganized for their representing characteristics well. There were no significant differences between industrial world’s work experience existence and nonexistence, and between technology licence possession and nonpossession. Therefore, it’s not necessary to consider industrial world’s work experience existence or nonexistence, and technology licence possession or nonpossession.

인터넷을 통한 Web-Based Instruction (WBI) 의 교육적 효용성과 수업전략 : 실과교육을 중심으로

김용익(Yong Ik Kim) 대한공업교육학회 1998 대한공업교육학회지 Vol.23 No.1

The purposes of the study were to examine the concepts, features and educational effectiveness of Web-Based Instruction(WBI), to present the site addresses related to practical arts education for helping students or teachers` searching for needed educational information. This study was carried out by literature review and sites` analyses through PC communications. Web-Based Instruction(WBI) was defined as hypermedia-based instructional program which utilizes the attributes and resources of the Web to create a meaningful learning environment where learning is fostered and supported. WBI Features were divided into two categories: (1) key features(interactive, multimedial, open system, on line search, learner controlled, etc.) and (2) additional features(convenient, authentic, course security, cost effective, collaborative learning). Owing to these affirmative features, WBI could be described as more effective than traditional instruction in learning environment, leaners` critical skills, creative problem solving skills, and collaborative sensibilities. People who wishes to utilize WBI which have a lot of merits in practical arts education can use the site addresses showed in this study.