디지털 시대에 요구되는 예비 초등교사의 과학 관련 협력적 문제해결역량 분석

나지연,윤회정 한국초등과학교육학회 2020 초등과학교육 Vol.39 No.4

In this study, we surveyed characteristics of the science related collaborative problem solving competency of pre-service elementary teachers, especially required in the digital age. The participants in online survey were 119 pre-service elementary teachers of National University of Education located in Gangwon province. The analyzed results of survey were as follows: First, pre-service teachers performed their task responsibly in collaborative problem solving context related to science. However, they lacked competencies in making rubrics for problem solving processes or outcomes, and setting up rules about team activities. Second, in using ICT technology, the competencies of utilizing tools such as app and software lacked compared with the competencies of searching data in online and using ppt. Third, there was no statistically significant difference among groups by their intensive major in university or selective subject in high school. Nevertheless, pre-service teachers majoring in natural science showed more persistence than those majoring in humanities in problem solving context. Finally, there was no significant gender difference except ‘clear communication and accomplishment’. That is, female pre-service teachers performed more responsible in their task and showed more fluency in communication and presentation within their group than male counterparts. Based on these results, implications in the field of pre-service teacher education were discussed.

초등 교사는 왜 그 사이트에서 과학수업자료를 찾는가?- 과학 교수․학습 자료 지원 웹사이트를 중심으로 -

나지연,문재원 한국초등과학교육학회 2020 초등과학교육 Vol.39 No.1

The purpose of this study was to identify factors that influenced elementary school teachers in choosing websites that support science teaching and learning. The participants of this study were four elementary school teachers. The data was collected through semi-constructed and in-depth interview. The results of the research are as follows: First, the individual factors that influenced participants to choose a website were teacher’s thinking about appropriate science teaching and learning methods and teacher’s lack of ability to prepare science lessons. Second, the surroundings factors were the image of the teachers using the website, the formation of consensus, belonging to the peer teachers, and students’ preferences and interests. Third, participants chose a website where they could provide ideas for science lessons that are not available in textbooks and instructional materials for all subjects, and see stories and tips related to teaching career. In addition, the website was selected according to whether the developer of science instructional materials was a teacher, whether the materials uploaded on the website were up-to-date, and whether the teachers can learn by themselves to prepare for the science class. Fourth, participants considered the design and interactivity of the website and chose a website that is easy to search for information. Finally, we suggested the implications for building the websites that support science teaching and learning.

문제중심학습(PBL)수업이 예비유아교사의 교사효능감에 미치는 영향

나지연 대한사고개발학회 2017 사고개발 Vol.13 No.1

The purpose of this study was to explore the changes and the effects of the PBL(Problem-Based Learning) on teacher efficacy of pre-service early childhood teachers. The study target was 32 pre-service teachers who took the “Method of Studying and Teaching Texts” course designed in PBL. Solving two problems related to early childhood education, they completed Teacher Efficacy Scale and reflectional journal for three times. The result of this study are follows. First, the effects of the PBL on teacher efficacy was not statistically significant(F=2.2, p>.05). Second, according of reflectional journal, teacher efficacy of pre-service early childhood teachers was classified into major knowledge, instructional strategy and method, problem solving skills, and cooperation skills. It was attributed that 4 factor: mastery experiences, vicarious experience, verbal persuasion, and physiological and emotional arousal, suggested by Bandura. Based on the result of this study, it was suggested that follow-up studies have to be conducted on more problems and semesters in order to additionally explore the changes and the effects of the PBL on teacher efficacy of pre-service early childhood teachers. 본 연구의 목적은 문제중심학습(PBL)수업이 예비유아교사의 교사효능감에 미치는 영향과 변화를 탐구하기 위한 것이다. 이를 위해 Y대학 유아교육과 2학년 학생 32명을 대상으로 한 학기동안 PBL수업을 진행하였다. PBL수업은 실제 유아교육현장과 관련된 2개의 문제상황으로 구성하여 15주동안 진행되었다. 예비유아교사의 교사효능감에 미치는 영향과 변화를 탐구하기 위해 각 PBL활동 전과 후의 교사효능감을 3회 측정하였고, 각 PBL활동 후 성찰일지를 작성하여 내용분석을 하였다. 연구 결과는 다음과 같다. 첫째, PBL수업이 예비유아교사의 교사효능감에 미치는 영향은 통계적으로 유의미한 차이가 없는 것으로 나타났다(F=2.2, p>.05). 둘째, 성찰일지 내용분석의 결과 PBL활동 전과 후에 예비유아교사의 교사효능감은 변화가 있었다. 예비유아교사들의 교사효능감은 전공지식, 수업전략 및 방법, 문제해결능력, 협동학습능력 측면에서 PBL활동 전후 변화를 보였다. 예비유아교사의 교사효능감 변화의 근거는 실제문제를 통한 성공의 경험과 대리적 경험, 언어적 설득, 긍정적인 정서의 변화 등에 의한 것이었다. 본 연구의 결과를 바탕으로 PBL수업에서 문제상황의 수와 연구기간을 늘려 예비유아교사들의 교사효능감의 영향과 변화를 추가적으로 탐색하기 위한 후속 연구를 제언하였다.

4차 산업혁명 시대에 필요한 초등 과학교육학 과목의 학습 내용에 대한 초등 교사의 인식

나지연 경북대학교 과학교육연구소 2021 科學敎育硏究誌 Vol.45 No.1

This study conducted an online survey to understand what elementary school teachers think about the learning contents of elementary science education subjects needed to train elementary science teachers suitable for the era of the 4th Industrial Revolution. The results are as follows: First, there were many elementary school teachers who thought that the current learning content of elementary science education was not suitable for the era of the 4th Industrial Revolution and that it needed to modify the learning content. Many of the teachers said that the learning content of the subject did not include the characteristics of the 4th Industrial Revolution, but also did not reflect the changes of the times and remained in the past. Second, the content that elementary school teachers thought was important in training elementary school teachers suitable for the era of the 4th Industrial Revolution was mainly related to the interests and curiosity of students, and scientific experiments or inquiry. On the contrary, the items that they thought should be deleted or reduced included science learning theory, science teaching/learning model, nature of science, and guidance for gifted children. Third, the contents that elementary school teachers thought needed to be added as learning content of elementary science education subjects were SSI education, science education-related social change and future prediction, advanced science technology, STEAM guidance, and integrated education within the science field. Fourth, in order to train elementary school teachers suitable for the era of the 4th Industrial Revolution, the contents that they thought should be introduced first as learning content of elementary science education subjects were SSI education, integrated education within the science field, STEAM guidance, and core competencies. Other contents that need to be introduced were software education, safety education, and project learning methods. 본 연구는 4차 산업혁명 시대에 적합한 초등과학 교사 양성을 위해 필요한 초등 과학교육학 과목의 학습 내용에 대해 초등 교사들이 어떻게 생각하는지 알아보고자 온라인 설문을 실시하였다. 그 결과는 다음과 같다. 첫째, 현행 초등 과학교육학 과목의 학습 내용이 4차 산업혁명 시대에 적합하지 않으며 학습 내용 수정이 필요하다고 생각하는 초등 교사가 다수 있었다. 초등 교사들이 그렇게 생각한 이유는 주로 과목의 학습 내용이 4차 산업혁명의 특징을 포함하지 못할 뿐만 아니라 시대변화를 반영하지 못하고 과거에 머물러있다고 생각했기 때문이었다. 둘째, 초등 교사들이 4차 산업혁명 시대에 적합한 초등 교사를 양성하는 데에 중요하다고 생각한 내용은 주로 학생의 흥미와 호기심, 과학 실험이나 탐구와 관련이 있는 것이었다. 그에 비해 삭제하거나 축소해야 한다고 생각하는 항목으로는 과학학습이론, 과학과 교수⋅학습 모형, 과학의 본성, 영재아 지도가 있었다. 셋째, 초등 교사들이 초등 과학교육학 과목의 학습 내용으로 추가할 필요가 있다고 생각한 내용은 SSI 교육, 과학교육 관련 사회 변화와 미래예측, 첨단과학기술, STEAM 지도, 과학 분야 내의 통합교육이었다. 넷째, 4차 산업혁명 시대에 적합한 초등 교사 양성을 위해 초등 과학교육학 과목의 학습 내용으로 우선 도입해야 한다고 생각하는 항목은 SSI 교육, 과학 분야 내의 통합교육, STEAM 지도와 과학과 핵심역량이었다. 그 외에 추가로 도입될 필요가 있는 내용으로는 소프트웨어교육, 안전교육, 프로젝트 학습법이 있었다.

초등학생의 과학적 의사소통 능력 함양을 위해 예비 초등교사들이 작성한 수업과정안의 특징

나지연,장병기 한국초등과학교육학회 2018 초등과학교육 Vol.37 No.1

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students’ thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers’ lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students’ individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

초등 예비교사가 제작한 과학교육용 앱의 특징과 앱 제작 교육에 대한 초등교사의 생각

나지연 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.1

본 연구는 초등 예비교사들이 제작한 앱의 특징과 앱 제작 교육에 대한 초등교사의 생각을 살펴보고이를 통해 초등 예비교사를 위한 TPACK 교육에 시사점을 도출하는 데에 그 목적이 있다. 과학교육 앱제작 경험을 제공한 사례를 수집하고, 3명의 초등교사를 대상으로 해당 사례에 관한 생각을 조사하였다. 예비교사들이 제작한 앱의 특징을 분석한 결과는 다음과 같다. 첫째, 예비교사들이 앱을 제작하면서의도한 교육목표는 탐구가 가장 높게 나타났고, 도구형과 학습자⋅교수자간 상호작용이 일어나는 앱을제작한 경우가 상대적으로 높게 나타났다. 둘째, 대부분의 예비교사들이 교육과정 목표에 부합하도록앱을 제작하였으나 건설적 차원과 협력적 차원에서는 낮은 수준의 유형에 해당하는 앱의 특징을 보여주었다. 예비교사들이 제작한 앱과 앱 제작 교육에 대한 초등교사들의 생각을 분석한 결과는 다음과같다. 첫째, 초등교사들은 예비교사들이 제작한 앱의 효과성에 가장 낮은 점수를 주었고, 이를 해결하기위해 교육과정 성취기준 분석과 기 개발된 앱 평가 및 수정 활동을 제안하였다. 둘째, 초등교사들은 예비교사의 TPACK 향상을 위하여 앱을 직접 제작해보는 경험을 제공하는 것이 적절하다고 응답하였다. 셋째, 초등교사들은 앱 인벤터를 활용하여 앱을 제작할 수 있는 블록 코딩 문해력 정도가 예비교사에게필요하다고 생각하였다. 넷째, 예비교사의 TPACK을 향상시키기 위해 앱 제작 교육에서 모의수업과 앱을 통해 데이터를 수집하고 다루어 보는 경험을 강조할 필요가 있다고 하였다. This study examined inservice elementary teachers’ thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, “inquiry” had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.

과학 연극 수업이 과학 본성에 대한 초등학생의 인식에 미치는 영향

나지연,장병기,Na Ji Yeon,Jang Byung-Ghi 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5

The importance of teaching the nature of science (NOS) has been always emphasized in science education. However, the NOS is hardly taught in elementary science class. We are lacking in the strategies and materials for teaching NOS. So we designed the science drama teaching, and investigated the effects on pupils' perceptions about NOS. The subjects of this study were 185 third graders from a elementary school. The treatment group was provided with science drama lessons and the control group was provided with traditional lecture-type lessons. Their perceptions about NOS were investigated before/after the science lessons and after 3 months following them, and both of two groups were compared. The pretest results revealed that the pupils of both groups were found to have similar views on NOS. Dey had traditional views of the most items except for social construction of theories, mathematical knowledge and decision-making. After science lessons, they tended to change their views toward modem views, but the pupils of the treatment group showed more modem views than those of the control group on the observation, model, social construction of theories, predictions. After 3 months, the pupils of the control group tended to come back to their traditional views, but those of the treatment group showed tendencies that their changed views were kept up on the observation, scientific model, scientific knowledge, scientific methods, decision-making, social construction of theories, mathematical knowledge. Therefore this study suggests that science drama teaching could be one of the effective ways for teaching NOS.

놀이에 관한 국내⋅외 과학교육 연구 동향 분석 - 초등과학교육 연구를 위한 시사점을 중심으로 -

나지연 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.1

To investigate the trends in science education research related to play and derive implications for elementary science education research, we analyzed 109 research articles on play in science education published both in Korea and abroad. First, the number of research studies conducted abroad has been steadily increasing since 2009, with the highest number targeting middle school students. Conversely, domestic research has the highest number of papers targeting elementary school students. Second, in terms of research methods, quantitative methods were the most commonly used. Third, the use of questionnaires was the most frequently published research method, while the use of observation and products was smaller in number in domestic studies compared to those conducted abroad. Fourth, In the aspects of the contents, more research was conducted in the field of physics than in other areas. In case of researches for elementary school students, domestic research was focused on four areas of science. Fifth, among the studies exploring effectiveness, the ‘cognitive domain’ was the most studied, followed by the ‘science-related attitude domain’ and the ‘inquiry and practice domain’. Sixth, the use of play was high in the following order: online games, video games, virtual play, and games with rules. For domestic researches, studies on analog play were most frequently reported, and the ratio of digital games in abroad was higher than that of others. Seventh, the highest number of papers used teacher-directed play, and this tendency was more noticeable in domestic studies. 본 연구는 초⋅중등 과학교육 분야에서 진행된 놀이 관련 연구의 동향을 파악하고 초등과학교육 연구를 위한 시사점을 도출하고자 국내⋅외에서 출판된 놀이 관련 과학교육 연구 109편을 분석하였다. 연구 결과는 다음과 같다. 첫째, 국외 연구는 2009년을 기점으로 꾸준히 증가하고 있으며, 놀이의 대상이 중학생인 논문이 가장 많았다. 그에 비해 국내 연구는 초등학생을 놀이의 대상으로 설정한 논문이가장 많았다. 둘째, 논문에서 사용한 연구 방법은 양적연구 방법이 가장 많았다. 셋째, 놀이에 관한 과학교육 논문들은 설문을 활용한 경우가 가장 많이 나타났고, 국내 연구의 경우 관찰과 활동 산출물의 비중이 국외 연구보다 상대적으로 낮게 나타났다. 넷째, 놀이의 내용 영역은 물리 영역이 가장 높게 나타났다. 초등학생 대상 연구를 살펴보면 국내 연구들은 과학의 4개 영역에 편중되어 있었다. 다섯째, 효과변인을 분석한 결과 인지적 영역, 과학 분야 정의적 영역, 탐구실행영역 순으로 높게 나타났다. 여섯째, 논문에서 제시된 놀이의 유형은 온라인게임, 비디오게임, 가상놀이, 규칙이 있는 게임 순으로 높게 나타났다. 국내⋅외 연구를 비교한 결과, 국내 연구가 아날로그 놀이에 집중되어 있는 반면 국외 연구는 디지털게임에 대한 연구가 상대적으로 활발히 진행되었다. 일곱째, 교사 지시적 놀이가 가장 많이 나타났으며 이런 경향은 국내 연구에서 두드러졌다.

4차 산업혁명 시대에 필요한 초등 과학교육학 과목에 대한 전문가들의 의견

나지연 성신여자대학교 교육문제연구소 2021 교육연구 Vol.80 No.-

This study examined the opinions of experts on elementary science education courses required in the era of the 4th Industrial Revolution. The results are as follows: First, the participants suggested 13 directions for elementary science education courses required in the era of the 4th industrial revolution. There was an opinion that competency-oriented education or advanced science and technology should be introduced. Second, the participants thought that the current elementary science education courses were not appropriate in the era of the 4th Industrial Revolution, and they cited the reasons for lack of competency-centered education, use of advanced science technology, convergence education, etc.. Third, the participants responded that a total of 11 contents need to be additionally dealt with in elementary science education courses, and subjects that thought they needed to be added also responded with similar contents. Fourth, the opinion that the experience of integrating knowledge and practice should be provided as an improvement point for elementary science education courses appeared most frequently. 본 연구는 4차 산업혁명 시대에 필요한 초등 과학교육학 과목에 대한 전문가들의 의견을 살펴보았다. 그 결과는 다음과 같다. 첫째, 연구 참여자들은 4차 산업혁명 시대에 필요한 초등 과학교육학 과목의 방향으로 13가지 방향을 제시하였다. 역량 중심 교육이나 첨단과학기술을 도입해야 한다는 의견이 있었다. 둘째, 연구 참여자들은 현행 초등 과학교육학 과목이 4차 산업혁명 시대에 적절하지 않다고 생각하였으며, 역량 중심 교육, 첨단과학기술 활용, 융합 교육 등이 부족하고, 과학 개념 중심으로 이루어지기 때문이라는 이유 등을 들었다. 셋째, 연구 참여자들은 총 11가지의 내용을 초등 과학교육학 과목에서 추가로 다룰 필요가 있다고 응답하였으며 추가할 필요가 있다고 생각한 과목도 이와 유사한 내용으로 응답하였다. 넷째, 초등 과학교육학 과목의 개선점으로 지식과 실천을 통합하는 경험을 제공해야 한다는 의견이 가장 많이 나타났다.

Prognosis in case of nerve disturbance after mandibular implant surgery in relation to computed tomography findings and symptoms

나지연,한상선,전국진,최윤주,최성호,이채나 대한치주과학회 2019 Journal of Periodontal & Implant Science Vol.49 No.2

Purpose: The aim of this study was to evaluate the computed tomography (CT) imaging findings and clinical symptoms of patients who complained of neurosensory disturbances after mandibular implant surgery, and to investigate the relationships of these parameters with the prognosis for recovery. Methods: CT scans were reviewed in 56 patients with nerve disturbance after mandibular implant surgery. Two oral radiologists classified the imaging findings into intrusion, contact, close, and separate groups according to the distance from the inferior border of the implant to the roof of the mandibular canal (MC). The symptoms of 56 patients were classified into 8 groups and the frequency of each group was investigated. Patients were categorized according to symptom improvement into no recovery and recovery groups, and the relationships of recovery with the CT classification and specific symptom groups were analyzed. Results: Thirty-eight of the 56 nerve disturbance cases showed improvement. The close and separate groups in the CT classification had a strong tendency for recovery (90.9% and 81.8%, respectively) (P<0.05). Although the lowest recovery rate was found in the intrusion group, it was non-negligible, at 50%. The 6 patients with a worm crawling feeling all improved, while the 8 cases with a tightening sensation showed the lowest recovery rate, at 12.5%, and the symptom of a tightening sensation occurred only in the intrusion and contact groups. Conclusions: The closer the implant fixture was to the MC on CT images, the less likely the patient was to recover. Regarding paresthesia symptoms, while a worm crawling feeling is thought to be a predictor of recovery, a tightening sensation appeared to be associated with a lower recovery rate.