중학교 남녀 학생들의 기술 수업에 대한 인식의 차이

송일민,최유현 한국기술교육학회 2000 지식기반 사회에서의 기술교육의 방향 Vol.- No.-

기술·가정 교과 목표는 달성할 수 있는가?

송일민 한국교육과정평가원 2004 교육광장 Vol.21 No.-

기술과 수업에서 교사의 교과교육학지식에 관한 사례연구

송일민,정철영 한국기술교육학회 2011 한국기술교육학회지 Vol.11 No.1

The purpose of this study was to analyze technology teachers' Pedagogical Content Knowledge (PCK) presented in their classes. To accomplish the purpose,this study investigated a model for technology teachers' PCK through a process of literature review and explored the features of the secondary school technology teachers' PCK by their instructional objectives (cognitive, affective, and psychometor domain). This study was performed by a case study methodology. Thus this study investigated technology teachers' PCK through analyzing the cases of the practical in-service technology teachers. This study considered technology teachers who are excellent in implementing practical technology classes research participants and firstly chose 15 technology teachers who met the selection criteria and agreed to participate in this study. 10 technology teachers were finally confirmed as research participants through the individual interviews. The participants in this study were 10 technology teachers who taught in diverse school grades (3 participants for 7th grade, 4 participants for 8th grade, 2 participants for 9th grade, and 1 participant for 10th grade)The participants' instructional objectives were analyzed into 3 areas such as affective domain, cognitive domain, and psychometor domain. The result appeared to be 1 lesson on the affective domain, 4 lessons on the cognitive domain, and 5lessons on the psychometor domain. The study was involved with the administration of two interviews (before the class and after the class) and class observation for the participants's technology class. Data collected from 10technology teachers were lesson plan, instructional material, portfolio paper,interview before the class, class observation, and interview after the class and analyzed to investigate key characteristics of technology teacher's PCK. In a synthesis of these findings, technology PCK was accordingly organized by the instructional objectives (affective domain, cognitive domain, and psychomotor domain) and the PCK composed of knowledge on technology curriculum,instructional methods and evaluation, students' learning, and class environment could be presented in the integrative manners. Recommendations derived from these findings and conclusions were as follows:(1) development study of the instruction consulting criteria and consultant training program based on the cases of technology teachers' PCK presented in their classes,(2) development study for facilitating technology teachers to implement diverse PCK, and (3) program development to improve the technology classes of the in-service technology teachers by setting the database of the PCK by instructional type and letting many technology teachers utilize it. 이 연구의 목적은 기술교사들의 수업에서 나타나는 기술교과교육학지식을 분석하는 데 있다. 이 연구를 위해 문헌고찰을 통해 기술교사들을 위한 기술교과교육학지식의 모형을탐색하였으며, 기술교사들의 수업실천에서 나타난 기술교과교육학지식을 구명하여 기술교육의 목표(인지적, 정의적, 심동적 영역)에 따른 기술교사들의 기술교과교육학지식의 특징을 탐색하였다. 이 연구는 사례 연구를 통해 이루어졌으며 실제 학교 현장에서 기술교육을 실천하고 있는 교사들을 통해 기술교과교육학지식을 탐색 하였다. 기술교육의 목표에 따른 기술교과교육학 지식의 차이를 구명하기 위해 연구 참여자의 수업 단원 학습목표를 분석한 결과, 정의적 영역 1개, 인지적 영역 4개, 심동적영역 5개의 수업으로 구분할 수 있었다. 10명의 교사들로부터 확보된 자료는 수업 지도안, 수업자료, 학습지, 사전 면담지, 수업 촬영 동영상, 수업 후 면담 자료 등이었다. 또한 연구의 신뢰도를 확보하기 위하여 다양한 형태의 자료를 수집하고 분석하였다. 연구의 결과를 종합하면, 기술교과 수업에서의 정의적, 인지적, 심동적 영역 등 기술교과 학습목표에 따라 수업을 조직하고 실천하는 중에 교사의 기술교과교육학지식이 다양한 형태로 발현되었으며, 기술교과 교육과정에 관한 지식, 기술교과 교수방법에 관한 지식, 기술교과 학습 평가에 관한 지식, 기술교과 학습에 관한 학습자 이해 지식, 기술교과 수업 환경에 관한 지식 등 기술교과교육학지식을 구성하고 있는 요소들이 상호 복합적, 융합적인 형태로 결합되어 수업에서 발현되고 있음을 알 수 있었다. 이와 같은 연구결과를 토대로 ① 수업에서 발현되고 있는 기술교과교육학지식의사례를 중심으로 수업컨설팅 기준 및 컨설턴트 양성 프로그램 등의 개발 연구, ② 다양한 기술교과교육학지식이 발현될 수 있도록 촉진하는 프로그램 개발 연구, ③ 기술교과의 수업 형태에 따른 주제별 교과교육학 지식 DB를 구축하여 많은 교사들이 이를 접하게 함으로써 교사 자신의 교수활동 지식 기반을 확장시켜 더 좋은 수업이 이루어질 수 있는 수업개선 프로그램 개발연구가 필요할 것으로 판단된다.

중학교 기술과목 CAI 자료 개발연구 - 물체를 나타내는 방법을 중심으로 -

송일민(Il Min Song) 대한공업교육학회 1991 대한공업교육학회지 Vol.16 No.1

This paper is concerned with the development of CAI(Computer Assisted Instruction) courseware about the drawing method of an object. If CAI courseware is effectively utilized, CAI makes it possible to grasp the learning speed and progress of each learnner so that an appopriate teaching material can be provided. In this study, CAI courseware using the Authoring tool(CATS : Computer Assisted Teaching System) was developed.

공업계 실과교원의 직무만족도에 관한 연구

노태천(Tae Cheon Roh),송일민(Il Min Song),최유현(Yu Hyun Choi) 대한공업교육학회 1985 대한공업교육학회지 Vol.10 No.2

The purpose of this study was to inquire levels and differnces of the Job Satisfaction of technical subject teachers in technical high schools, and industrial arts teachers accoreding to Motivation-Incentive theory. Data were collected by the questionaire from 270 teachers of the 22 sampled technical high schools in whole of the country and industrial arts teachers who finished the in-service teacher training at Chungnam National University. The statistical techniques used in this study were the frequency, percentage, analysis of variance. The data were analyzed by statistic package of HP 3000 at College of Agriculture, Seoul National University. The major findings of the study were as follows: 1. Technical subject teachers in technical high schools, and industrial arts teachers were satisfied with Tolerance for Work Pressure (TWP) and Willingness to Seek Reward (WSR) at the 0.05 1eve1, and were unsatisfied with Potential for Personal Challenge and Developement (PPCD), Competitiveness Desirability for Reward of Success (CDRS), Conservative Security (CS), and Surround Concern (SC) at the 0. 05 level. 2. The significant differences of Motive-Perception Level existed in PPCD (years, teaching profession career), CDRS (years, region) and SC (years, school). 3. The significant differences of Incentive-Perception Level existed in PPCD (practical career, school), CDRS (school foundation), CS (practical career), WSR (teaching profession career, school, school foundation, major consistency), SC (religion, major consistency). 4. The differences of Difference Score in Motive-Incentive existed in CDRS (years, teaching profession career, region, school foundation), CS (region), SC (teaching profession career, religion).

정규교과를 통한 발명교육 프로그램 개발 연구

이춘식,김용익,문대영,임완성,박동호,이한규,송일민,오정훈 한국실과교육연구학회 2006 實科敎育硏究 Vol.12 No.3

The purpose of this study was to develop the contents of Invention Education in the formal school education, and to make an example of textbook and teacher's guide book of Invention Education in the Practical Arts, Technology and Industrial Technology subject. This study was conducted by analysis of literatures of Invention Education report and its results were revised by invention researchers. Main findings of this study are as follows: First, at the elementary school, middle school, and high school level, the goals of Invention Education consists of 'recognition and idea of invention', 'thinking and manipulating of invention', and 'making and evaluating of invention' respectively. Second, the contents of the Invention Education were composed of the basic of invention, the practice of invention, and the invention utilize from the elementary to high school. Third, in the level of Practical Arts subject, the main topic of invention consists of understand of invention, idea of invention product, and invention and knowledge property. Fourth, in the level of Technology subject, the main topic of invention consists of characteristics of invention, design of invention product, and invention and industrial property. Fifth, in the level of Industrial Technology subject, the main topic of invention consists of' invention and problem solving', 'making and evaluation of invention product', and 'utilizing of knowledge property'. Finally, the developed invention textbook and teacher's guide book were validated material for teachers and students for the invention education in the formal school subject.

기술교과 교육 제도 및 연구의 국제적 동향 : ICTES '95 발표 논문을 중심으로 through Analyzing of Papers Presented at the ICTES '95

이재원,김진순,류창렬,노태천,최완식,최유현,송일민 충남대학교 공업교육연구소 1995 論文集 Vol.18 No.1

The purposes of this study were: (a) to analyze the papers presented at the ICTES according to the papers' representing countries and their main subjects, (b) to analyze the educational systems of the countries in technology education, and (c) to review the international trends of technology education through the papers presented at the conference. The papers(64 total) presented at the ICTES could be classified into eight countries of papers representing Japan(37), Taiwan(8), Korea(6), U. S. A.(3), India(3), Philippines(3), China(2), Singapore(2). The main subjects the papers dealt with could also be classified into educational system/history(9). curriculum/objectives and contents(9), international activities(9), methods/teaching-learning process and teaching materials and new media(40). Followings were the major and new issues presented at the ICTES: (a) Introduction of each country's technology education system. (b) Proposition of a new framework for technology education and a world core curriculum in technology education. (c) Creativity and problem-solving for the instructional method of technology education. (d) Methods and utilization of high technology media in technology education. (e) Necessity of engineering concept in technology education in technology oriented society. (f) Proposition of philosophical direction of technology education based on famous Asian philosophers.