과학 관련 특목고에 진학한 과학영재교육원 수료생 부모들의 과학영재교육원에 대한 인식 및 과학교육참여에 대한 분석

신희선,김선자,박종욱 한국과학영재교육학회 2010 과학영재교육 Vol.2 No.1

과학영재교육원 수료생 중 과학 분야 특수 목적 고등학교에 진학한 학생의 부모들을 대상으로 그들이 과학영재교육원에 대해서 어떻게 인식하고 있으며 자녀의 과학교육에 어떻게 참여하고 있는 지에 관하여 분석하였다. 이를 위해 총 29명의 학부모들을 연구 대상으로 설문지와 심층면담을 실시 하였다. 분석 결과 학부모들은 자녀들의 과학 관련 특목고 진학에 과학영재교육원의 새롭고 다양한 교육활동과 우수한 동료들과의 교류가 많은 영향을 주었다고 생각하였다. 학부모들은 자녀의 다독 습관, 높은 문제해결력 등을 과학영재 특성이라고 생각하였고, 자녀 대부분은 초, 중학교 시절 친구 들과의 문제로 힘든 시기를 겪었던 것으로 나타났다. 이러한 자녀들을 위해 심리적으로 많은 배려와 지원을 하였고, 다양한 교육환경을 제공하기 위해 노력하였다. 학부모들은 자녀가 현재 원하는 진로 를 정확히 파악하고 있었고, 자녀의 희망을 지지하였으며, 항상 과학을 쉽게 접할 수 있는 가정 분위 기를 이끌고 있는 것으로 조사되었다. This study aims to examine to analyze how the parents of students who entered science-related special high school after graduating from the Science Gifted Education Center(SGEC) for the Gifted view the SGEC and how the parents understand the SGEC and participate in their children’s science education. For this study, the survey and interview was carried out on 29 parents, and the resulting are as follows: Parents thought that curriculums of SGEC, various programs that are uncommonly experienced, and relationship with colleagues from SGEC mostly influenced their children's entrance into science-related special high school. It was discovered that the parents consider that their children’s habits on heavy reading, high abilities on solving the given problems and others are the characteristics of the gifted students in science. On the other hand, it was shown as the most of children have had their hard times due to the problems with the peer groups in their elementary and middle school years. All of the parents psychologically payed much attention and offered supply to their children's science education. However, there were some difference in their actual participation. It was evaluated that the parents were precisely understanding the courses their children wish to proceed, supporting them and leading their family atmosphere for the children to be always exposed to the science.

DenverⅡ 발달검사를 이용한 한국과 미국의 아동 발달 비교 연구

신희선,한경자,오가실,오진주,하미나 지역사회간호학회 2002 지역사회간호학회지 Vol.13 No.1

아동의 성장 발달은 지속적이고 비가역적이며 일생동안 지속하는 복합적인 과정이다. 발달은 순서적으로 일어나며 각 순서적 단계가 일어나는 정확한 연령은 차이가 있으나 이러한 개인적 차이를 허용하는 범위를 포함하는 발달적 기준이 존재한다(Betzet al., 1994).각 아동은 성장과 발달에서 자신의 유전적 잠재력을 가지고 있으나, 가족 환경, 종족, 사회경제적 상태 등이 발달에 주요한 영향을 미치는 것으로 알려져 왔다. 발달장애를 조기에 발견하기 위한 발달 선별은 의료인 이나 아동 건강 관련 전문인에게 중요한 문제로 인정되고 있다. 최근 신생아학의 발달은 고위험 아동의 생존을 높이고좀 더 세밀한 추구관리 및 발달적 중재, 그리고 교육프로그램 개발을 필요로 하게 되었다(Piecuch, Leonard,Cooper et al., 1997). 의학의 발달로 심각한 신경학적 손상의 감소는 줄었으나 미약한 손상은 오히려 느는 추세이며 이는 아동의 발달적 문제를 가져올 수 있다(Aylward, 1987). 간호사 또는 1차 건강관리자는 아동및 그 가족의 삶의 질에 큰 영향을 미칠 수 있다. 즉, 발달장애의 조기 발견과 장애에 대한 통합적 관리 및 부모교육은 영유아 발달에 의미있는 효과를 나타내는 것으로 보고된 바 있다. Purpose : The purpose of this study is to explore the validity of the application of the Denver Ⅱ developmental screening test to Korean children. This screening test, which was developed and standardized in United States, was designed to screen for developmental delay in Korea, and to compare the levels of development of Korean children with the development of children from the U.S. Method : Quota sampling. NP To facilitate field sampling, the age range used from 0 to 6 years old, was split into 10different age groups. Sample size was estimated according to residence. 1,054 children were recruited from Seoul's metropolitan, urban and rural areas. NP To fill the quota established, the Recruitment and testing of children was done at public health centers, pediatric outpatient clinics of general hospitals and a child care center. The 25, 50, 75 and 90 percentiles were identified by using logistic regression analysis and were calculated as norms. The items in which the ages of both 50 and 90 percent passing differed more than 20 percent by the calculation was identified for comparison. NP Result : There were significant differences found in 45 items between Korean children and the children from the City of Denver as it relates to age differences. 90% of the sample passed items among 125 items from 4 sectors, e.g., personal- social, fine motor adaptive, language, and gross motor sectors. Korean children were found to be advanced in 9 items, whereas there were significant differences found in 38 items in our comparison of the two countries for age differences when 50% of sample pass items. Korean children were found to be advanced in 16 items. NP Conclusion : The result showed that there was a discrepancy in the developmental norms. It could be explained by the differences in the developmental environment, including child rearing patterns and ethnicity. Therefore, a restandardization of the Denver Screening Test is necessary as it relates to its application on Korean children. This restandardization is necessary in order to avoid both under and over-referrals of children with developmental abnormality. The modification of items in the language sector is especially suggested.

비영양 흡철의 미숙아 행동상태에 대한 효과

신희선,Shin Hee Sun 한국아동간호학회 1998 Child Health Nursing Research Vol.4 No.2

The purpose of study was to examine the effect of nonnutritive sucking(NNS) on behavioral state in preform infants. Fourteen infants (gestational age 28-35 weeks, M=31.86 ; birth weights 1095-2275g, M=1694g) admitted to NICU, serving as their controls were randomly administered 5 min of nonnutritive sucking and a control condition. Behavioral state was measured using the Anderson Behavioral State Scale(ABSS). Heart rates were obtained for each infant before and during NNS and bottle feeding. Data collecction was done by 3 experienced nurses in NICU 2 times a day for conseculive 4 days for each subject. Interrater reliability were .80-.90. The findings were as follows : 1. Preform infants averaged active restless states 58.93% in the prointervention phase and 27.32% in the NNS phase. Inactive awake states were 3.57% in the preintervention phase and 34.64% in the NNS phase. 2. There were significantly more positive changes to inactive awake states for the NNS intervention, Z=-2.35, p=.01. 3. There was no statistically significant difference in heart rate change between NNS intervention and control condition, z=-1.15, p=.24. 4. The rates of feeding success determined by finishing prescribed amount of milk by bottle feeding within 15 minutes were 83.94% in NNS intervention and 89.29% in control condition. The findings from this study confirmed that NNS is effective for behavioral state modulation and inducing optimal state for feeding in preform infant. The NNS intervention in nursing practice may help the transition of preform infants for nipple feeding.

복잡한 농·축·수산물 유통구조와 유통마진 문제, 1965-1980

신희선 한국과학기술학회 2020 한국과학기술학회 학술대회 Vol.2020 No.11

PBL을 활용한 대학글쓰기 교육 사례연구 -‘성찰일지’를 통해 살펴본 글쓰기 동기부여전략

신희선 한국교양교육학회 2014 교양교육연구 Vol.8 No.1

대학 교양교육 차원에서 진행되고 있는 글쓰기 수업에서 단기간에 학생들의 글쓰기능력이 향상되는 교육효과를 기대하기는 어렵다. 결국 학습자 스스로 글쓰기의 중요성을 인식하고 지속적으로 노력해 가는 내부 동력으로서 학습동기를 키워주는 것이 중요하다. 교수학습방법으로 ‘PBL(Problem-Based Learning)’은 구성주의 교육철학에 입각하여 학습자가 문제상황에 직면하여 자기주도적인 학습자세로 동료들과의 상호작용과정을 통해 필요한 지식들을 습득하도록 한다. 학생들이 주체적인 입장에서 학습과정에 적극적으로 의미를 부여하면서 학습활동이 이루어진다는 점에서, 글쓰기교육의 궁극적인 목적을 고려해 볼 때 PBL은 효과적인 방법이 될 수 있다. 글쓰기교육이 기본적으로 교수자의 이론 강의 보다는 학생들의 쓰기 능력을 키워주기 위한 연습과 실습 위주로 설계되어야 한다는 점에서 그러하다. 본 연구는 대학 글쓰기교육에 적용한 PBL수업 사례를 살펴보고, 특히 PBL 활동자료 가운데 ‘성찰일지’ 내용분석을 통해 학생들이 학습과정에 대한 전체적으로 살펴보면서 글쓰기의 중요성을 인식하고 자발적으로 글쓰기를 연습해야 할 필요를 언급하고 있다는 점에 주목하였다. 학생들은 글쓰기 수업의 학습내용과 과정을 반추하면서 배운 것을 자신의 삶에 어떻게 적용할 수 있는지, 나아가 글쓰기 능력을 키우기 위해서는 무엇을 해야 할지를 생각해 보면서 후속학습을 위한 필요성을 스스로 내면화하고 있었다. Keller가 ‘ARCS모델’을 통해 강조했던 학습의 성공을 결정짓는 중요한 요소인 학습동기가 PBL을 활용한 글쓰기 수업을 통해 강화될 수 있음을 본 연구를 통해 귀납적으로 확인할 수 있었다. 본 연구결과 글쓰기 교육에서 학생들의 동기를 이끌어내기 위해서는 첫째 주의를 환기하는 전략으로 다양한 시청각 매체를 활용함으로써 글쓰기를 위한 사고를 자극하는 것이다. 둘째 관련성을 발견하도록 하는 전략으로 상호학습을 통해 서로의 생각을 나눌 수 있도록 협동학습의 장을 마련하는 것이다. 셋째 확신감 전략으로서 학생 스스로 변화를 경험하도록 과정중심의 교육과정이 중요하다. 넷째 만족감 전략으로서 긍정적인 피드백을 통해 학생들이 이후의 학습에 활용하도록 의미 있는 강화를 제공하는 것이다. 결론적으로 PBL을 활용한 글쓰기 수업은 학생들의 동기유발과 자발적인 참여를 이끌어 냄으로써 지속적으로 글쓰기 능력을 키워가도록 하는 교육적 효과를 가져올 수 있다는 점에서 본 사례연구의 의의가 있다. In the writing class handled by university’s liberal education, it’s hard to expect a short-term educational effect on the enhancement of students’ writing capabilities. Eventually important thing is to let learners themselves recognize the importance of writing and have their own internal power to make efforts consistently. As a teaching and learning method, based on the constructive educational philosophy, the “PBL (Problem-Based Learning) help students learn necessary knowledge by self-driven learning and interactions with peers, when they face problematic situations. In terms that students’ learning activities are executed by their aggressively assigning and interpreting the meanings of the learning process, the PBL can be an effective method, when I consider the ultimate purpose of writing education. It means that writing education has to be designed to have a course of exercise and learning to cultivate students’ practical writing capabilities, rather than teachers’ one-sided theoretical lectures. In terms that the PBL let students themselves develop the problem-solving capabilities by internalizing learning experiences, it can be considered in the writing education. In academic writing education, especially by analyzing self-reflective journals that are used one of acting materials in the PBL class, this research paper notes that students recognized the importance of writing and mentioned the necessity of voluntary writing exercises, through their objective observations on the leaning process. Students by themselves emphasize the necessity of subsequent learning by writing the self-reflective journal; in there, students could have opportunities of introspecting the contents and the learning processes of the writing class, and they could have a chance of introspecting about how to apply class lessons to their life and what to do for cultivating their writing capabilities. As “Keller” suggested through “ARCS Model”, the fact that learning motive, which is an important factor for determining the success of study, can be strengthened by the PBL-utilized class writing is inductively reasoned by self-reflective journals. This research verifies that proper utilization of following four strategies is meaningful in order to motivate students in the writing class. First, as an attraction of attention strategy, is to stimulate students’ thinking for the writing by utilizing various audiovisual medium. Second, as a relevance strategy, is to prepare the cooperative learning place where students can exchange their thinking through mutual learning. Third, as a confidence strategy, a process-driven writing education is important to let students themselves experience changes. Fourth, as a satisfaction strategy, teachers, by positive feedbacks, have to offer meaningful reinforcement to students in order to adapt them to the subsequent learning. In conclusion, this case study is meaningful in terms that the PBL utilized writing instruction method can bring the educational effects of cultivating students’ writing capabilities, by drawing their participation and motivation.

대학 교양교육에서 교내토론대회 운영사례 및 발전방향에 대한 고찰-학생 설문조사 내용분석을 바탕으로-

신희선 한국사고와표현학회 2015 사고와표현 Vol.8 No.2

This research paper examines the operating cases of university’s academic debating contest, which is related with liberal arts’ compulsory subject ‘Presentation and Discussion’ class, and seeks educational implication and development plan of the contest. For this, this paper suggests some operational references of future academic debating contest, based upon operator’s empirical study and the analysis of survey of participants of the contest. This paper confirms the educational effect of the academic debating contest where lots of students participate as weighty non-class activities and also makes an attempt on critical analysis for the development of contest operation to improve students’ leadership and communication skills. Students acknowledged that they could contemplate the essentials of debate and recognize the importance of in-depth understanding on social issues, critical thinking, and communication skills, through the academic debating contest. Through the case analysis of in-university academic debating contest, this research confirms that not only classwork plays an important role in learning but also related non-class activities can create an educational effect. In order to develop this contest to a meaningful educational ground, the survey result should be applied in the operation of before and after the contest. Considering this fact, this paper suggests several important points; First, students have to learn the identity of university and the purpose of liberal arts education through the experience of academic debating contest; Second, advance publicity, adding the process of collecting debate topics, should be reinforced in order to boost students’ problem recognition during the preparation process; Third, considering the fact this is an in-university academic debating contest, educational purpose should be reinforced, rather than the outcome of win or lose, applying feedback process in the evaluation session of the contest; Fourth, various programs related to the academic debating contest should be activated in order to have students keep interests on the debate after the contest. And the last, this paper mentions the direction for development of university’s liberal arts education by expanding knowhow and contents of in-university academic debating contest to outside. Students learn and grow up, taking part in various learning activities in inside and outside of lecture room. Thus, in order to ensure university’s liberal arts education, various non-class activities like in-university academic debating contest should be prepared to let students experience and apply what they have learned during their class hours. 본 연구는 대학 교양필수 교과인 <발표와 토론> 수업과 연계하여 진행되고 있는 교내 토론대회의 운영사례를 살펴보면서 교육적 함의와 발전방향을 모색해 보는데 목적이 있다. 이를 위해 토론대회를 기획하고 운영했던 경험적 고찰과 토론대회에 직접 출전했거나 참관했던 학생들의 설문조사 응답결과를 토대로, 향후토론대회 운영에 참고할 점을 제안하였다. 교내에서 비중 있는 비교과활동으로많은 학생들이 참여하고 있는 토론대회의 교육 만족도를 확인하면서, 동시에 리더십과 의사소통능력 향상을 목적으로 마련된 토론대회의 취지를 살린 발전적인운영을 위해 비판적 검토를 시도하였다. 먼저 토론대회를 통해 학생들은 사회문제에 대한 깊이 있는 이해와 비판적 사고력과 의사소통능력의 중요성에 대해 인식하고 토론의 의미와 본질에 대해 숙고하는 기회가 되었다고 하였다. 수업만이 학습에 중요한 역할을 하는 것이 아니라관련한 비교과활동을 통해 해당 수업에서 지향하는 교육적 효과를 견인해 낼 수있다는 점을 교내 토론대회에서도 확인할 수 있었다. 토론대회가 향후 보다 의미있는 교육의 장으로서 진행되기 위해서는 설문조사 내용을 대회 운영의 전후과정에 실질적으로 반영할 필요가 있다. 향후 교내토론대회는 첫째 학생들이 이러한 경험을 통해 대학의 정체성과 리더십 교양교육의 목적을 체화할 수 있도록 자극할 필요가 있다. 둘째 토론 준비과정에서 학생들의 문제의식 제고를 위해 논제 공모과정 추가하여 사전 홍보를 강화하는 것이 중요하다. 셋째 교내 토론대회니만큼 승패의 결과보다는 토론대회심사에 피드백 과정을 반영하여 교육적 목적을 강화하는 것이다. 넷째 토론대회종료 이후에도 연계된 다양한 프로그램들을 활성화하여 학생들이 지속적으로 토론에 관심을 가질 수 있도록 유도하는 것이 필요하다, 다섯째 교내토론대회 노하우와 콘텐츠를 대외적으로 확산하여 대학교양교육의 발전에 이바지하는 방향으로나아가야 한다. 강의실 안팎에서 제공되는 다양한 학습활동에 참여하면서 학생들은 알게 모르게 배움을 얻고 성장해간다. 따라서 대학 교양교육의 내실화를 기하기 위해서는교내 토론대회와 같이 학생들이 수업에서 배운 것을 강의실 밖에서 체험하고 적용할 수 있는 다양한 비교과활동의 장을 마련할 필요가 있다.

NICU에 입원한 미숙아 어머니의 모성정체성

신희선 한국아동간호학회 2004 Child Health Nursing Research Vol.10 No.1

Purpose: The research was conducted to investigate the experience of maternal role attainment of mothers of premature infants admitted in NICU and to conceptualize the phenomena. Method: The grounded theory method was utilized for data collection and analysis. 8 mothers of premature infants were selected and in-depth interview was performed. Paradigm model was utilized for data analysis and presentation. Result: The central category was "unstable maternal identity". The properties of the core phenomena was "ambivalent feeling to baby" "negative emotion" "commitment to baby". The loss of control due to premature delivery was the causal condition. contextual condition was the "perceived threats" due to severity of the premature infant and uncerainty of the baby's life. The mother's health status, economic status, and familial and social support was recognized as intervening conditions during the process of maternal role attainment. The strategic action/interactions were emotion-focused coping, reappraisal of the situation, problem-focused coping, and information seeking. The consequence was the maternal role attainment with competence and expectation. Conclusion: The process of maternal role attainment was affected by threats due to severity of the baby and intervening factors and interaction strategy. Further research is recommended to develop adequate intervention method during the process of maternal role attainment.

학령기 아동의 시력저하 실태 및 관련 요인

신희선,오진주 한국아동간호학회 2002 Child Health Nursing Research Vol.8 No.2

-Key concept : Children, Visual acuity

학령기 아동의 시력 건강 행위 이행의 예측 요인

신희선 한국아동간호학회 2003 Child Health Nursing Research Vol.9 No.3

Purpose: The purpose of the study was to investigate the status of visual health behavior of school-age children and to identify the predicting variables of the school-age children's visual health behavior. Method: The subject was 764 children in grades 4 to 6, enrolled in 2 elementary schools located in urban area. The data were analyzed using t-test, ANOVA, correlation analysis, and stepwise multiple regression. Result: The findings were as follows: 1. The mean of the score of the visual health behavior of school-age children was 41.59(SD=7.22) and there was a significant difference according to grade. 2. There were significant correlations between visual health behavior and self-efficacy for visual health behavior (r=.51, p=.000), motivation for visual health(r=.45, p=.000), perceived benefits(r= .34, p=.000), self-concept(r=.32, p=.000), knowledge of visual health(r=.30, p=.000), health perception for vision(r=.16, p=.000), health locus of control(r=.11, p=.002), and perceived barriers(r=.-.12, p=.000). 3. Self-efficacy for visual health behaviors, knowledge of visual health, motivation for visual health, self-concept, health perception for vision, and perceived benefits were identified as predictor variables of the visual health behavior of the school-age children from the stepwise multiple regression analysis. The total percent of variance accounted by these 6 variables were 36.9%. Conclusion: From the result, it is suggested that the development of comprehensive visual health education program including the component of self- efficacy, health motivation and self-concept to promote the visual health of school-age children.

온라인 환경에서 글쓰기 교과 운영 사례와 비교과 참여 동기를 통해 본 ‘플립 러닝’의 교육효과에 관한 연구 -도서관 <북 토크> 프로그램을 중심으로-

신희선 한국사고와표현학회 2021 사고와표현 Vol.14 No.3

Having focusing on “Thinking and Academic Writing” Class which was operated under untact environment due to Covid-19 pandemic, this research contemplated educational effects of ‘Flipped Learning’ which had encouraged students’ participation of non-subject program. Through the field case studies, even under online environment, this research could examine that the flipped learning-based learner-centered curriculum operation with LMS and ZOOM had motivated students’ various non-subject activities and positively affected their campus life. Research scope and method are: Through the content analysis about narrative responses during the lecture evaluation of “Thinking and Academic Writing” class which was operated in 1st semester of 2021, this research analyzed the effects of flipped learning and contemplated how this method could affect them by examining students’ motives who attended “Book Talk” program that was operated by the library as a non-subject case. Through the research, I could find out following things: First, in order to increase students’ participation rate of non-subject program, the content of subject education should have a close connectivity to this non-subject program. Second, students who had experienced the flipped learning under online environment previously were more interested in presentation and debate activities and were more eager to participate the non-subject program. Third, the professor’s motivation to students has significant impact on their non-subject activities. In conclusion, through the real time flipped learning which made students study learning materials in LMS with group presentation and discussion by ZOOM, this research found out that this type of learning could boost students’ activities and lead their active participation of non-subject activities under untact environment. Thus, even under online environment, I could find that student-centered flipped learning has big educational implications. In addition, in order to activate non-subject education, not just by giving participation score but by flexibly increasing connectivity to normal subject education, I could reconfirm that the professor’s role of motivation that lead the student’s learning motive by expanding their study through various non-subject activities are significantly important. 코로나 팬데믹으로 비대면 환경에서 운영된 <융합적 사고와 글쓰기> 교과의 사례연구를 통해 비교과 프로그램에의 참여를 이끌어 낸 ‘플립 러닝(Flipped Learning)’의 교육적 효과를 고찰하였다. 온라인 환경에서도 LMS와 ZOOM을 활용해 플립 러닝을 적용한 학습자 중심의 교과운영 방식이 학생들의 다양한 비교과 활동을 자극하고 대학생활에도 긍정적인 영향을 미치고 있음을 현장 사례를 통해 살펴보았다. 본 연구자가 운영한 2021년 1학기 <융합적 사고와 글쓰기> 교과의 온라인 수업사례와 강의평가 서술식 답변을 통해 플립 러닝의 효과를 분석하고, 비교과 활동의 사례로 도서관에서 주최한 <북 토크>를 중심으로 참여동기를 고찰함으로써 교과 수업이 어떤 간접적인 영향을 미쳤는지 살펴보았다. 연구 결과 첫째 교과 내용과 비교과 프로그램이 밀접한 연계성이 있어야 학생들의 활동 참여도가 높다는 점, 둘째 온라인 환경에서 플립 러닝방식의 수업을 경험한 학생일수록 발표와 토론에 부담이 적어 관련 비교과 활동에도 적극적으로 참여한다는 점, 셋째 교수자의 학습동기 부여가 학생들의 비교과 활동에 상당한 영향을 미친다는 점을 확인할 수 있었다. 사례연구를 통해 LMS에 올린 수업 자료를 미리 살펴보도록 하고 매주 ZOOM에서 조별 발표와 토론을 통해 실시간으로 진행된 플립 러닝 방식의 사고와 표현 수업이 학생들의 활동을 활성화하여, 비대면 상황에서의 비교과 활동에도 주도적으로 참여하는 동력이 되었음을 알 수 있었다. 특히 온라인 환경에서도 학습자가 주체가 되는 플립 러닝 방식이 교육적 함의가 크다는 점을 발견할 수 있었다, 또한 비교과를 활성화하기 위해서는 단순히 참여점수를 주겠다는 방식이 아니라, 교과 교육과정에서 유연성을 갖고 수업 내용과의 연계성을 도모하고, 비교과 활동을 통해 배움을 확장하도록 학생들의 학습동기를 추동하는 교수자의 역할이 결정적으로 중요하다는 점을 재확인할 수 있었다.