Earticle

The purpose of this study is to make a Result analysis on the Free Inquiry Method of Elementary school student. Also, this study investigates how free inquiry activities effect the science creative problem solving ability and science process skills of Elementary school student. For this study 150, third year, elementary School students from Busan City were selected. The Inquiry examined the effectiveness of each of the following free inquiry methods: the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: First, the Science Notebooks Method activities proved to be much more effective than the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method in terms of developing on science creative problem solving ability. Second, the Project method activities proved to be much more effective than the Program Based Learning method, the Independent Investigation Method, the Small Group Inquiry Method, the Science Notebooks Method in terms of developing on science process skills.

On the knowledge based society is demanding for competent subjects who can create new knowledge and apply it as well as possess self-directed learning abilities. Even when it comes to instructing underachievers, changes in the systematic education program is being required. Underachievers show difference in learning ability with other students as their grade level increases and this leads to a decline in understanding about what is learned during class. Accordingly, this results in the loss of the desire to learn and is causing underachievement to become more serious. In this paper, arithmetic section was selected amongst all the other sections in an elementary mathematics textbook. In order to minimize the learning deficit of underachievers, recomposition was made with contents and stages appropriate for the instruction of underachievers to develop a self-directed learning model and implement the Scratch game program. As a result of applying the program of this study on underachievers who are in third grade of elementary school, it was analyzed that their competence of arithmetic operation was enhanced and that it also increased their level of interest about learning.

이 연구는 2022 개정 초등 실과 교육과정에 신설된 ‘구조물과 건설’ 영역의 실제 수업에 도움을 줄 수 있는 프로젝트 학습 기반 실과 기술 영역 프로그램 및 교수-학습 자료를 개발한 것이다. 수업 프로그램 개발 후 D초등학교 5학년 1개 학급 25명을 대상으로 실과 수업에 12시간 적용하였다. 학생평가 결과는 정량적 평가와 정성적 평가 2가지로 진행하였다. 정량적 평가는 프로젝트 학습 기 반 실과 건설 기술 영역 수업을 통해 학생들의 협력적 의사소통 능력에 변화가 있는지 확인하였다. 협 동심 설문지, 의사소통 설문지로 구성된 협력적 의사소통 능력 설문지를 사용하였다. 정량적 평가 결과 협력적 의사소통 능력 중 협동심 영역의 평균 점수는 사전 검사 결과 3.60에서 사후 검사 결과 3.64로 약간의 상승하였다. 의사소통 능력은 사전 검사 결과 3.70에서 사후 검사 결과 로 3.85로 나타났다. 정성적 평가는 수업 과정 중 교사의 관찰평가, 학생들이 작성한 학습지와 소감문 을 분석하였다. 학생 관찰 결과 프로그램을 진행할수록 학생들의 수업 참여도가 적극적으로 변화되는 모습을 보였다. 협력적 의사소통 능력에 대한 긍정적인 반응으로는 서로 탓하지 않기, 실패해도 다시 시도하기, 공동의 과제를 위해 서로 협력하기, 함께 문제점 찾아 해결하기, 친구의 말 경청하기, 싸우지 않기로 다짐하기, 역할 배분 위해 의견 나누기, 서로 도우며 문제 해결하기, 모둠 원에게 도움이 되기 위해 자신의 역할 성실히 수행하기 등이 관찰되었다. 학생들의 최종 소감문에서도 협동심의 중요성을 자연스럽게 깨달은 것을 알 수 있었다. 혼자 했을 때 보다 다 같이 했기 때문에 결과물이 좋았던 점, 친구들과 함께 공동의 결과물을 만들어서 뿌듯했다는 내용이 중요한 근거이다.

This study is to develop a program and teaching-learning materials for construction technology of practical arts education based on project learning and to apply it to classes for elementary school students. The program was developed to be used in classes in the 'structure and construction' area of practical arts subject for elementary school students which is revised in 2022 national curriculum. After the development of the program for practice classes of 12 school hours, the program was applied to an elementary school class consisting of 25 students at an Elementary School. The results of this study are as follows. Three directions were considered when developing the program. First, it was designed so that students can take the lead in learning. In this study, the program was designed to allow students to select necessary materials, to write question plans and peer evaluation questions, to discuss actively among group members, to share results, and to have presentation time while looking at given learning topics. Second, the program was conducted in a cooperative environment. Students should work together to produce structures through an active communication process to solve the subject of inquiry. In addition, they had time to evaluate their activities and to share the results of evaluating the activities of other group members. Third, reflection thinking of students was conducted during the project. Students conduct peer evaluations through self-produced ruby evaluation papers. After performing this activity, students of each group discussed the improvements. After the last 12 episode, each student wrote a final speech so that they could check their change processes.

본 연구는 건축공학교육에의 팀 기반 학습의 도입 효과를 정량적으로 분석하고자 하였다. 이를 위하여 국내의 건축공학교육의 특성을 고려하여 팀 기반 학습 교육 프로그램을 수정, 제안하고, 제안된 팀 기반 학습을 건축시공학 수업에 적용하였다. 제안된 팀 기반 학습 강의는 준비단계, 학습준비도 확인단계, 활용단계로 구성되었다. 수강생들을 대상으로 설문을 수행함으로써 수강생들의 학습효과와 만족도를 분석하였다. 분석결과, 팀 기반 학습 강의의 학습효과와 만족도가 이론식 강의보다 높았다. 학습준비도 확인단계의 학습준비도 확인시험의 학습효과와 만족도가 가장 높았고, 활용단계의 평가에 대한 학습효과와 만족도는 낮았다.

This study aims to quantitatively analyze impacts of the team-based learning (TBL) method on learning of architectural engineering students. A TBL-based education program, consisted of preparation, readiness assurance, and application phases, was proposed by considering characteristics of architectural engineering education in South Korea and was applied in building construction classes. In order to measure learning effects and satisfaction levels of the proposed TBL-based education program, a set of questionnaires was conducted with students who took the building construction classes. As the results, learning effects and satisfaction levels of the TBL-based approach were higher than those of traditional approaches. Individual and team readiness assurance tests in the readiness assurance phase were the most effective and satisfactory items, while assessment in the application phase was the least effective and satisfactory item.

본 연구의 목적은 문제중심학습법을 적용한 가정과 융합교육프로그램을 중학교 식생활 단원을 중심으로 개발하고 실행하여 이 수업이 중학생들의 문제해결력에 미치는 효과를 검증하는 데 있다. 이를 위해 타교과와의 연계성을 살펴 '지속가능한 삶'을 주제로 설정하여 핵심질문을 '식품자원의 환경과의 관계, 개인차원의 영향, 해결방법은 무엇인가?로 설정하고 문제와 8차시의 수업을 개발하였다. 문제중심학습법을 적용한 가정과 융합교육프로그램을 실시한 결과, 평균점수가 3.54, 사후 평균점수가 3.96으로 통계적으로 문제해결능력(p<.001)에 유의미한 차이를 보였다. 문제해결능력의 능력요소인 원인분석, 대안개발, 계획/실행, 수행평가에서 유의미한 차이가 있었으나, 문제명료화에서 유의미한 차이가 없었다. 따라서 문제중심학습법을 적용한 가정과 융합교육프로그램은 문제해결능력에 효과적인 수업이라는 것을 확인하였다.

The purpose of this study was to develop and implement a home economics convergence education program applying problem-based learning method focusing on the middle school food and nutrition life unit, and verify the effect of this class on the problem-solving ability of students. For this, the study set up the theme of 'sustainable life' by examining the relationship with other subjects, and set the key question as 'what is the relationship with the environment of food resources, the influence of individual level, and the solution method?' was postulated. And developed the problem and the total of 8 classes. As a result of conducting the convergence education program with home economics applying problem-based learning method, the pre-test and post-test scores were 3,54 and 3.96, respectively, which showed a significant increase in problem-solving ability (p<.001). There were significant differences in the dimensions of problem-solving ability, except for problem clarification. Therefore, it was confirmed that the home economics and convergence education program applying problem-based learning method is an effective class for improving students' problem-solving ability.

COVID-19로 인해 디지털 기술의 일상화가 이뤄지고 있는 현재 다양한 교육현장에서는 디지털테크놀로지를 활용한 온라인 기반 학습이 각양각색으로 이뤄지고 있다. 나아가 UN 총회에서 세계시민교육을 지속가능발전목표로 상정하면서 전 세계적으로 시민의식에 대한 교육적 접근이 모색되고 있다. 본 연구는 학교에서 온라인 지역연계 참여적 학습 프로그램을 개발 및 시행하고 그 교육적 효과를 시민의식 함양 측면에서 살펴보는 데 목적을 두고, ‘지역연계 참여적 학습방법’을 국가 수준 교육과정과 연계하고자 하였다. 이에 따라 지역연계 온라인 학습프로그램을 개발, 적용하여 학생과 지역주민의 시민의식의 3가지 영역에 대한 함양 여부를 질적 분석을 통해 살펴보았으며, 학생은 행동, 사회·정서, 인지적 영역 순으로, 지역주민은 사회·정서, 행동, 인지적 영역 순으로 높은 빈도수가 나타남을 확인할 수 있었다. 결과적으로 교육과정 재구성을 통한 온라인 지역연계 참여적 학습은 참여 학생과 지역주민 모두의 시민의식 함양에 효과적임을 확인할 수 있었다. 본 연구는 지역연계 참여적 학습 관련 연구가 많지 않은 학교 현장에 구체적인 사례를 제시한다는 점에서 가치를 지닌다. 향후 학교와 지역기관의 동등한 관계 구축을 통한 공동참여를 비롯한 기관 간의 지속적인 연계가 이뤄진다면 공동체 형성 및 시민의식 함양이 극대화될 것으로 보인다.

As digital technology is becoming commonplace due to COVID-19, online-based learning using digital technology is being conducted in various ways in various educational fields. Furthermore, as the UN General Assembly set global citizenship education as a sustainable development goal, educational approaches to citizenship are being sought around the world. This study aims to develop and implement an online community-based participatory learning program(CPL) in schools and examine its educational effects in terms of cultivating citizenship and to link the CPL method with the national curriculum. By developing and applying the online CPL, it was investigated whether students and local residents were nurtured in three areas of citizenship through a qualitative analysis. It was confirmed that online CPL through was effective in cultivating civic awareness of both students and local residents. This study has value in that it presents specific CPL cases in school. Building equal relationship among schools and local institutions will maximize community formation and civic awareness.

본 연구는 디지털시스템의 동작과 원리를 이해하는데 필요한 디지털 논리회로를 쉽게 이해할 수 있도록 시퀀스 회로를 PLC를 통해 프로그램화 함으로써 논리회로의 작동원리와 회로변환 방법를 학습하는 교수법을 제안하고 설문을 통해 학습자들의 반응을 확인하였다. 이와 더불어 4차 산업의 대안적 교수법이면서 현재 코로나19바이러스 발생으로 인해 비대면 학습방법에 주목을 받는 문제중심 학습방법과 웹서비스를 접목한 비대면기반의 혼합형 학습방법을 개발하였다. 이는 현장의 문제를 웹서비스를 통한 과제수행과 오프라인 토론수업을 혼합함으로써 신속한 평가까지 가능하도록 설계하였다. 이러한 연구를 통해 문제중심학습(PBL)형 웹기반 교육방법이 실제 수업현장에서 학생들의 학습력 강화를 이끌어 낼 것이고 바이러스로 인한 교육기관의 혼란속에서 효율적으로 대처할 교육방법중 하나가 될 것이라 기대하며 본 논문을 작성하였다.

This study proposes a teaching method to learn the operation principle and circuit conversion method of the logic circuit by programming the sequence circuit through PLC so that the digital logic circuit required to understand the operation and principle of the digital system can be easily understood. The reaction was confirmed. In addition, we developed a non-face-to-face-based hybrid learning method that combines a problem-oriented learning method and web service, which is an alternative teaching method in the 4th industry and attracts attention in the current non-face-to-face learning method due to the outbreak of the Corona 19 virus. This was designed to enable rapid evaluation of on-the-spot issues by mixing assignment performance through web service and offline discussion classes. Through such research, it is expected that the problem-based learning (PBL) type web-based education method will lead to reinforcement of students' learning ability in the actual classroom and will be one of the educational methods that will effectively cope with the confusion of educational institutions caused by viruses. I wrote the thesis.