저강도 파동형 초음파를 이용한 골 재생 촉진

강경리,정종혁 한국조직공학과 재생의학회 2009 조직공학과 재생의학 Vol.6 No.13

Ultrasound has been studied for stimulation of bone fracture healing for a long time. After many researches of high and low intensity ultrasound, researchers became focused on low-intensity pulsed ultrasound(LIPUS) recently. One of the effects of LIPUS is acceleration of bone regeneration without unfavorable results such as bone necrosis and fibrous or delayed healing, but the exact mechanism is not elucidated yet. The purpose of this feature article is to review researches of LIPUS up to now and to know the trend and future research focuses.

학습 공간으로서 온라인 독서실의 특징에 관한 연구: 중학생의 학습 경험을 중심으로

강경리 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.14

Objectives The purpose of this study is to study the characteristics of the online studying room as a learning space focusing on secondary students' learning experiences. In this study, secondary students' learning experiences in the online studying room were analyzed, and based on this, the characteristics of the online studying room as a learning space were derived. Methods The research methods applied in this study were in-depth interviews targeting seven secondary students. In this study, Ecological Systems Theory was selected as an analysis framework for online studying room. Results First, secondary students' learning experiences in the online studying room were as follows. In the early stage of learning, learning in the online studying room as learning start stage, based on personal characteristics of expectations and curiosity for learning, was affected by the macrosystem of the influence of strengthening distance education due to COVID-19, Z culture and the microsystem of the reaction of parents and the reaction of friends. It was found that secondary students started learning in the online studying room in their free time. In the middle stage of learning, learning in the online studying room as learning execution stage, based on personal characteristics of self-control and competition for learning, was affected by the microsystem of the interaction of online studying room function and the interaction of friends. It was found that secondary students continued to learn in the online studying room. In the late stage of learning, learning in the onlinestudying room as learning assessment stage, based on personal characteristics of confidence and self-reflection in learning, was affected by the microsystem of the improvement of learning grades at school and the improvement of learning efficiency in the online studying room. It was found that secondary students formed learning habits in the online studying room. Second, the characteristics of the online studying room as a learning space are as follows. In the early stage of learning, the online studying room appeared as a open learning space selected by socio-cultural context, in the middle stage of learning, a learning space to share reflecting advanced science and technology, and in the late stage of learning, a self-learning space where effective and efficient learning is possible. Conclusions First, policy support is needed for revitalization of online learning space outside of school for secondary school students. Second, it is necessary to establish a social support system of linkage between secondary schools and homes centering on the online learning space outside of school. Third, it is necessary to educate secondary school students about self-directed learning in the online learning space outside of school.

홀리스틱 교육 관점에서 교권에 대한 의미 탐색

강경리 한국홀리스틱융합교육학회 2019 홀리스틱융합교육연구 Vol.23 No.3

The purpose of this study was to suggest the direction for the prevention of the infringement of the teacher’s authority by exploring the secondary school experiences of the college student in the holistic education perspective. This study has focused on the concept of balance, connection, and inclusive. The subjects of this study were 39 students who attended the class of education at D University in Gyeonggi-do. The results of the study were as follows. First, from the viewpoint of holistic education, the meaning of the teacher’s authority was the educational authority which is formed through the balance between the rights of teachers and the authority of teachers. Second, from the viewpoint of holistic education, the cause of the infringement of the teacher’s authority was the disconnection between the logical thinking and intuitive thinking, the self and the self, the mind and body, the individual and the community, the earth and the various fields of knowledge. Third, from the viewpoint of holistic education, the solution of the infringement of the teacher’s authority was related to the inclusive transformation by the teacher's belief in the student and the mutual respect of the teacher and the student. Based on the results of the above study, we suggested implications for the problem of the teacher’s authority infringement from the viewpoint of holistic education.

저출력 레이저 조사가 난소절제 백서의 발치와 치유에 미치는 영향

강경리,정종혁 한국조직공학과 재생의학회 2009 조직공학과 재생의학 Vol.6 No.13

The purpose of this study was to investigate the effect of low-energy laser(980 nm GaAlAs diode) irradiation on the healing of extraction sockets in ovariectomized(ovx) rats. After ovx and sham operations of 24 female, 12-week-old, Sprague-Dawley rats, 4 weeks have passed for systemic osteopenic changes. Then the first maxillary molars were extracted and only the right sockets were irradiated with laser for 1 minute(30 sec irradiation, 30 sec rest, and 30 sec irradiation) at intervals of 24 hours. The rats were sacrificed at 3rd, 5th, 7th, and 14th day after the extraction. The bone regeneraion processes in the extracted socket of 4 groups were compared by histologic and immunohistochemical methods: 1) left sockets of ovx rats(control group of ovx), 2) right sockets of ovx rats(experimental group of ovx), 3) left sockets of sham operated rats(control group of sham), and 4) right sockets of sham operated rats(experimental group of sham). The irradiated sockets showed earlier resolution of inflammatory cells and formation of new vessels and collagen fibers than non-irradiated ones. The differentiation and proliferation of osteoblasts and fibroblasts were faster in irradiated sockets, too. Therefore, the amount of ostoid and new bone were more abundant in the irradiated sockets. The difference of the amount of new bone at post-extraction 14th day between irradiated and non-irradiated groups was greater in ovx groups than sham groups. These results suggest that low-energy GaAlAs diode laser irradiation has stimulatory effect on the healing of extraction sockets and this effect was greater in ovx rats than sham operated ones. The purpose of this study was to investigate the effect of low-energy laser(980 nm GaAlAs diode) irradiation on the healing of extraction sockets in ovariectomized(ovx) rats. After ovx and sham operations of 24 female, 12-week-old, Sprague-Dawley rats, 4 weeks have passed for systemic osteopenic changes. Then the first maxillary molars were extracted and only the right sockets were irradiated with laser for 1 minute(30 sec irradiation, 30 sec rest, and 30 sec irradiation) at intervals of 24 hours. The rats were sacrificed at 3rd, 5th, 7th, and 14th day after the extraction. The bone regeneraion processes in the extracted socket of 4 groups were compared by histologic and immunohistochemical methods: 1) left sockets of ovx rats(control group of ovx), 2) right sockets of ovx rats(experimental group of ovx), 3) left sockets of sham operated rats(control group of sham), and 4) right sockets of sham operated rats(experimental group of sham). The irradiated sockets showed earlier resolution of inflammatory cells and formation of new vessels and collagen fibers than non-irradiated ones. The differentiation and proliferation of osteoblasts and fibroblasts were faster in irradiated sockets, too. Therefore, the amount of ostoid and new bone were more abundant in the irradiated sockets. The difference of the amount of new bone at post-extraction 14th day between irradiated and non-irradiated groups was greater in ovx groups than sham groups. These results suggest that low-energy GaAlAs diode laser irradiation has stimulatory effect on the healing of extraction sockets and this effect was greater in ovx rats than sham operated ones.

교육 공간으로서 학교 공간, 자연 공간, 가상 공간의 융합 공간 연구: Lefebvre의 공간론의 관점에서

강경리 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.1

Objectives The purpose of this study is to study the convergence space of school space, natural space, and virtual space as an educational space focused on the Lefebvre's spatial theory. Methods In this study, Lefebvre's spatial theory was selected as the analysis framework and the collected data were analyzed focusing on the spatial practice, spatial representation, and reproduction space of the Lefebvre's spatial theory. Results First, the characteristics and limitations of school space as a recent educational space are as follows. The characteristics of school space are the space where control of education and learner's autonomy coexist in the context of spatial practice, the space where the government led of education and the initiative of the learner coexist in the context of spatial representation, and the space where the knowledge transfer of education and learner's activity coexist in the context of reproduction space. The limitations of school space were found to identify school space as a specific physical space, the influence of the educational system on school space, and to limit the members of school space to teachers and students. Second, the characteristics and possibilities of natural space and virtual space as an alternative educational space are as follows. The characteristics of natural space and virtual space appeared as a space of motivation for learning from the spatial practice, a learning space of community from the spatial representation, and a learning space of interaction from the reproduction space. The possibilities of natural space and virtual space appeared as new educational spaces from the spatial practice, the possibility of qualitative improvement from the reproduction space, and the possibility of participation of various educational members from the reproduction space. Third, the characteristics and directions of the convergence space of school space, natural space, and virtual space as a future educational space are as follows. The characteristics of the convergence space are a curious learning space through the physical connection of education space and learning spaces from the spatial practice, a self-directed learning space through the systematic connection of education space and learning spaces from the spatial representation, and a creative experiential learning space through experiential connection of education space and learning spaces from the reproduction space. The direction of the convergence space appeared as a space of restoration of relationships for coexistence as a historical space. Conclusions First, a discourse centered on learners and instructors is required in the process of constructing a convergence space of school space, natural space, and virtual space in the educational field. Second, the establishment of policies is required in the process of applying the convergence space of school space, natural space, and cyberspace in the educational field. Third, the development of curriculum and education methods is required in the process of applying the convergence space of school space, natural space, and cyberspace in the educational field. 목적 본 연구의 목적은 Lefebvre의 공간론의 관점에서 현재 교육 공간인 학교 공간의 한계와 대안 교육 공간으로서 자연 공간, 가상공간의 가능성을 분석하고 이를 바탕으로 미래 교육 공간으로서 학교 공간, 자연 공간, 가상 공간의 융합 공간의 방향에 대해 제시하는 것이다. 방법 본 연구는 문헌 연구로 Lefebvre의 공간론을 분석 틀로 선정하여 공간적 실천, 공간 표상, 재현 공간을 중심으로 관련 문헌을분석하였다. 결과 첫째, 현재 교육 공간인 학교 공간의 특징은 공간적 실천 맥락에서 교육의 통제와 학습자의 자율성이 공존하는 공간, 공간 표상맥락에서 교육의 국가 주도와 학습자의 주체성이 공존하는 공간, 재현 공간 맥락에서 교육의 지식 전달과 학습자의 능동성이 공존하는 공간으로 나타났다. 학교 공간의 한계는 학교 공간을 생활공간의 특정한 물리적 영역으로 파악하는 것, 학교 공간을 교육 제도로규제하는 것, 학교 공간의 구성원을 교사와 학생으로 제한하는 것으로 나타났다. 둘째, 대안 교육 공간으로서 자연 공간과 가상 공간의 특징은 공간적 실천 맥락에서 학습 동기 유발의 공간, 공간 표상 맥락에서 공동체 학습공간, 재현 공간 맥락에서 소통을 통한 학습공간으로 나타났다. 자연 공간과 가상 공간의 가능성은 학교 공간과 연계한 새로운 교육 공간의 역할, 학교 공간의 교육 제도의 규제를 극복한 교육의 질적 향상, 교사와 학생을 포함한 다양한 구성원의 참여로 나타났다. 셋째, 미래 교육 공간으로서 학교 공간, 자연공간, 가상 공간의 융합 공간의 특징은 공간적 실천 맥락에서 교육 공간과 학습공간의 물리적 연계를 통한 흥미로운 학습공간, 공간표상 맥락에서 교육 공간과 학습공간의 제도적 연계를 통한 자기주도학습 공간, 재현 공간 맥락에서 교육 공간과 학습공간의 경험적연계를 통한 창의적 체험 학습 공간으로 나타났다. 학교 공간, 자연 공간, 가상 공간의 융합 공간의 방향은 역사적 공간으로서 공존을위한 관계성 회복의 공간을 지향하는 것으로 나타났다. 결론 첫째, 교육 현장에서 학교 공간, 자연 공간, 가상 공간의 융합 공간의 구축 과정에서 학습자와 교수자를 중심으로 한 담론이요구된다. 둘째, 교육 현장에서 학교 공간, 자연 공간, 가상 공간의 융합 공간의 적용 과정에서융합 공간과 연계한 교육 정책의 제정이요구된다. 셋째, 교육 현장에서 학교 공간, 자연 공간, 가상 공간의 융합 공간의 적용 과정에서 융합 공간과 연계한 교육과정 및 교육방법의 도입이 요구된다.

진화에 대한 대학생들의 인식 조사

강경리 韓國生物敎育學會 2010 생물교육 Vol.38 No.2

The purpose of this study was to investigate undergraduates' perception of evolution. Subjects were 309 undergraduates who enrolled in an university located in Seoul and Daejeon. The instrument of this study was a questionnaire which consisted of 25 items on 3 domains: science and religion, evolution, the origin of life and human being. The key results are as follows. First, regrading the characteristics of science, most students had many problems in understanding the difference between a scientific fact, a scientific hypothesis, a scientific theory and a scientific law. Second, regarding the concepts of evolution, most students showed limited understanding of evolution concepts. Especially students had difficulties in understanding undirected processes of natural selection, geologic time scales of earth history and biodiversity as a result of evolution. Third, regarding the views of the origin of life and human being, christian students tended to explain this issue toward creationism side and understand creationism as a science. The factors of religions were found to be one of the important barriers which prevent them from learning evolution. The results suggested that the evolution curriculum integrating essential evolution concepts and characteristics of science should be effective for understanding evolution of biology in middle and high schools.

대학 교양 강좌에서 만학도의 자기주도학습 경험에 대한 연구

강경리,최재혁 한국교양교육학회 2023 교양교육연구 Vol.17 No.5

본 연구의 목적은 대학 교양 강좌에서 만학도의 자기주도학습 경험에 대해 연구하는 것이다. 본연구에서는 전문대학에 재학 중인 만학도 5명을 대상으로 질적 연구 방법인 초점집단 면담을 통해교양 강좌에서 만학도의 자기주도학습 경험을 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 대학입학 시기에 만학도는 고등학교 동기와 함께 대학에서 학습 시도, 고등학교 과정 이수 직후 대학에서 학습 시도, 생활의 원동력으로서 대학에서 학습 시도, 자격증 취득의 목적으로 대학에서 학습 시도를 하는 것으로 나타났다. 둘째, 교양 강좌 수강 신청 시기에 만학도는 학부의 일괄적인 시간표 편성에 따른 교양 강좌 선택, 대학의 교양교육 정책에 따른 원격 수업 유형의 교양 강좌를 선택하는 것으로 나타났다. 셋째, 교양 강좌 수강 시기에 만학도는 경쟁과 협력을 통해 함께 하는 학습, 반복을 통해 노력하는 학습, 재미를 통해 참여하는 학습, 경험을 통해 공감하는 학습을 하는 것으로 나타났다. 넷째, 교양 강좌 평가 시기에 만학도는 자신에 대한 믿음을 통한 성장, 배움의 가치에 대한 깨달음을 통한성장, 가족과의 소통으로 생활의 만족감을 통한 성장을 하는 것으로 나타났다. 다섯째, 다음 학기 준비시기에 만학도는 대학 교육에서 청강을 통한 새로운 학습에 도전, 대학 교육에서 동아리 활동을 통한 새로운 학습에 도전하는 것으로 나타났다. 본 연구 결과를 바탕으로 한 제언은 다음과 같다. 첫째, 만학도 대상의 교양 강좌는 평생교육과 연계를 통하여 기존의 대학 교양 강좌가 안고 있는 폐쇄성과 경직성을 극복할 필요가 있다. 둘째, 만학도 대상의 교양 강좌는 선행 및 심화 프로그램을 통하여 만학도에게 지속적인 학습 기회를 제공할 필요가 있다. 셋째, 만학도 대상의 교양 강좌는 일상생활과의 관련성 강화, 만학도와 만학도, 만학도와 학령기 대학생의 상호작용 강화를 통하여 만학도의 학습동기를 촉진할 필요가 있다. 넷째, 만학도 대상의 교양 강좌는 만학도가 자율적으로 학습할 수 있는 학습 환경을 구축할 필요가 있다. The purpose of this paper is to study the self-directed learning experiences of mature students in liberal arts courses at universities. In this study, the above mentioned experiences were analyzed through focus group interviews, as a qualitative research method, targeting five mature students enrolled a B liberal arts course at university. The results of this study are as follows. First, at the time of entering university, the research showed that mature students attempted learning at university with high school friends, attempted learning at university immediately after completing high school courses, attempted learning at university as a driving force for life, and attempted learning at university for the purpose of acquiring qualifications. Second, at the time of their application for liberal arts courses, the mature students chose liberal arts courses based on the department's collective timetable and the liberal arts policy in relation to the distance education provided by the university. Third, during the liberal arts courses, the mature students learned with classmates through competition and cooperation, through effort of repetition, through joyful participation, and through empathy understanding. Fourth, at the time of evaluation of liberal arts courses, the mature students grew through a belief in themselves, through the realization of the value of learning, and through their sastifactions with life as it pertained to their communication with their families. Fifth, in the preparation period for the next semester of university, the mature students challenged themselves by auditing other university classes and by engaging in extracurricular activities. The suggestions based on the results of this study are as follows. First, it is necessary to overcome the restrictiveness and rigidity of the existing university liberal arts courses by linking them with lifelong education. Second, it is necessary to provide continuous learning opportunities for mature students through advanced programs and in-depth programs in liberal arts courses. Third, it is necessary to promote learning motivation for mature students by strengthening the relevance of university courses with the real lives of their learners, as well by strengthening the interactions of students in liberal arts courses. Fourth, it is necessary to build a learning environment in which mature students can learn autonomously.

전문대학 어문학전공 교육의 개선 방안 연구

강경리,최재혁 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.14

Objectives The purpose of this study is to study the improvement plan for the college education of language and literature majors. In this study, students' experiences of the college education of language and literature majors were analyzed and based on this, the improvement point for the college education of language and literature majors was derived. Methods In this study, data were collected and analyzed by writing a reflection journal and in-depth interview with 10 students enrolled in the language and literature majors of college A. In this study, students' experiences of the college education of language and literature were analyzed from the perspectives of traditional humanities, academic humanities and practical humanities. In this process, the humanities education type (Hong Eun-suk, 2017) was used as a conceptual framework. Results First, students' experiences of the college education of language and literature were improvement of language ability, employment, transfer in the context of learning motivation, an autonomous curriculum, major-linked curriculum, career-linked curriculum in the context of curriculum, classes appropriate to the learner’s level, students’ participation classes, classes that have established an learning environment in the context of class, the professor’s guidance on learning, the professor’s interest and advice in the context of the role of the instructor, favorable location of college, management of environmental facilities in the context of educational infrastructure, and the need for learning, setting of specific career directions in the context of educational performance. Second, the improvement point for the college education of language and literature majors include setting educational goals for nurturing professionals based on language and literature ability, organizing a curriculum that connects language and literature knowledge and vocational knowledge, operating classes that produce the knowledge required as a professional, professor’s role as a mentor helping learners to become professionals, and educational infrastructure for establishing a system of connection with the local community. Conclusions Based on the results of this study, suggestions for the improvement plan for the college education of language and literature majors were found to be establishment of the identity, strengthen the specialization, and specialization, and establish policies. 목적 본 연구의 목적은 전문대학 어문학전공 교육의 개선 방안에 대해 연구하는 것이다. 본 연구에서는 대학생의 전문대학 어문학전공 교육에 대한 경험을 분석하고, 이를 토대로 전문대학 어문학전공 교육에 대한 개선점을 도출하였다. 방법 본 연구에서는 2년제 대학인 A대학 어문학전공 소속 대학생 10명을 대상으로 질적 접근인 성찰일지작성을 통하여 자료를수집하였다. 본 연구에서는 인문학 교육 유형(홍은숙, 2017)을 분석 틀로 활용하여 자료를 분석하였다. 결과 첫째, 대학생의 전문대학 어문학전공 교육에 대한 경험은 학습동기 맥락에서 어학능력 향상, 어학능력을 수단으로 한 취업 및편입, 교육과정 맥락에서 자율적 교육과정, 전공 연계 교육과정, 진로 연계 교육과정, 수업 맥락에서 학습자의 수준에 적합한 수업, 학습자의 참여 수업, 학습 환경을 구축한 수업, 교수자의 역할 맥락에서 교수자의 학습 지도, 교수자의 관심과 조언, 교육인프라 맥락에서 대학의 유리한 위치, 대학의 환경시설 관리, 교육성과 맥락에서 학습에 대한 필요성 인식, 구체적인 진로 방향 설정으로 나타났다. 둘째, 전문대학 어문학전공 교육에 대한 개선점은 교육목표 맥락에서 어문학 역량을 기반으로 한 전문직업인 양성, 교육과정 맥락에서 어문학 지식과 직업적 지식의 연계, 수업 맥락에서 전문직업인에게 요구되는 지식 생산 과정에 대한 학습, 교수자의 역할 맥락에서 전문직업인으로서의 성장 과정의 멘토 역할, 교육인프라 맥락에서 대학기관의 지역사회와의 연계 체제 구축으로 나타났다. 결론 본 연구 결과에 기초하여 전문대학 어문학전공 교육의 개선 방안에 대한 제언은 전문대학 어문학전공 교육의 정체성 확립, 특성화 강화, 정책 수립으로 나타났다.

직장인 성인학습자인 교육대학원 재학생의 무형식학습 과정 탐색: 발달적 전이를 중심으로

강경리 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.6

The purpose of this study is to explore the informal learning process of the working adult graduate students in the workplace and in the graduate school of education. To this end, data was collected and analyzed by writing a reflection journal for 10 working adult graduate students. The results of this study are as follows. First, as a result of exploring the self-reflective learning process of adult learners in the workplace based on the learning transition, the realization of the importance of professional role and the experience of growth experience in the workplace have a positive effect on job promotion. Second, as a result of exploring the self-reflective learning process of adult learners in the graduate school of education based on the learning integration, the realization of the importance of learning and the experience of growth in the graduate school of education have a positive effect on the study. Third, as a result of exploring the self-reflective learning process of adult learners in the workplace and graduate school of education based on the developmental transition, it was found that in terms of time, the graduate students introspect the past, present and future and in terms of the situation, it have been considered to connect the workplace and the graduate school of education. Based on the above findings, implications for informal learning of the working adult graduate students in the workplace and in the graduate school of education were proposed. 본 연구의 목적은 직장인 성인학습자의 일터와 교육대학원에서의 무형식학습 과정을 탐색하는 것이다. 이를 위하여교육대학원에 재학 중인 직장인 성인학습자 10명을 대상으로 성찰일지 작성하기를 통해 자료를 수집하고 분석하였다. 본 연구 결과는 다음과 같다. 첫째, 학습전이를 중심으로 직장인 성인학습자의 일터에서의 자기성찰적 학습과정을탐색한 결과 일터에서 직업적 역할의 중요성에 대한 깨달음과 성장의 경험에 대한 깨달음은 업무 추진에 긍정적인영향을 미치는 것으로 나타났다. 둘째, 학습통합을 중심으로 직장인 성인학습자의 교육대학원에서의 자기성찰적학습과정을 탐색한 결과 교육대학원에서 학습의 중요성에 대한 깨달음과 성장의 경험에 대한 깨달음은 학업에 긍정적인영향을 미치는 것으로 나타났다. 셋째, 발달적 전이를 중심으로 직장인 성인학습자의 일터와 교육대학원에서의 자기성찰적 학습과정을 탐색한 결과 시간적 측면에서 일터와 교육대학원에서 과거, 현재, 미래를 관통하는 성찰을 하게 되는것으로 나타났다. 상황적 측면에서 일터와 교육대학원에서 일터와 교육대학원을 연계하는 성찰을 하게 되는 것으로나타났다. 이상의 연구 결과를 바탕으로 일터와 교육대학원 맥락에서 직장인 성인학습자의 무형식학습에 대한 시사점을 제안하였다.

대학교육의 독도교육 발전 방안: 대학생의 독도교육에 대한 경험과 인식을 바탕으로

강경리 영남대학교 독도연구소 2022 독도연구 Vol.- No.33

The purpose of this study is to study the development plan for Dokdo education in university education based on the university students' experiences and perceptions of Dokdo education. In this study, data were collected and analyzed by writing a reflection journal and in-depth interview with 17 university students enrolled in A University. The results are in terms of educational goals, the balance of the territorial education values through the objective education and the expansion of the territorial education values through the global citizenship education; in terms of the curriculum, the balance of the Dokdo education field through a step-by-step curriculum and the integration of the Dokdo education field through the convergence curriculum; in terms of educational methods, the balance the scope of Dokdo education through learner-centered education and the enlargement of the scope of Dokdo education through the use of cutting-edge media; in terms of educational infrastructure, the systematization of the Dokdo education infrastructure through the establishment of a system linked to Dokdo education and the specialization of the Dokdo education infrastructure through the establishment of a specialized system of Dokdo education. 본 연구의 목적은 대학생의 독도교육에 대한 경험과 인식을 바탕으로 대학교육의 독도교육 발전 방안을 연구하는 것이다. 본 연구는 A 대학교에 재학 중인 대학생 17명을 대상으로 질적 연구인 성찰일지 작성하기와 심층 면담을 통해 자료를 수집하고 분석하였다. 연구 결과, 대학교육의 독도교육 발전 방안은 교육목표 측면에서 객관적 교육을 통한 영토교육 가치의 균형과 세계 시민교육을 통한 영토교육 가치의 확장, 교육과정 측면에서 체계적인 교육과정을 통한 독도교육 영역의 균형과 융‧복합 교육과정을 통한 독도교육 영역의 통합, 교육방법 측면에서 학습자 중심 교육을 통한 독도교육 범위의 균형과 첨단매체 활용을 통한 독도교육 범위의 확대, 교육인프라 측면에서 독도교육 연계시스템을 통한 독도교육 인프라의 체계화와 독도교육 전문시스템을 통한 독도교육 인프라의 전문화로 나타났다.