교육대학교 초등기술교육 체험활동 수업 개선 방안

김용익(Kim Yong Ik) 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.2

이 연구는 교육대학교 초등기술교육 체험활동 내용을 개선할 목적으로 문헌 연구와 조사연구에 의해 이루어졌다. 조사 연구는 G교육대학교 ‘실과교육1’ 수강생 3개 반, 105명을 대상으로 4주간 3개 주제에 대하여 초등기술교육 체험활동 수업을 실시한 후에 의견을 조사, 분석하였다. 태양광 자동차 만들기, 종이 탑 쌓기, 달걀 받침대 만들기 활동에 대하여 각각 수업 설계개요, 수업에서 고려할 점, 발명교육 내용표준과의 관련성 및 내용지식을 제시하였다. 또한, 초등학교 예비교사들이 인식하는 초등기술교육 체험활동 내용으로서의 적합성, 흥미도, 창의적문제해결능력에 도움이 되는 정도, 초등교육현장에 도움이 되는 정도를 조사하였다. 예비교사들이 인식하는 정도의 평균값은 4.74로 매우 높았으며, ‘달걀 받침대 만들기’ 내용이 4개의 각 영역에서 가장 높게 나타나 학생들이 가장 선호하고 있음을 알 수 있었다. 성별에 따른 차이 검증 결과에 의하면, 대체로 남자가 여자에 비하여 체험활동 내용을 더욱 긍정적으로 받아들이고 있는 것으로 나타났다. 교육대학교 초등기술교육 체험활동 내용 개선을 위하여 제언하면 다음과 같다. 첫째, 태양광 자동차 만들기, 종이 탑 쌓기, 달걀 받침대 만들기 활동은 예비교사들의 호응이 매우 높으므로 타 교육대학교로 확산할 필요가 있다. 둘째, 팀은 남녀를 적절히 혼합하여 3~4명으로 구성하는 것이 바람직하다. 그렇게 해야 남녀간에 따른 기술적 소양의 차이를 극복하고, 팀원의 참여 기회도 극대화할 수 있다. 셋째, 태양광 자동차 만들기 활동은 사전에 자동차의 구조와 작동 원리, 제작 요령 등을 충분히 숙지시켜야 예비교사들의 시행착오를 최소화할 수 있다. 또한, 평가에 대한 예비교사들의 불만을 없애기 위하여 경기 규칙을 미리 숙지시킬 필요가 있다. 넷째, 종이 탑 쌓기 및 달걀 받침대 만들기 활동은 사전에 다양한 성공 사례를 보여줌으로써 의욕적인 참여를 독려할 필요가 있다. 그리고 활동이 시작되면 다른 팀의 아이디어를 도용하지 않도록 지도해야 한다. This study including both literature and experimental research aimed to improve the contents of lectures in elementary school technology education at a National University of Education. 105 students of Practical Arts Education 1 at G National University of Education participated in the study. Participants’ opinions of the experiment activities on three subjects were collected. Teaching contents under this investigation such as making solar cars, building paper towers, and making egg pedestals were presented. The outline of instructional design, the points to be considered in class, the relevance to invention education contents standard and knowledge were also presented. In addition, the appropriateness, interest, usefulness of creative problem-solving ability and usefulness of pre- service elementary school teachers were investigated. The average value of pre - service teachers perception was very high (4.74), and the making egg holder contents were the highest in the four areas. According to the result of the gender difference test, it was found that male participants generally accept the contents of invention experience activities more positively than female ones. Recommened areas for improvement in teaching contents include: First, the activities of solar car making, paper tower building, and egg pedestal making are very popular among the pre - service teacher education programs, so they need to be adopted by other education universities. Second, it is desirable that when assigning team work, teams should consist of three or four members. Mixing male and female students. which may overcome the differences in technical literacy among men and women, and to maximize the opportunity for team members to participate in learning activities. Third, it is necessary for students to fully understand the structure, operation principles, and manufacturing instructions of the car in advance to minimize the trial and error. It is also necessary to know the rules of the game in advance in order to eliminate complaints from the preliminary teachers. Fourth, it is necessary to actively participate in the activities of building paper towers and egg cradles by showing various successful cases in advance. And when the activity starts, it is highly recommended that students should develop their own creativity, not using other teams’ideas.

초등학교 실과교과의 설계ㆍ기술 영역에 있어서 내용의 타당성 분석과 효과적인 교수ㆍ학습의 전개를 위한 개선방안

김용익(Kim Yong Ik) 한국실과교육학회 1998 한국실과교육학회지 Vol.11 No.1

The purposes of the study were to analyze the contents and units’ validity and find out the main problems in the teaching and learning of the design and technology part in practical arts textbooks of elementary schools, to find out effective teaching and learning strategies for it. It was carried out through an extensive literature review and a mailed-questionnaire developed by the researcher based on the study. Data was collected from 50 teachers working at 3 schools in Seoul and Incheon. The major recommendations of the study were as follows ; 1) When selecting the contents and units for design and technology education in practical arts textbooks, we should select ones satisfying the established criteria. In particular, the contents and units relating to electricity and woodworking should be reflected in the future revision of textbooks also, because it has very high merit. 2) The specific research for advancing from traditional teacher-centered pedagogy to a more student-oriented instruction and process-oriented evaluation should be pursued. 3) It was suggested that teachers should take in-service education to improve teachers’ practical competence in the electricity, woodworking and design-drawing parts. 4) Political supports are needed so that the practicing room could be obtained, the equipment and tools for practicing could be supplied sufficiently in elementary schools and colleges for elementary teachers’.

Visual Analogue Scale과 R(III) Nociceptive Flexion Reflex와의 상관관계

김용익(Yong Ik Kim),김상현(Sang Hyun Kim),이주철(Ju Chul Lee),전재수(Jae Soo Jeon),황경호(Kyung Ho Hwang),박욱(Wook Park) 대한통증학회 2000 The Korean Journal of Pain Vol.13 No.2

N/A Background: Pain is often measured using psychophysical scaling techniques. However, all of these methods found their limits, since they were based on the subjective sensations reported by the subjects. It is, therefore, desirable to validate psychophysical pain measures by simultaneously measuring some physiological correlate of nociception. We studied an objective method for measuring pain in human volunteer using R(III) nociceptive flexion reflex. Methods: Four different intensity of electrical stimuli between perception and 1.4 times the R(III) nociceptive flexion threshold were delivered to the sole of the feet in 8 normal volunteers. We measured the flexion reflex activity in the skin over the ipsilateral tibialis anterior muscle and subjects rated each stimulus on a visual analog scale (VAS) Results: Both R(III) nociceptive flexion reflex activity and VAS ratings showed a linear relationship with stimulus intensity and with each other in all volunteers. Conclusions: R(III) nociceptive flexion reflex elicited through electrical stimulation may used as an objective pain measurement, previsionary based on our study paradigm.

실과교과 내 학문영역간의 내재적 통합에 관한 연구

김용익(Kim Yong Ik),박행모(Park Haeng Mo),방기혁(Bang Gi Hyeuk),이성숙(Lee Seung Sug),표준영(Pyo Jun Yeong) 한국실과교육학회 2004 한국실과교육학회지 Vol.17 No.3

Traditionally, practical arts subject have been organized into three parts such as home economics area, agriculture area, and technology area. But rigid classification among these areas have prevented the improvement of practical arts education on the contrary. Therefore, intrinsic integration of disciplinary parts within the practical arts subject were needed to solve this problem. According to the result of this study, it was identified that a lot of sub units of practical arts textbook could be integrated one another. For example, a sub unit of ‘vegetable growing(agriculture area)’ could be integrated into ‘cooking with vegetable(home economics area)’, ‘using cooking tools(technology area)’. And a sub unit of ‘dealing with electrical equipment’ could be integrated into ‘making wooden house for a pet dog(technology area)’, ‘installing lightening for a pet dog(technology area)’, and ‘making clothes for a pet dog(home economics area)’. In conclusion, intrinsic integration of disciplinary parts within the practical arts subject was found to have high validity and possibility.

감각신경성 청력손실 환자에서 적외선 체열 검사로 치료의 결과를 예측할 수 있는가?

김용익 ( Yong Ik Kim ),이영훈 ( Young Hun Lee ) 대한통증학회 2003 The Korean Journal of Pain Vol.16 No.2

모션캡쳐 데이터를 이용한 도마뱀 생체모사 다물체 기구 모델 개발

박용익(Yong-Ik Park),김성수(Sung-Soo Kim),신호철(Hocheol Shin),김세오(Seoh Kim),김창회(Chang-Hoi Kim) 대한기계학회 2012 대한기계학회 춘추학술대회 Vol.2012 No.11

초음파 측정기를 이용한 20대 남성 체지방률 추정식 개발

김용익(Kim, Yong-Ik),이미영(Lee, Mi-Young),강성기(Kang, Seoung-Ki) 한국사회체육학회 2022 한국사회체육학회지 Vol.- No.87

Purpose: The purpose of this study is to develop an equation for estimating body fat percentage for men in their twenties using an ultrasonic measuring device. Method: The percentage of body fat was measured on male students in their 20s in Gyeonggi-do. For the development of the estimation formula according to the internal cross-validity procedure, 105 subjects were divided into 70 in the estimation-type development group and 35 in the cross-validity test group. The regression formula development exploration and validity analysis were conducted. Results: As a result of the analysis, the coefficient of determination was 82% and the standard error was 3.2% in the estimation formula at the development stage. In cross-validity, the estimated body fat percentage did not differ from the measured body fat percentage (p=.660), and the coefficient of determination was 94% and the total error was 2.2%. The final estimation formula that synthesized all the research results was y=2.245+1.125x. Conclusion: In conclusion, the validity of the body fat ratio estimation formula developed based on the ultrasonic measuring device is verified. When this formula is applied to men in their 20s in Korea, it is confirmed that it is suitable for the individual together with the group.

초등 실과 전담 교사제 운영에 관한 연구

김용익(Kim Yong Ik) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.4

The purposes of this study were to justify the need of exclusive responsibility teacher system operation in elementary practical arts subject, to examine teachers’ opinion about this system. This study were carried out through literature review and survey. The major findings and recommendations of this study were as follows. 1. Considering characteristics of practical arts education and trend of societal specialization, we need to introduce and operate the exclusive responsibility teacher system in elementary practical arts subject positively. 2. It is not easy to get exclusive responsibility teachers for practical arts education because of low preference for the system. So it was recommended that advantage should be given to them so that a lot of teachers could apply. 3. There were few teachers who took courses for practical arts in the form of in-service teacher education. So more in-service education opportunities should be given to teachers who wish to learn about practical arts subject. 4. In the selection of educational contents for exclusive responsibility teachers for practical arts education, first of all, information communication technology, product maneuvering, teaching method of practical arts subject should be emphasized. 5. Teaching and evaluating method in exclusive responsibility teachers education for practical arts should be done in experiment and practice centered as teachers demand. 6. Teachers’ satisfaction degree toward teacher education in practical arts subject was very low. Therefore, curriculum for teacher education should be reorganized so that all teachers can like and satisfy themselves in the future.

초등학교 교원들의 기술적 교양과 관련된 변인

김용익(Kim Yong Ik) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.2

The purposes of this study were to test the significant difference among teachers’ personal variables about cognition degree toward technological literacy level, and to identify the relationship among those variables. The major findings and recommendations of this study were as follows. In general, male teachers rated their own technological literacy level higher than female teachers. Accordingly, teacher education program should be developed so that female teachers’ opinion can be reflected on it. Teachers who had longer teaching experience rated the their own technological literacy level lower than shorter experienced teachers unexpectedly. Accordingly, more chances for in-service education should be given to teachers who had longer teaching experience. There were no significant differences among intensified courses at university of education about technological literacy level. Therefore, in future, intensified courses should be strengthened for more effective technological literacy education, and reorganized for their representing characteristics well. There were no significant differences between industrial world’s work experience existence and nonexistence, and between technology licence possession and nonpossession. Therefore, it’s not necessary to consider industrial world’s work experience existence or nonexistence, and technology licence possession or nonpossession.

공업고등학교 공업교사의 직무수행을 위한 교육요구 분석

김용익(Yong Ik Kim),이무근(Mu Keun Lee) 대한공업교육학회 1997 대한공업교육학회지 Vol.22 No.2

The purposes of this study were to investigate the importance of each job competency and their own performance with respect to the same which technical teachers in technical high schools recognized and, to assess their educational needs. In accordance with a review of the relevant literature, job competencies were categorized as follows, technological and skill competency in the specialty, basic engineering competency, instructional and psychological competency, and affective job competency. These four categories included 40 job competencies in total. The population sample for the survey constituted 783 completed questionnaires from a random sample of 1,320 technical high school teachers in Korea. The major findings of this study were as follows. In general teachers rated their own performance in a particular competency lower than the importance of that competency. Technical teachers showed highest educational need with respect to some key job competency variables. That is to say, `the use and repair of machinery and tools`, `comprehensive understanding of operating systems within the specialty`, basic knowledge of research through PC communication`, `computer programming and the use of com~outer programs`, `understanding English manuals for new tools and machines`, `an attitude to improve self expert through collecting and analyzing new knowledge, technical skill in the specialty` were found to be educational needs. The following recommendations were made from the result of this study. (1) Teachers displayed a common lack of confidence in key job competencies, those primarily of a practical nature. In-service education can serve a better purpose by attending directly to teacher proficiency in these areas. (2) This study addressed 40 job competency variables in four categories. Further research might adapt this study to a more detailed investigation, yielding more specific data to be applied in developing competency-based teacher education programs.