감귤파괴를 함유하는 유과의 품질특성

배화순,이예경,김순동 동아시아식생활학회 2002 동아시아식생활학회지 Vol.12 No.5

Quality characteristics of Yukwa, Korean traditional rice cookie, added with citrus peel (2, 4 and 6%) were investigated. Yukwa was prepared by adding the water homogenate of the peel and the quality characteristics were evaluated by the expansion rate, texture, color, sensory quality and content of total carotenoid, hesperidine and naringin. 1-he expansion rate (1,517~855%) of Yukwa with higher concentrations of citrus peel powder was lower than that of control product (1,740%) and the brittleness followed the same trend. However, the values were in the range of those of the traditional Korean Yukwa. The color of the control Yukwa (L^(*) value: 63.3~49.9, a^(*) value: 10.6~17.8, b^(*) value: 12.6~56.4) was white, but with citrus peel (2~6%) light yellow-yellow (L^(*) value: 63.3~49.9, a^(*) value: 10.6~17.8, b^(*) values: 12.6~56.4). Carotenoid, hesperidin and naringin contents of Yukwa with the addition of peel powder were 0.18~0.51 ㎎%. 36.55~101.60 ㎎% and 24.65~70.81 ㎎%, respectively. The color and the overall acceptability of Yukwa with 4% of citrus peel powder were the best. This combination had some orange flavor, but no differences in both sweet and sour taste.

학교 시민교육의 교수·학습 개념틀 분석: 델파이 조사 연구를 중심으로

배화순,이수정,최정순,구정화,이소연 한국사회과교육학회 2024 시민교육연구 Vol.56 No.1

This study aims to formulate a pedagogical framework for school citizenship education. This framework will facilitate students' integration of diverse learning components, nurturing their development into responsible citizens at both personal and societal levels. To achieve this, the research involved a literature review on the concepts and pedagogical elements of school citizenship education, along with a Delphi survey conducted among 30 field experts (professors, researchers, and educators). The derived framework promotes a cyclical learning process of ‘Understanding/Exploration’, ‘Participation/Practice’, and ‘Reflection/Deliberation’. This model supports students' autonomous growth and specifies 8 to 9 critical elements within the domains of knowledge, skills, values, and attitudes essential for this cycle. It departs from traditional episodic experiences, practice-oriented education, and knowledge-centered approaches. Instead, it emphasizes cultivating students' critical thinking skills and their ability to devise solutions to real-life challenges. The framework incorporates knowledge components that reflect current social and cultural shifts, underscores democratic values and the civic role, and enhances competencies necessary for harmonious individual and societal coexistence. Based on this framework, future school citizenship education programs can be developed in various forms to effectively promote students' agency and citizenship.

사회과 교육과정의 학문적 내용 타당성에 대한 성찰 - 2015 개정 초․중 ‘사회’ 과목의 일반사회 영역을 중심으로 -

배화순,강대현,황미영,이경윤 한국사회과교육학회 2022 시민교육연구 Vol.54 No.2

This study aims to (1) examine whether the educational content of the 2015 revised social studies curriculum appropriately aligns well with the disciplinary content structures and trends of social sciences literature and (2) investigate improvement measures. Given that the social studies subject provides a civic education based on social sciences literature, the social studies curriculum should reflect the disciplinary content structures and recent trends. To this end, this study ascertains the disciplinary content structures and recent trends corresponding to each major discipline area within the social sciences, including political science, law, economics, sociology and cultural anthropology, and reviews the validity of the disciplinary content structures listed in the 2015 revised social studies curriculum for elementary and middle schools. To establish standards for analyzing the disciplinary content structures and trends, a survey was conducted among experts on subject content education from the social sciences. An analytical framework was then constructed based on the survey results and researchers’ internal reviews and revisions. Based on the developed analytical framework, this study analyzed the achievement standards from the 2015 revised social studies curriculum, yielding implications and recommendations for the next curriculum revision. The results demonstrate that the social sciences educational content of the social studies curriculum for elementary and middle schools generally reflects the disciplinary content structures and relevant trends. However, problematically, some basic concepts and pertinent details have been omitted, and the educational content does not reflect recent academic trends. The results also demonstrate that the disciplinary content structures and relevant trends are better represented in middle schools compared to elementary schools. Looking at each academic field individually, the disciplinary content structures and relevant trends are well represented in the political science subject, but there was no content about the election in the elementary school-level social studies curriculum. Second, while the law-related curriculum properly reflects the disciplinary content structures and relevant trends based on the foundation of law and the constitution, it fails to address the responsibilities and duties of a democratic citizen, compliance, and international law. Third, due to complex knowledge and various difficult concepts, the economics curriculum faces difficulty in capturing concepts in accordance with elementary and middle school students’ degree of cognitive development and does not reflect recent trends. Fourth, this study identified curriculum challenges in selecting major concepts and principles in sociology and cultural anthropology due to comprehensive information and various sociology and cultural anthropology-based perspectives coupled with the curriculum’s failure to adequately reflect the disciplinary content structures and relevant trends.

외국의 사회과 교육과정 분석을 통한 시민교육으로서의 사회과 법교육 방향 탐색 - 독일 베를린주와 호주를 중심으로 -

배화순 한국법교육학회 2019 법교육연구 Vol.14 No.1

본 연구는 우리나라와 마찬가지로 최근에 교육과정을 개정한 독일 베를린주와 호주의 사회과 교육과정을 분석함으로써 시민교육으로서의 사회과 법교육 방향을 탐색하고, 2015 개정 사회과 교육과정의 개선 방안을 제안하고자 하는 목적으로 수행되었다. 독일 베를린주는 초등학교의 ‘사회과학’ 과목 및 중등학교의 ‘정치교육’ 과목에서 법교육 영역을 다루고 있다. 독일은 초등학교 수준에서 가정이나 학교 등 학생들의 일상생활에서 규칙이나 질서의 중요성을 내면화하는 방향으로 법교육을 실시하며, 중등학교 수준에서는청소년과 직접적으로 관련된 청소년 보호 문제나 범죄 등을 교육과정 상 강조한다. 호주는 성취기준에 사용된 서술어가 다양하고, 구체적이기 때문에 법교육 교수·학습 방법이 상세하게 제시된다는 특징이 있다. 또한 호주는 중등학교 수준에서는 매학년마다 법교육 관련 주제를 교육과정에 제시하고 있어 계열성을 확보하고 있었다. 이상의 내용을 종합하여 우리나라의 2015 개정 사회과 교육과정의 법교육 영역을 다음과 같이 개선할 필요가 있다. 첫째, 아동 및 청소년의 일상생활을 반영한 법교육이 이루어지도록 성취기준을 개선할 필요가 있다. 둘째, 호주의 사회과 법교육 내용을 참고하여, 성취기준의 진술 방안을 개선함으로써 교수·학습 방법을 다양화할 필요가 있다. 셋째, 중등학교 수준에서 사회과를 분과형으로 개편하여, 시민교육으로서의 법교육을 보다 체계적으로 실시하는 방안을 고려할 필요가 있다. The purpose of this study is to explore the direction of law-related education in social studies as citizenship education by analyzing the social studies curricula of in Australia and Berlin State, Germany, which have recently been revised as they have been in Korea, and to suggest a plan to improve the 2015 revised social studies curriculum. In the Berlin State of Germany, the “social science” subject in elementary school and the “political education” subject in middle school cover the field of law-related education. In the Berlin State of Germany, elementary-level curriculum provides law-related education for the purpose of internalizing the importance of rules and order within the everyday lives of students, such as in home or school environments. In middle school-level curriculum, law-related education is emphasized in subjects associated with adolescent protection issues or crime, which are directly relevant to adolescents. The curriculum in Australia has the characteristic of providing a detailed teaching and learning method in law-related education, as the achievement standards include various and specific descriptions. In addition, the middle school curriculum in Australia provides a sequential format of law-related education, as separate law-related topics are specified for each grade. Based on the above cases, the following improvements should be made to Korea’s 2015 revision of law-related education within the social studies curriculum. First, achievement standards should be improved to reflect the everyday lives of children and adolescents within law-related education. Second, teaching and learning methods should be diversified by improving achievement standards through referencing law-related education in the Australian social studies curriculum. Third, plans to more systematically provide law-related education as a part of citizenship education should be considered at the middle school-level by reorganizing social studies as a separate subject.

초등 사회과 데이터 리터러시 교육에 대한 교사의 인식

배화순 한국사회과교육학회 2023 시민교육연구 Vol.55 No.3

With the rapid development of information and communication technology and the widespread use of data in various fields, citizens often read data such as tables, figures, maps and graphs in their daily lives and encounter social phenomena and issues based on data. In order to live in a modern society, citizens need to be equipped with data literacy, which is the ability to collect, analyze, interpret, evaluate and argue with data and through data visualizations. In social studies, various types of data have been widely used in the process of dealing with social phenomena, issues and problems. Recent education policy changes in Korea, such as the introduction of the 2022 revised curriculum and the development of digital textbooks based on artificial intelligence, are expected to expand the amount and level of data used in social studies. This means that there is an urgent need to strengthen the data literacy skills of social studies teachers. In this context, this study examines the data literacy competencies required for elementary school social studies classes, analyzes the current status and problems of data literacy education in elementary school social studies classes through in-depth interviews, and draws up concrete support measures for strengthening the data literacy competencies of elementary school teachers and data literacy education in social studies. The results of the interviews showed that teachers were somewhat unfamiliar with data literacy, but they generally agreed that data should be addressed in social studies classes. However, there are several limitations to directly collecting and analyzing data in elementary social studies classes and using it as a teaching and learning resource, such as differences in students' understanding of data and difficulties in collaborating with other teachers to promote data literacy. To address these issues, it will be necessary to improve social studies curriculum and textbooks for data literacy education, develop and share materials for data literacy education in elementary social studies, and prepare new physical environments.

국가수준 학업성취도 평가에 나타난 사회과 통합형 문항 분석 –대학수학능력시험과의 비교를 중심으로–

배화순,송성민,김재근 한국사회과교육학회 2018 시민교육연구 Vol.50 No.4

This study aimed to examine the major characteristics of integrated social studies questions by analyzing the integrated social studies questions of the National Assessment of Educational Achievement(NAEA) and comparing them with those of the early College Scholastic Ability Test(CSAT), in order to suggest directions for developing relevant questions and evaluations in the future. Social studies questions of the NAEA conducted from 2004 to 2018 for middle-school third-graders were analyzed and compared with the integrated questions of the CSAT. The results are as follows: First, integrated questions annually account for approximately 20% of the total number of questions in the NAEA, which is much higher than that of the early CSAT integrated questions. Second, among different types of integrated questions, integrative topic questions had the highest frequency in the NAEA, as opposed to the CSAT, which shows the lowest frequency of integrative topic questions. Third, an analysis of the level of integrated questions in the NAEA shows that high-level questions make up the largest part of the integrated questions, and this result was similar in the CSAT. Fourth, the results of the analysis on the major content of the integrated questions show that general social studies account for the largest part of the integrated questions in both the NAEA and CSAT. Lastly, the major and minor content of integrated questions was analyzed, and the results show that general social studies exhibit the most frequent integration compared to geography and history, in both the NAEA and CSAT. Based on these findings, this study reveals the characteristics of integrated social studies questions, directions, and strategies to develop questions, and makes suggestions for conducting follow-up research and enhancing discussion on integrated social studies questions. 본 연구는 국가수준 학업성취도 평가의 사회과 통합형 문항 분석을 바탕으로 초기 대학수학능력시험의 사회과 영역 출제 문항과 비교함으로써 사회과 통합형 문항의 주요 특징을 분석하고 향후 관련 문항 개발 및 평가 방향 구축에 대한 방향을 제시하는 것을 목적으로 한다. 2004년부터 2018년까지 시행된 중학교 3학년 국가수준 학업성취도 평가의 사회과 문항을 분석하고 이를 대학수학능력시험 통합형 문항과 비교·분석한 결과는 다음과 같다. 첫째, 학업성취도 평가의 전체 문항 대비 통합형 문항의 비율은 연도별로 약 20% 내외 수준이며, 이는 초기 수능 문항의 통합형 문항 비율에 비해 대체로 높게 나타난다. 둘째, 학업성취도 평가 문항의 통합 유형은 통합소재형이 가장 높은 빈도를 나타내고 있었으며, 이는 통합소재형 문항의 빈도가 가장 낮은 수능과 대비되는 결과이다. 셋째, 학업성취도 평가 문항의 통합 정도 분석의 결과 ‘상’ 수준의 문항이 가장 높았으며, 이는 수능 문항에서도 유사한 결과로 나타난다. 넷째, 통합형 문항의 주요 내용 요소 분석 결과는 학업성취도 평가와 수능 모두 일반사회 영역이 가장 많은 비중을 차지하는 것으로 나타났다. 다섯째, 통합형 문항의 주요 내용 요소와 보조 내용 요소의 분석 결과는 학업성취도 평가와 수능 모두 일반사회가 지리, 역사에 비하여 영역 내 통합이 가장 빈번하게 나타났다. 이상의 내용을 바탕으로 사회과 통합형 문항의 특성 및 출제 방향, 문항 개발의 전략 등을 도출하였으며, 사회과 통합형 문항에 대한 논의의 활성화 및 후속 연구 등을 제언하였다.

데이터 리터러시의 사회과 교육적 함의

배화순 한국사회과교육학회 2019 시민교육연구 Vol.51 No.1

The purpose of this study is to examine the need for teaching data literacy in social studies education and to draw its educational implications at a time when data is increasingly becoming a topic of attention amid the advent of the information society. In social studies education, data literacy is covered in the curriculum and data is a major topic of learning in textbooks, presented as tables, graphs and so on. However, as it appears that the importance of data literacy in social studies education has not been sufficiently discussed in the existing literature on the topic, this study aims to present the importance of teaching data literacy in social studies education for the sake of civic education, as well as its future directions. Data literacy in social studies education should hold a prominent place in the cultivation of the basic capacity of citizens, rather than being a technical or mathematical/statistical skill. It should be advanced to a level where students can collect and apply data, and even communicate using data. There is a need to support students in their exploration of the significance of data in their daily lives through the subject’s curriculum. Hence, this study suggests that research on curriculums, textbooks, and methods for teaching data literacy in social studies education should be planned, and that there is a need for the development of civic qualities for reading and analyzing data critically. 본 연구는 지식 정보화 사회의 도래와 함께 데이터에 대한 관심이 높아지는 시점에서 사회과 교육의 차원에서 데이터 리터러시 교육의 필요성을 탐색하고, 사회과 데이터 리터러시 교육의 함의를 도출하는 것을 목적으로 한다. 사회과에서는 교육과정 차원에서 데이터 리터러시에 대한 부분을 포함하고 있으며, 교과서 내에서도 각종 표, 그래프 등을 제시하는 등 데이터를 주요 학습 요소로 활용하고 있다. 그럼에도 불구하고 사회과 교육 내에서 데이터 리터러시 관련 논의는 충분히 이루어지지 못한 측면이 있으며, 이에 본 연구에서는 시민 교육적 차원에서 사회과 데이터 리터러시 교육의 목적 및 방향 등을 제시하고자 하였다. 사회과 교육에서의 데이터 리터러시 교육은 기술적 차원이나 수학 및 통계적 차원에서 이루어지기 보다는 시민의 기본적 역량 함양의 관점에서 이루어져야 하며, 데이터를 수집하거나 활용하고, 데이터를 활용하여 의사소통을 할 수 있는 차원까지 나아갈 필요가 있다. 이를 통해 학생들의 일상생활에서 데이터가 갖는 의미를 교과 교육의 차원에서 탐색할 수 있도록 지원할 필요가 있다. 이에 본 연구에서는 사회과 데이터 리터러시 교육을 위하여 교육과정 및 교과서에 대한 연구, 교수·학습 방법에 대한 방안 모색이 선행되어야 하며, 데이터를 비판적으로 읽고 해석할 수 있는 시민적 자질이 필요함을 제언하였다.

중학교 사회 교과서의 헌법교육 내용 분석

배화순 한국사회과교육학회 2024 시민교육연구 Vol.56 No.1

This study underscores the critical need for comprehensive constitutional education among middle school students, a fundamental aspect of fostering the qualities necessary for citizenship in a democratic society. Based on this premise, the research methodically examines how constitutional education is represented and integrated into middle school social studies textbooks. Using a specialized framework for analyzing the content of constitutional education, the study meticulously evaluates 16 volumes from 8 different textbook series currently used in the middle school curriculum. This extensive analysis aims to uncover the scope and depth of constitutional education provided to young learners, thereby influencing their comprehension and engagement in democratic processes. The findings of the study are summarized as follows: The majority of the textbooks analyzed incorporate constitutional education content comprehensively, aligning with the middle school social studies curriculum. However, certain content elements are included even when not explicitly stated in the achievement standards. An examination of the textbooks reveals a predominant emphasis on topics such as government structures, fundamental rights, and an overview of constitutional principles. While government structures are thoroughly covered, other critical aspects such as the duties of citizens, the historical significance of the constitution and its basic principles are less represented. The study identified a notable omission of key elements crucial to constitutional education in some textbooks. A number of constitutional education elements are visually represented through illustrations, photographs, and graphics, but the effectiveness and appropriateness of these representations require further study. As a result, the study recommends several improvements to middle school social studies textbooks. These include a more robust explanation of concepts and terminologies, the inclusion of vital elements like citizens' duties, the constitution's history, and significance, a review of content elements omitted in some textbooks, and an exploration into more effective methods of presenting content for various concepts and case studies.

고교학점제 도입에 따른 법과 인권 관련 교육과정 구성 방안 탐색 - 각국의 고등학교 선택 과목 교육과정 분석을 중심으로 -

배화순 한국법과인권교육학회 2021 법과인권교육연구 Vol.14 No.2

참정권 교육 관점에서 바라본 사회과 교육과정: 2015개정 교육과정과 2022개정 교육과정 비교 분석

배화순,박은아,성경희 한국사회과교육연구학회 2023 사회과교육 Vol.62 No.2

In order to contribute to the revitalization of suffrage education in school education, this study analyzed the 2022 revised social studies curriculum using a qualitative content analysis method. Specifically, we examined the changes in the 2022 revised curriculum after the revision of the Political Relations Act, compared to the 2015 revised curriculum. As a result of the analysis, some implications related to suffrage education were found. Firstly, there is a concern about the gap in suffrage education in the 5th~6th graders in elementary school. Therefore, it is necessary to review the distribution of achievement standards for the 3rd~4th graders and the 5th~6th graders in the next curriculum. Secondly, achievement standards that focus on the role of media from the perspective of suffrage education can be found in 「Society」 in elementary school and 「Politics」 in high school. However, they could not be found in 「Society」 in middle school and 「Integrated Society 1, 2」 in high school. Thirdly, it was found that the achievement standards related to the content category of ‘daily life and political participation' were insufficient except for the elementary school level, but efforts were made to discover the significance of political participation in life. Fourthly, by emphasizing learning that considers the real political context, a change in perspective was observed, focusing on the role of elections and political parties in the political process, the role of citizens as voters, and the necessity of civic participation while emphasizing students' suffrage. However, it was not found achievement standards that directly reflected change of the Public Official Election Act, Political Parties Act, and other related laws in 「Integrated Society 1, 2」 , 「Politics」 , and 「Law and Society」 at the high school level.