栗谷 人生論의 硏究

이성전 圓光大學校 大學院 1993 국내박사

栗谷의 敎育原理에 關한 硏究

이성전 圓光大學校 1987 국내석사

栗谷 人性論의 硏究

이성전 圓光大學校 1994 국내박사

중학생이 지각한 부모의 양육태도와 직업적 성격유형과의 관계

이성전 부산대학교 2004 국내석사

스토리텔링을 강조한 메이커 수업이 초등학생들의 과학학습 동기 및 과학적 태도에 미치는 영향

이성전 부산교육대학교 교육대학원 2020 국내석사

논 문 요 약 스토리텔링을 강조한 메이커 수업이 초등학생들의 과학학습 동기 및 과학적 태도에 미치는 영향 이 성 전 부산교육대학교 교육대학원 초등과학영재교육전공 (지도교수 김 순 식) 본 연구의 목적은 스토리텔링을 강조한 메이커 수업이 초등학생들의 과학학습 동기 및 과학적 태도에 어떤 영향을 미치는지를 알아보는 것이다. 본 연구를 수행하기 위하여 부산광역시 N초등학교 4학년 1개 학급 22명을 연구집단, 다른 1개 학급 22명을 비교집단으로 선정하였다. 연구집단에 대해서는 스토리텔링을 강조한 메이커 수업을 10차시 실시하였고, 비교집단에 대해서는 교육과정에 의거한 일반 과학 수업 10차시를 적용하였다. 본 연구의 결론은 다음과 같다. 첫째, 스토리텔링을 강조한 메이커 수업은 초등학생들의 과학학습 동기를 향상시키는데 유의미한 영향을 미치는 것으로 나타났다. 스토리텔링을 강조한 메이커 수업은 과학지식을 전달하는 일방적이고 획일화된 수업이 아니라, 학생들이 학급 구성원들과 함께 재미있는 상상의 세계를 펼치고, 자유로운 이야기를 만들어가면서 획득한 창의적인 아이디어를 작품제작에 활용하는 학생 주도적 수업방법이기 때문에 학생들의 과학수업에 대한 동기가 향상되었다고 생각된다. 둘째, 스토리텔링을 강조한 메이커 수업은 초등학생들의 과학적 태도에 유의미한 영향을 미치는 것으로 나타났다. 이것은 스토리텔링을 강조한 메이커 수업은 학생들이 학습활동의 주체가 되어 스토리를 만들고 공유하며, 여기에서 얻어진 새로운 아이디어를 작품으로 만들어 보는 수업이기 때문에 학습에 대한 흥미와 관심이 높아졌다고 생각된다. 셋째, 스토리텔링을 강조한 메이커 수업에 대한 참여 학생들의 수업에 대한 인식을 분석한 결과 연구집단 학생들 중 82%의 학생들이 만족한다고 답했으며, 흥미도 역시 83%의 학생들이 수업이 흥미로웠다고 답했다. 또한 수업의 참여도를 묻는 질문에도 82%의 학생들이 열심히 참여했다고 답했다. 이것은 학생들이 수업의 중심이 되어 자신이 만들고 싶은 작품을 만들고, 학급 구성원들이 만든 작품을 스토리를 통해서 공유할 수 있었기 때문에 스토리텔링을 강조한 메이커 수업에 대한 만족도, 흥미도, 참여도가 높게 나타났다고 생각된다. 본 연구를 통하여 스토리텔링을 강조한 메이커 수업이 초등학생의 과학학습 동기와 과학적 태도를 향상시키는데 긍정적인 효과를 준다는 사실을 발견할 수 있었다. 추후 스토리텔링과 메이커 수업의 장점을 살린 다양한 수업 전략에 대한 연구가 계속될 필요성이 있다. * 주요용어: 스토리텔링, 메이커 수업, 초등학생, 과학학습 동기, 과학적 태도 * 이 논문은 2020년 8월 부산교육대학교 교육대학원 위원회에 제출된 교육학 석사학위 논문임.

道學.科學의 竝進論 : 少太山思想을 中心으로

이성전 圓光大學校 大學院 1977 국내석사

대안학교위탁교육기관 학생의 교육경험에 관한 연구

이성전 부산대학교 2013 국내석사

This study aimed to explore measures to facilitate commissioned alternative schools, which pursue both prevention of halfway dropouts and alternative education, to be preferable to students on the verge of de-schooling. For the purpose of research, 10 students who have taken courses from Busan Commissioned Alternative School were chosen as participants of depth interviews with following contents; First, what motivated them to take commissioned education. Second, their daily life at the Commissioned Alternative School. Third, their satisfaction with the Commissioned Alternative School. Fourth, their improvement and changes from the Commissioned Alternative School. Fifth, how the Commissioned Alternative School can be improved. Data collection through depth interview was done with pre-organized themes and list, and the data collected were analyzed followed by domain analysis phase and taxonomic analysis phase. Conclusion drawn from what was discovered from the research is as follows: However, this conclusion is based on depth interview with only 10 participants, and the analysis and interpretation focus on simply 1 Commissioned Alternative School, thus generalizing it as a result from the overall Commissioned Alternative School can be limited. First, what motivated students on the verge of halfway dropouts to participate in programs from the Commissioned Alternative School can be classified into 4 categories, which are school regulations, education, peer relation and discord with teachers. Second, I compared students’ daily life at the Commissioned Alternative School with that of outside the Commissioned Alternative School. As a result, their attitude at the Commissioned Alternative School is difficult to distinguish education from daily life. Many students are lazy and lethargic, and they attend the program only for graduation. Even if their daily task is over as usual, their activities, whether it is playing or par-time job, is unstable and dangerous except few students. Third, students’ satisfaction with Commissioned Alternative School is as follows: First of all, in the aspect of education, satisfaction with Commissioned Alternative School concerning scholastic performance was mostly very high. Concerning the difficulty, they were learning very easy contents with little difficulty, thus students were satisfied that they have less pressure and gained confidence. However, some students worried that they might not keep up with the study at an advanced school since what they have learned was too easy. Furthermore, some students complained that their learning is too easy considering their curriculum. Distracting and lethargic atmospheres during the class were complained by those willing to study at least a bit. However, those who got bored and were unable to keep up with study at their previous school had no complaint with such allowing an atmosphere. They were quite satisfied with liberal atmosphere and very short classes before upcoming examinations. Concerning rules and guidance from the Commissioned Alternative School, some students were uneasy with the fact that their excessive self-indulgence is not properly being controlled, but most were content with them. Peer relations was satisfactory, in that it seems students fell less isolated compared to previous school and they can get along more easily because they share similar environment and preferences. However, their getting along sometimes accompanied deviance, which made some students anxious or dissatisfied In this study, students’ satisfaction toward teachers at the Commissioned Alternative School was higher than any other categories, and students were not interested in teacher’s ability or professionalism while they were very satisfied with their attention, passion and their relationship with students. Fourth, how students on the verge of halfway dropouts have changed through support from a Commissioned Alternative School dedicated to prevention of de-schooling was observed, and the result is as follows; First of all, in the aspect of education, some students who gave up studying from their previous schools because they could not understand the lesson started studying again at the Commissioned Alternative School. This is because they have determined to study once again as they moved to a new environment, and they have recovered their interest in study since they gained confidence from easy contents and small amount of lessons at the Commissioned Alternative School. In the aspects of daily life, many students who missed or were late for classes because they didn't like going to school attended sincerely at the Commissioned Alternative School. This can be explained that their refusal to attendance has disappeared since they can live at the Commissioned Alternative School comfortably while they had hard time attending previous school. What discriminated and differentiated them from others, such as smoking, hair-style or clothing, doesn't cause any big problems to students on the verge of halfway dropouts at the Commissioned Alternative School. Also, a student who spent the whole time sleeping with no will, being isolated, regained liveliness among students’ and teachers’ attention at the Commissioned Alternative School. Concerning changes in priorities, participants express themselves to have ‘grown up’ through learning experience at the Commissioned Alternative School. That is, they have remorse and alarmed themselves by watching other peers ruined and recognizing their status, which is quite ironic. And one participant commented that now she can understand her mother as she became more thoughtful than before. It seems it is the result of inner growth, getting away from isolated relationship from previous school and by being recognized and getting attention, and frequent counsel and communication with teachers with open mind. Not much change was found in the aspect of peer relation. Students got along well while inside the Commissioned Alternative School since they are in the same situation, but after the daily task they would only smoke together for a while and then departed, saying they are meeting their old friend, which seems they are not willing to have deep friendship inside the Commissioned Alternative School. In the aspect of career, participants agreed that commissioned education from the Commissioned Alternative School was helpful to their career. Most of the participants had low grade from previous school, thus they often had no future or hope or confidence, but now they dream for new future and hope, and they plan for their future life. This means they have gone through changes in their sense of career. The biggest reasons for their changes seem to be that they have gained confidence and favorable grade for high school at the Commissioned Alternative School. Their grade from the Commissioned Alternative School actually helps students to study further on, and the Commissioned Alternative School is playing an important role in continuing their study until graduation. Fifth, ways to improve the Commissioned Alternative School can be as follows; a. it is necessary to enhance curriculum by improving curriculum quality and effectively operating alternative courses. b. different kinds of educational programs should be provided. c. learning atmosphere should be presented. d. support and effort to develop different methods of class is needed. e. psycho-emotional counseling and career counseling system need to be improved. f. facilities should be improved, such as specialized classrooms, schoolyard and gym. g. it is necessary to change recognition toward an Commissioned Alternative School from ‘group of mal-adjusted students’ to ‘ alternative education for students who are interested in a different field other than regular schooling and students on the verge of halfway dropouts’.