체육교육전공 교육대학원생들이 임용고사 준비 과정에서 경험하는 어려움 탐색

조인진 경북대학교 교육대학원 2019 국내석사

본 연구의 목적은 체육교육전공 교육대학원생들이 임용고사를 준비하는 과정에서 경험하는 어려움을 탐색하고자 하며, 이를 통해 체육교육전공 교육대학원생의 삶을 이해하고 진로의 제약 문제들의 대안을 마련하기 위한 기초 자료를 제공하고자 한다. 연구목적을 달성하기 위해 교육대학원 졸업생 중 임용고사를 준비 중인 준비생 2명, 임용고사를 합격한 교사 2명을 연구 참여자로 선정하였다. 자료는 심층면담을 통해 수집하였으며, 수집 된 자료는 귀납적 범주분석을 통해 요인들을 추출하였다. 연구결과 체육교육전공 교육대학원생들이 임용고사 준비 과정에서 경험하는 어려움은 ‘실기수업 부재’, ‘교육과정 혼재’, ‘심리적 불안감’으로 범주화 되었다. 교육대학원의 교육과정에 실기수업이 부족하여 2차 실기시험을 준비하는데 어려움을 경험하는 것으로 나타났으며, 교사재교육과 교사양성교육의 교육과정 혼재로 인해 교사재교육에 관련된 수업을 듣고 있는 것으로 나타났으며, 이로 인해 인터넷 강의와 사설학원을 통해서 임용고사에 관련된 내용을 보충하고 있었다. 또한 인터넷 강의와 사설학원 등록비와 학부생에 비해 상대적으로 많은 나이로 인해 심리적인 불안감을 격고 있었으며, 이로 인해 임용고사를 준비하는데 어려움을 경험하는 것으로 나타났다. 이러한 연구 참여자들의 어려움은 교육대학원생 개인적인 수준에서 해결하기에는 한계가 있는 것으로 나타났다. 마지막으로 연구결과를 바탕으로 체육교육전공 교육대학원생이 임용고사를 준비하는데 경험하는 어려움의 해결하기 위한 방안으로 교육대학원 체육교육전공의 교육과정에 실기교육과정 추가와 교사양성과정과 교사재교육의 분리하여 운영 할 것을 제언하였다. The purpose of this study is to explore the difficulties experienced by graduate students who major in physical education in graduate school of education in the process to prepare for the teacher recruitment examination and to provide basic data for understanding life of graduate students who major in physical education in graduate school of education and preparing alternatives career constraint issues through this. In order to accomplish the purpose of the study, 2 students who are preparing for the teacher recruitment examination and 2 teachers who passed the teacher recruitment examination of the graduates of graduate school of education were selected as participants in the study. The data were collected through in-depth interviews and factors were extracted from the collected data through an inductive analysis of categories. In the results of the study, the difficulties experienced by graduate students who major in physical education in graduate school of education in the process to prepare for the teacher recruitment examination were categorized as 'absence of practice classes', ‘the mixture of curriculums’, and‘psychological anxiety.’Lack of practice classes in curriculums of graduate school of education has found that the subjects experience difficulties in preparing for the second practical examination. The mixture of teachers' reeducation and education curriculums has found that the participants in the study take classes related to teachers' reeducation and supplement contents related to the teacher recruitment examination through lectures on the internet and private institutes due to this. And the participants in the study suffer psychological anxiety due to tuition fees of lectures on the internet and private institutes and their older age than undergraduates and have found to experience difficulties in preparing for the teacher recruitment examination due to this. These difficulties of the participants in the study have found to have limits to be solved on an individual level of graduate students of graduate school of education. Finally, the study suggested the addition of practice classes to curriculums for majoring in physical education in graduate school of education and separation and operation of teachers' education from their reeducation as plans to solve difficulties experienced by graduate students who major in physical education in graduate school of education while preparing for the teacher recruitment examination based on the results of the study.

2005학년도 대학입시가 제7차 선택중심 교육과정에 미치는 영향 : 일반계 고등학교 일반사회영역을 중심으로

박재운 경북대학교 교육대학원 2005 국내석사

In the 7th curriculum, the government adopted the selection -centered curriculum in the 2nd and the 3rd grade of high school not only to meet the local and the school's peculiar characteristics and students' demand for education to the full, but also to expand students' right for option. The bottom line of choosing the curriculum is to operate the curriculum equivalent to students' course, aptitude, demand and scholastic ability. Accordingly, we require systematic education that makes students consider their ability, interest, concern and aptitude, so they can opt for their college and major in close connect in with advanced subjects selected in high school. The point of 7th selection-centered curriculum is to help students choose appropriate subjects based on their quality, course and scholastic aptitude. Unfortunately, under the current situation of focusing on college entrance, it is very difficult to set up curriculum which helps decide scholastic courses and choose the appropriate subjects according to his or her aptitude. Today, we are facing serious educational problems ― that is, schools tend to organize a curriculum composed of subjects which are favorable to the students for the college entrance. Students tend to choose several subjects which are beneficial to themselves for the college scholastic ability test, since the grade they earned in the college scholastic ability test is crucial for choosing college or college coursework. In addition, Standard Point System gives rise to imbalance depending on the degree of how difficult examination subjects are. So, it is urgent to improve education reality in that selection-centered curriculum has been being operated out of balance; It is difficult to achieve the goals of social studies that are intended to build the quality of the democratic citizen because the range of option is so narrow for them to study in high school and they are practically forced to select some of social studies depending on high school curriculum and the number of available teaching staff and consequently, the most of selected subjects have little to do with the major subjects in college. To operate the 7th selection-centered curriculum effectively and efficiently under the current system, which expands students' right for option, we should try to improve the process of curriculum organization and curriculum operation, have to necessarily make devices that lessen the percentage of high school record reflection in the college entrance and boost close connection considerably between high school education and college education. Of course, parents and students who rely on private education should change their mind-set: we should value selection-centered curriculum that emphasize students' expectation, aptitude, ability and courses particularly in the college entrance.

과학 탐구 기반의 융합인재교육 프로그램 개발과 적용

배태윤 경북대학교 교육대학원 2015 국내석사

이 연구의 목적은 과학 탐구 기반의 융합인재교육(STEAM) 프로그램을 개발하고 적용하여 중학생의 과학 자기효능감, 진로 인식, STEM에 대한 태도 변화를 검증하는데 있다. 과학 탐구 기반의 융합인재교육 프로그램은 ‘지진’을 주제로 ADBA 모형에 적용하여 총 6차시 분량으로 개발하였다. 중학생을 대상으로 예비적용을 거쳐 수정·보완하여 최종적으로 개발된 프로그램은 광역시 소재의 H중학교 3학년 학생 105명을 대상으로 효과성을 검증하였다. 자료 분석은 단일집단 사전·사후 대응표본 t-검증을 실시하여 수업 전·후의 과학 자기효능감, 진로 인식, 과학·기술·공학·수학에 대한 태도의 변화에 대하여 효과성을 분석하였다. 과학 탐구 기반의 융합인재교육 프로그램을 중학생들에게 적용한 연구의 결과는 다음과 같다. 첫째, 학생들은 과학 자기효능감의 세 가지 요인인 과제곤란도 선호, 자기조절 효능감, 자신감의 세 가지 항목에 대해 모두 통계적으로 유의미한 향상이 나타났다. 둘째, 학생들은 과학 관련 진로 인식에 대해 통계적으로 유의미한 향상이 나타났다. 하지만 수학과 기술 관련 진로 인식에 대해서는 평균값은 상승했으나 통계적으로 유의미한 향상이 나타나지 않았다. 셋째, 과학에 대한 능력, 가치, 그리고 기술에 대한 인식, 공학에 대한 인식, 가치, 수학에 대한 가치, 흥미의 지속 영역에서 통계적으로 유의미한 향상이 나타났다. 그러나 과학에 대한 인식, 흥미의 지속, 기술의 능력, 가치, 흥미의 지속, 공학의 능력과 흥미의 지속, 수학의 인식 영역에서 평균값은 상승했으나 통계적으로 유의미한 향상이 나타나지 않았다. 결론적으로, ‘지진’을 주제로 한 과학 탐구 기반의 융합인재교육 프로그램은 학생들의 과학 자기효능감과 과학 관련 진로 인식의 향상에 효과가 있었다. 그리고 과학, 기술, 공학, 수학에 대한 태도의 인식, 능력, 가치, 흥미의 지속 영역에서 고르게 유의미한 효과가 나타났다. 개발된 과학 탐구 기반의 융합인재교육 프로그램은 학교 현장에서 충분하게 적용될 수 있으며, 이를 통해 과학적 탐구 능력의 향상과 창의·융합적 사고를 지닌 인재를 기르는데 도움이 되리라 생각한다. The purpose of this study was conducted in order to verify that by developing and applying a scientific inquiry based on STEAM(Science, Technology, Engineering, Arts, and Mathematics) education program, it can have influence on changing middle school student's self-efficacy in science, job awareness, attitudes toward STEM. Scientific inquiry based on STEAM program was developed on the theme of ‘earthquake’, by means of the ADBA model, and for the total six class periods. The final program, which had been revised and complemented through the preliminary process of screening middle school students, was proved to have its effects on 105 third-graders of H middle school in Metropolitian. One sample pre-post paired t-test done before and after applying this program to the same group, its effectiveness was analyzed in terms of self-efficacy in science, job awareness, attitudes toward science, technology, engineering and mathematics. The Results of scientific inquiry based on STEAM program are as follows. First, students showed statistically significant improvements in the sub factors of self-efficacy in science, which include the preferred for task difficulty scale, the sense of self-regulation, and the sense of self-confidence. Second, students showed statistically significant improvements in the awareness of science-related jobs. Whereas they didn't, in the awareness of jobs related to mathematics and technology, even though they enhanced their average grades in the two subjects. Third, students showed statistically significant improvements in such areas as scientific abilities and values, the awareness of technology and engineering and engineering values, mathematical values, and the continuance of mathematical interest. Nonetheless, students showed statistically significant improvements in areas such as scientific awareness, the continuance of scientific interest, technological abilities, values, and the continuance of technological interest, engineering abilities and the continuance of engineering interest, and mathematical awareness whereas they enhanced their average grades in the above areas. In conclusion, scientific inquiry based on STEAM program on the theme of ‘earthquake’ proved its effectiveness on improving the student subject's sense of self-efficacy in science and the awareness of science-related jobs. Furthermore, this program displayed evenly significant improvements in the attitudes, the awareness, and the abilities, the values, and the continuance of interest, in relation to science, technology, engineering, and mathematics. This scientific inquiry based on STEAM program is thought to be of much use and help in the schools, in educating the students to have enhanced scientific investigation skills and creative and integrated thinking abilities.

합창교육이 청소년기에 미치는 영향 : 고등학생을 중심으로

이혜진 경북대학교 교육대학원 2007 국내석사

초등학생 한자교육의 실태와 평생교육적 의미

김은환 경북대학교 교육대학원 2007 국내석사

We know that the effective Chinese characters' education was not accomplished because of the valueless discussion on the exclusive use of Hangeul and the use Hangeul together with Chinese characters for the half a century of the past. A language and a character is different things. The language has the strong racial characteristics. But the character can be borrowed without limit.The Chinese characters are not the character for only china today. The Chinese characters are character to have been used through several countries and peoples of the Oriental culture circle from old times. The Chinese characters are character to have history and tradition that have played an important role in our language life and character life before King Sejong made Hangeul. We will do good language life and character life when Hangeul, phonetic is harmonious with Chinese characters,ideogram. Currently Chinese characters are taught to elementary school students mainly through private eduction because public education has not yet systemized. To clarifythe current situation of Chinese character education at elementary school level and look for ways of its improvement, therefore, it is necessary to make comparative analyses of the current status of private education.In a related survey, it was found that 71.8% of elementary school student receive or have received Chinese character education. Problems with the current Chinese character education at elementary school level and their improvement ways can be described as follows. 1) Problems Related to Education System Chinese character education in elementary school should be implemented through formal curriculum. And teachers who specialized in Chinese characters should be employed and then trained in a systematic way. The specialization are needed to become higher since students think of teachers' instruction as the most important in Chinese character education. 2) Problem Related to Education Contents Perceptions of Chinese character education should be improved to implement it properly. For the improvement, the prejudices to such education should be modified.And the difference between text materials for teaching Chinese characters themselves and for cultivating morality through Chinese character education should be recognized by students and parents. In addition, those materials should be integrated in harmony To make Chinese character education systematic, it is important to establish objective of the education which are consistent with real demand by elementary school students. The text material for the education should be supported with appropriate standards of selecting Chinese characters. And the effective teaching method should be developed In conclusion, Chinese character education at elementary school should beimplemented in a systematic plan since students and their parents face the education first at the education level.

Bloom의 신 교육목표분류학에 기초한 생물 영역의 수업목표 분석

이혜숙 경북대학교 교육대학원 2007 국내석사

수업 목표는 교사가 교수·학습 활동을 하면서 무엇을 가르쳐야 하고 학생의 어떤 활동에 중점을 두고 교수·학습을 이끌어 나갈 것인가를 명확하게 해 준다. 따라서 분명한 수업목표는 교사가 교육과정을 효율적으로 실현하기 위한 필수조건이라고 할 수 있다. Bloom의 교육목표 분류학이 제시된 이후 약 50년만에 새로운 교육목표분류학틀이 제시되었다. Bloom의 신 교육목표분류학틀은 지식 차원과 인지과정 차원으로 이루어진 이차원적 구조를 가진 분류학틀로서 수업목표를 더욱 상세히, 명확히 분류할 수 있다. 이 연구는 제7차 교육과정의 초·중·고등학교 생물 교과서 및 교사용 지도서에 진술되어 있는 수업목표를 Bloom의 신 교육목표분류학틀에 기초하여 분류한 후 학년별로 생물 수업목표가 어떻게 분류되는가를 알아보고자 한다. 아울러 영역별 생물 수업목표는 Bloom의 신 교육목표분류학틀에 어떻게 분류되는가를 연구하였다. 이 연구에서는 초등학교 3학년부터 고등학교 1학년까지의 과학과 고등학교 2학년 생물 I의 1,743개의 생물 수업목표를 Bloom의 신교육목표분류학틀에 기초하여 분류하였다. 그 결과 생물 수업목표는 일부 지식차원과 인지과정 차원에 편중되어 있었다. 생물 수업목표 중 사실적 지식과 개념적 지식 두 범주가 속하는 수업목표가 초등학교 73.5%, 중학교 84.0%, 고등학교 97.3%로 나타났다. 인지 과정 차원에서도 기억하다, 이해하다 차원의 수업목표가 각각 82.5%, 86.4%, 98.6%였다. 그리고 초·중·고등학교 생물 수업목표가 분석, 평가, 창안 등의 고등한 사고력을 요구하는 인지고정 차원의 수업목표 진술이 적게 나타났다. 생물 영역의 수업목표 진술이 학교급의 일관성이 부족하였다. 지식 차원에서는 초·중·고등학교 모두 사실적 지식과 개념적 지식에 치우쳐 있으나 절차적 지식과 메타인지 지식에 속하는 수업목표도 낮은 비율로 나타났다. 절차적 지식과 메타인지 지식에 해당하는 수업목표의 비율은 초등학교는 26.5%, 중학교 16.0%, 고등학교 2.7%로 나타났다. 인지 과정 차원에서는 초등학교와 중학교는 다소 일관성 있는 목표 진술이 이루어졌으나 고등학교 수업목표는 초등학교와 중학교와는 달리 일관성 없는 수업목표를 진술하고 있었다. 따라서 학생들의 고등한 사고능력을 신장시키고 학생들이 과학에 관한 흥미를 잃지 않도록 절차적 지식과 메타인지 지식 수업목표를 증가시켜야 하겠다. 인지과정 차원에서는 다양한 범주의 수업목표를 진술하여 학생들이 열려 있는 사고 활동을 할 수 있도록 교사가 자극하여야겠다. 교사가 수업을 계획하고 준비할 때 교사용 지도서나 교과서의 수업목표에 의존할 것이 아니라 학생들의 창의적인 사고와 수준에 맞는 활동을 포함한 수업목표로 재진술할 필요성이 있다는 것을 본 연구를 통해 알게 되었다.

초등학교 통합교육과정 변천 과정의 분석적 연구

張仁漢 慶北大學校 敎育大學院 2005 국내석사

The purpose of this study is to analyze the process of change in integrated curriculum at the level of elementary school. To achieve this purpose, we analyzed contents of integrated curricula which are national level documentaries, integrated textbooks, integrated guide books from the 4th curriculum to the 7th one. The following courses carried out during this study are as follows; 1. To understand the concept, characteristics, contents and the modes of integrations, domestic and overseas literatures were analyzed and introduced the 7th integrated curriculum, 'Uridleun Il Haknyun(we are the first grade students)', 'Barun Saengwhal(Right Life)', 'Slgiroun Saengwhal(Wise Life)' and 'Jlgeoun Saengwhal(Pleasant Life)'. 2. The general changes of integrated educational curricula were analyzed. In these analyses, the overall changes of integrated curricula, the changes integrated studies-'Uridleun Il Haknyun(we are the first grade students)', 'Barun Saengwhal(Right Life)', 'Slgiroun Saengwhal(Wise Life)' and 'Jlgeoun Saengwhal(Pleasant Life)' and the changes of elements of curriculum(the organization and time allotment, the curriculum structures, the objects, contents, instruction and evaluation) from the 4th curriculum to the 7th one were included. 3. The features of changes were analyzed in focus concepts and characteristics of integrated curriculum, the modes of integrations. 4. For carrying out this study, we analyzed textbooks of 1st grade. The external form, expression of contents and presentation of object were analyzed. The results obtained from this study were as follows; First, in the 4th integrated curriculum, 'integrated curriculum means that more than two studies were combined into one textbook.. For example 'Sansu(Arithmetic)' and 'Jayeon(Science)' were combined into 'Slgiroun Saengwhal(Wise Life)'. And the management of class hours was set into a bunch of class based on the integrated textbook. The 5th educational curriculum presented the structure of integrated curriculum off the point of division even when the curriculum were formed. The 6th educational curriculum couldn't be free form. The 7th educational curriculum, which reflexed to remove the barriers among curriculum and compose comprehensive contents focused on subjects, means the improvement from simple unification of curriculum. Second, mainly 'Uridleun Il Haknyun(We are the first grade students)' was empathized adaption oneself to new circumstances in the early time when the children enter a elementary school from the 4th curriculum to the 7th curriculum. In the 6th curriculum, the name was changed into 'Hakyo Jeogeung Whaldong(Adaptation activities in the early time)'. Third, in the 4th integrated curriculum, 'Doduck(Moral study)', 'Gugeo(Korean language)', 'Sahoe(Social study)' were combined into 'Barun Saengwhal(Right Life)'. But in 5th curriculum, 'Gugoe(Korean language)' was separated from 'Barun Saengwhal(Right Life)'. In 6th curriculum and the 7th curriculum, 'Barun Saengwhal(Right Life)' contains only the elements of moral aspects. According to the analysis of 'Slgiroun Saengwhal(Wise Life)', in the 5th curriculum, it empathized the characteristics of natural phenomena. In the 6th curriculum, it dealt with ability and activity which enables children to act and behave wisely, focusing social and natural phenomena. In 'Jlgeoun Saengwhal(Pleasant Life)', originally the children's activities are more important. In the 7th curriculum, it shows the unified education elements that children study and act based on their own thoughts and concepts. Finally, teacher should more understand the value of the integrated curriculum for efficient classes and enlarge the concept and characteristics of the integrated curriculum to high grade in elementary school. It needs more detail studies to apply the integrated curriculum in the field.

반응 중심 문학교육 방법과 협동학습을 통합한 시 교수?학습 방안 연구

고윤진 경북대학교 교육대학원 2015 국내석사

본 연구의 목적은 반응 중심 문학교육의 방법과 협동학습을 통합한 시 교수․학습 모형을 개발하는 데 있다. 반응 중심 문학교육은 미국의 로젠블렛에 의해 발전해 왔으며, 경규진의 방법론으로 우리나라에 소개된 이후, 많은 문학 교육에 시사점을 남겼다. 이에 반응 중심 문학교육을 기본으로 하되, 협동학습과의 결합을 통해서 통합 모형을 설계하게 되었다. 반응 중심 문학교육과 협동학습을 통합한 이유는 교수․학습의 방법적인 측면에서 학습자들의 다양한 반응을 유도하고, 학습자의 적극적인 참여를 가능하게 하는데 도움을 주기 때문이다. 즉, 학습자의 주체적 역할과 반응을 활성화시켜 주기 위하여 협동학습에서 구체적 방법을 찾아 보았다. 이러한 통합 모형을 통해 실제 시 수업에 적용하고 그 의의를 모색함으로써 학습자 중심의 시 교육이 나아갈 방향을 제시하였다. 시의 수용과 생산에 있어 독자의 다양한 반응을 표현하는 것이야말로 주체적인 학습자 중심 시 교육의 올바른 길이다. 이에 반응 중심 문학교육의 방법을 기본으로 하여 협동학습의 방법적인 면을 통합하여 시 교수․학습 모형을 개발하도록 한다. 이를 위하여 먼저 반응 중심 문학교육과 협동학습에 대한 이론과 연구를 고찰함으로써 반응 중심 문학교육과 협동학습의 개념과 원리, 교육적 의의 등에 대하여 살펴보았다. 그 다음으로 반응 중심 문학교육 방법과 협동학습을 통합한 모형 설계를 위하여 두 이론의 상관성을 바탕으로 통합의 과정을 거치게 되었다. ‘반응의 형성→반응의 명료화→반응의 심화’의 반응 중심 문학교육 방법을 기본으로 하되, 구조 중심 협동학습과 자율적 협동학습을 유기적으로 통합하여 설계하였다. 통합 모형은 크게 6단계로 이루어져 있다. 1단계는 계획 및 준비 단계이고, 2단계는 개괄적 반응의 형성 단계이다. 3단계는 세부적 반응의 명료화, 4단계는 통합적 반응의 생성, 5단계는 창의적 반응의 심화 단계이다. 마지막으로 6단계는 집단발표 및 평가 단계이다. 이 중 2~4단계는 구조 중심 협동학습과, 5단계에서는 자율적 협동학습과 통합하여 기존의 반응 중심 문학교육 방법을 보다 보완하였다. 이 모형을 통해 실제 시 수업을 해 본 결과, 학생들의 다양한 반응을 유도하였고, 그 교육적 의의도 살펴보게 되었다. 그 의의는 첫째, 학습자 중심의 시 교육을 실현할 수 있으며, 둘째, 사회적 상호작용이 가능하고 반응의 오류도 수정할 수 있다. 셋째, 구조 중심 협동학습을 통해서 반응의 형성과 명료화에 기여하였으며, 넷째, 자율적 협동학습을 통해서 창의적 반응의 심화를 하고, 자율성과 창의력이 신장되었다. 다섯째, 읽기와 쓰기의 통합적 가능성을 열었다는 점이다. 마지막으로 공동체의 삶의 주체로서 자아실현은 물론 공동체적 삶에 대한 이해의 폭을 넓혀 인간 존중 교육을 실현할 수 있다는 점이다. 이러한 반응 중심 문학교육 방법과 협동학습을 통합한 시 교수․학습 방안 연구의 의의를 통해 앞으로의 연구가 더 많이 나오기를 기대해 본다. The main purpose of this study is to develop a poetry teaching․ learning model that combines response-based theory and cooperative learning. Response-based theory was developed by America’s Rosenblatts and after being introduced to Korea by Kyung Kyu-Jin’s methodology, it was highly implied in literature education. This led to the development of an integrated model, which has response-based theory as a base, and has collaborative learning combined to it. The reason why response-based theory and cooperative learning was combined was to bring out a diverse range of opinions in a methodical aspect, and help the learner’s active participation. That is to say, to find a specific method from cooperative learning to initiate the learners’ independent role and response, this kind of integrated model being applied in real poetry classes, and by seeking the significance of it, has given as a way of poetry education that centers upon the learners in particular. In the acceptance and production of poetry the reader’s diverse responses are the right way for learner-centered education. From this the method of response-based education is taken as a base and the methodical aspect should be combined to develop a poetic teaching․ learning model. For this, first, theories and studies about the response-based theory and cooperative learning must be studied, thus taking a closer look at its concepts and principles, and educational importance. Next to design an integrated model of response-centered theory and cooperative learning it goes through an integration process based on correlativeness of the two theories. While using response-based theory, which is consisted of ‘the making of a response → clarifying the response → intensifying the response’, the structure-based cooperative learning and co-op cooperative learning was integrated in an organic way. The integrated model is consisted of 6 steps. The first is planning and getting ready, second is developing a general response. Third is the clarification of specific responses, fourth making an integrated response, and fifth is the intensifying of a creative response. The last sixth step is the presentation and assessment step. In these steps the second to fourth steps were with structure centered cooperative learning, and the fifth with co-op cooperative learning combined to compensate the conventional response-based theory method. As a result from putting this method in action, a diverse variety of responses from students was induced, and the educational significance was studied. The significance was first, learner-centered learning became reality, second social correspondence was possible and problems in responses could be fixed. Third, through structure-based cooperative education the making and clarification of response was contributed, fourth using co-op cooperative education the creative response was intensified and freeness and creativity grew. Fifth, a potential integration between reading and writing was opened. Lastly, self-realization as a main agent in life in a community is obvious and a large understanding of life as a community was gained, making human respect education a reality. Using the study’s significance on response-based theory and cooperative learning in integrated poetry teaching․ learning methods, the future will hopefully bring more studies.

캐릭터를 활용한 ICT 교재 개발 연구

박동선 경북대학교 교육대학원 2007 국내석사

Everything is rapidly changing in the contemporary society. Art and education are not exceptions. Due to the rapid growth and development of information and telecommunication technologies, the knowledge information society is evolving dramatically in all the fields of human life including visual media, science, education, art, medical science, industry, etc. It is needed for us to adjust ourselves to this knowledge information society. Therefore, it is required for us to grow capabilities to make the most use of information and telecommunication technologies and get accustomed to environments where we could use and face various media. Education in preparation for these new changes and environments of our society is strongly needed. Visual and perceptive experiences in the juvenile period become the basis for shaping concepts and affect recognitive functions to a great extent. Using characters in ICT education for youth is more effective in delivering their meanings to middle and high school students.

AI 기반 웹툰 저작 도구를 활용한 STEM 프로그램 개발

이원익 경북대학교 교육대학원 2023 국내석사

Though artificial intelligence and convergence seem to be in disparate areas, they can be in the same area in terms of the question ‘What is needed for the students to take the lead in the future society?’ For this reason, it is required that we develop and apply the program to combine artificial intelligence and STEM education, which is established and generally acknowledged currently. This study has main target to developing and applying STEM program for producing webtoons by utilizing AI technology-applied authoring tools in the selective program of the free learning semester for the first year of middle school. Documentary survey and preceding research on definition of AI convergence education, program development case study and AI education in STEM/STEAM education were performed to build up the program. The field application possibility of the developed program was assessed through survey after applying in the teacher training program. The program development was finalized by modification and improvement after the preliminary application to seven and twenty six students respectively in two schools of Gyeongsangbuk-do province. The satisfaction and recognition analysis for finalized program was performed by applying the program in full time topic selection program for the first graders in middle schools of Gyeongsangbuk-do province. The result of this study is as follows.