A Qualitative Evaluation of the Interdisciplinary Curriculum Implementation : A Case of Two Elementary Schools in Korea

나장함(Jangham Na) 한국교육평가학회 2005 교육평가연구 Vol.18 No.3

This study examined what shapes prevalent interdisciplinary curriculum(IDC) practice in elementary schools in Korea. Although teachers have been encouraged to make use of an interdisciplinary approach to integrating teaching and learning, especially from the early 1990s, it is questionable whether they are fully equipped with proper knowledge and skills in practicing the IDC. Because educational reform demand sufficient amount of locally generated information and data describing what is actually occurring in the local schools when the IDC is supposedly in use, this study attempted to provide specific information on local teachers' views on IDC and their use of it in different schools. A qualitative evaluation(interviews and observations) carried out as a way of describing teachers' conceptualized IDC practice and classroom observations as a way of describing teachers’ actual IDC practices. 본 연구의 목적은 1)일선 초등학교 교사들이 이해하고 있는 통합교육과정이란 무엇인가를 기술하고, 2) 실제 교실 상황에서 적용된 통합교육과정은 분석하여 교사양성, 교원연수, 행정지원 등의 교육정책 수립에 기여할 수 있는 현장 정보와 시사점을 도출함에 있다. 이를 위해 부산지역 두 공립초등학교에서 각각 9명씩 총 18명의 교사들을 인터뷰하고 7개 반의 적용 사례를 분석하여 그들이 개념화고 있으며 실제로 운영하고 있는 통합교육과정을 무엇인가를 규명하고자 하였다. 연구 결과 교사는 다양한 견해로 통합교육과정을 해석하고, 통합교육과정을 전반적으로 지지하며, 그 동안의 교원연수/대학 등의 프로그램을 통하여 통합교육과정이라는 개념에 대체로 친숙한 것으로 나타났다. 그러나 대부분의 교사들이 통합교육과정 실행의 핵심이라 할 수 있는 교육과정 재구성 능력을 구비하고 있지 않음으로 분석되었다. 또한, 연구에 참여한 대부분의 교사들은 교과중심의 교육과정과 통합교육과정을 서로 양립하기 힘든 것으로 받아들이는 경향이 있음을 고려하여, 서로 상반되게 보이는 양자 간의 협력적 관계설정의 중요성 및 과제를 제시하였다. 즉, 교육자가 제한된 교과중심의 영역에 자신을 한정시키지 않고 학생들의 다양한 요구, 경험, 관점 등을 토대로 하여 사회적 상황에서 생성된 교육적 지식을 재구성하는 대안적인 방안을 강구하는 과정이 궁극적으로 교사의 전문성을 신장 시키는데 이바지 할 수 있음을 지적하였다, 아울러, 교육(과정)개혁은(제시하는 이론적 근거나 기대효과에 관계없이), 그 계획을 실행하기 위한 여건의 마련 및 그러한 개혁으로부터 소외될 가능성이 있는 집단에 대한 적절한 배려가 따라야 할 것을 강조하였다. 연구결과로부터 나타난 사항들은, 앞으로의 교원양성, 교원연수 등의 교육내용 및 실행이 해당 교육과정 개정의 취지를 적절히 반영 할 수 있게 구성되어야 하며, 학교 및 현장 교사들의 입장을 보다 이해하는 토대 위에 현실적인 행적지원과 함께 교육개혁이 이루어져야 함을 제안하였다.

질적 메타분석에 대환 고찰: 교육과정 연구에서의 적용 가능성 탐색

나장함 ( Jang Ham Na ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.4

Research synthesis is built on the reflection that individual studies are limited in generalizablity of the knowledge they produce. The findings of a single study are vulnerably influenced by the characteristic of sampling, the context of research setting, and the amount of time allowed for completing the study. As a result, the limitation of a single study is evident in that it can hardly provide a generalizable and definitive finding to a research question. Qualitative meta-synthesis refers to the theories, grand narratives, generalizations, or interpretive translations produced from the integration and comparison of findings from qualitative studies. Although variations among different research synthesis methods are diverse form one to another(in terms of their philosophical assumptions, methodological procedures, and analytical strategies), all methods of research synthesis attempt to go beyond the limitations of single studies and to identify the consistence and dissonance in similar studies. This paper provides an overview and critique of research synthesis methods such as traditional narrative review, meta-analysis, best evidence synthesis, and qualitative meta synthesis. This study also explores methodological and practical issues entangled with practicing qualitative meta synthesis in Korean educational context. This paper conclude with suggestions that may facilitate the process of applying qualitative meta synthesis, thereby expecting to generate an accumulative knowledge and a new insight from this synthesizing method.

학점은행제 교육과정 운영에 대한 질적 분석

나장함 ( Jang Ham Na ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.4

다문화 교사교육과정 연구에 대한 분석

나장함 ( Jang Ham Na ) 한국교육과정학회 2011 교육과정연구 Vol.29 No.2

By reviewing and analyzing various literature on multicultural teacher education curricula( MTEC), this study aims at developing a clear picture of current multicultural teacher education (MTE) practices in Korea. Using both semi-meta synthesis and content analysis and applying a typology for multicultural education(ME), I analyzed literature on MTEC, focusing on how they conceptualized the purpose of ME, the object of MTE, and the constitution of MTEC content. The result of this study identified that 7 out of the total 10 papers were framed to prepare teachers with multicultural competence and cultural responsiveness. Only one article was meet the basic principles of multicultural education. In other words, more than 70% of studies did not frame ME as a political movement concerned with social justice, as a critical awareness of power and privilege, and as a commitment toward social equality and justice. Moreover, in Korean educational context, the idea of culturally appropriate tends to become the major form of multicultural curriculum construction while it tends to be conceptualized in a way that is less critical than the original authors did(for example, Gay`s and even Ladson-Billings`s critical stance are reduced or removed ). An unexpected finding was that the total number of 10 papers were meet the diversity standard of NCATE.

통합교육과정에 대한 교사들의 인식 탐구

나장함 ( Na Jang Ham ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.1

The purpose of this study is to describe elementary school teachers` understandings about interdisciplinary curriculum(IDC) and to produce locally generated data and information that provide implications of policy makings on teacher education, staff development, and administrative support. Even though the IDC is a nation-wide program, it is generally believed that individual schools might have different experiences of and reactions to the IDC practice. Maximum variation sampling method was used for this study because I was particularly interested in gaining findings which could portray the unique experiences of schools, and the common patterns that exist despite the distinctive variation of each school. In this study, a distinctive difference in socioeconomic status of parents between the two schools is intentionally represented. Eighteen teachers from two public elementary schools in Pusan were selected for this research. I interviewed them as a way of exploring and describing teachers` conceptualized IDC practice. According to the data analysis, teachers interpret IDC in various and discursive patterns and are familiar with the basic concepts of IDC practice. What deserves attention, however, is that teachers are not equipped with knowledge and skills for curriculum reconstruction that is essential to be an active practitioner of IDC. Findings of this study suggest that educational polices on teacher education, staff development, and administrative support should be adequately organized to reflect the idea and entity of the curriculum revision. This study also assumes that policy makers tend to less critically immerse into the educational discourse and educational practice in today`s world while they overemphasize the benefits from a certain reform that were tested in other nations. This study concludes with the implications of the research for educational reforms aimed at producing locally generated data and information and aimed at rethinking and establishing a close relationship among teachers, scholars, and administrators to address problems in education.

플라즈몬 금속 산화물 나노입자를 활용한 차세대 전기변색 소자 개발 동향

나장한 ( Janghan Na ),김성빈 ( Sungbin Kim ),허성연 ( Sungyeon Heo ) 한국전기전자재료학회 2024 전기전자재료학회논문지 Vol.37 No.1

Direct use of sunlight through the glass windows is an efficient way to reduce the energy consumption related to the heating, cooling, and lighting. Introduction of near-infrared modulating properties through colloidal doped metal oxide nanocrystals into the classical electrochromic materials accelerates the development of next-generation electrochromic devices. There has been a steady enhancement in the performance of electrochromic devices, necessitating a review of the recent progress in next-generation electrochromic devices employing doped metal oxide nanocrystals. This review provides an overview of the current developments in next-generation electrochromic smart windows utilizing colloidal doped metal oxide nanocrystals, with a focus on the key factors for achieving these advanced windows. Colloidal doped metal oxide nanocrystals are a crucial component in realizing and bringing to market the next generation of electrochromic windows, though further research and development are still required in this regard.

수학교육에서의 질적연구법 활용에 대한 분석: 연구결과의 타당성 증진 방안을 중심으로

나장함 ( Na Jangham ) 한국수학교육학회 2021 수학교육논문집 Vol.35 No.2

Qualitative research has become a growing area of interest among the Korean educational researchers for the last two decades. As a consequence, the number of studies based on qualitative methods has rapidly increased while the quality of qualitative research has not gained much credit among scholars in Korea. This study explores to current practice of qualitative approaches in mathematics education-related studies. With this in mind, this study also seeks ways to improve the validity and trustworthiness of qualitative approaches, and to present implications for the practical practice of qualitative approaches in mathematics education. To this end, a general trend was investigated by conducting a basic analysis of 13 papers that used qualitative approaches and published in Communications of Mathematical Education < Series E > from 2019 to 2020. Of the 13 papers. Through the basic analysis, 6 out of 13 papers were selected as the object of qualitative text analysis. The result of this qualitative text analysis discusses issues related to the validity and trustworthiness of qualitative research in a detailed manner. In conclusion, based on the results of this qualitative text analysis, this study suggests several key points to keep in mind when applying qualitative approaches in the field of mathematics education in the future.

초등 수학교육 관련 혼합 연구에서 적용된 질적 연구 방법에 대한 분석

나장함 ( Jang Ham Na ),김진호 ( Jin Ho Kim ) 한국수학교육학회 2016 초등수학교육 Vol.19 No.1

The purpose of this study is to analyze how the qualitative research is applied to mixed method research and thereby to gain an insight to suggest reasonable ways of employing qualitative method in order to accomplish intended goal of research, especially in the field of mathematics education. For that purpose, this study carefully selects and analyzes 5 article that used mixed method and were published by Education of Primary School Mathematics Journal in 2012. Unlike those a few previous studied on mixed method that focused on producing general trend by simply showing quantitative information on what the frequence of used research topic, content, methods combination, quantitative methods, and qualitative methods, this study provides detailed result of qualitative analysis on mixed studies. In sum, this study concludes with practical and in-depth suggestions on how to improve validity of mixed research and qualitative research in the field of mathematic of education.

초등수학교육에 적용된 혼합연구법의 특성 및 시사점에 대한 연구

나장함 ( Na Janghaum ),김진호 ( Kim Jinho ) 한국수학교육학회 2017 초등수학교육 Vol.20 No.2

In theory, mixed methods that incorporate both quantitative and qualitative approaches can maximize strengths of each method while minimize the short comings of each. Mixed methods research is a feature of educational research nowadays, and the number of studies applied mixed methods research has been gradually increasing. This study investigates how mixed methods research was applied in the field of mathematic education, especially focusing on how qualitative and quantitative methods are combined to best address their research questions. With this in mind, this study carefully selects and analyzes 4 research articles that used mixed methods and were published by Journal of Elementary Mathematics Education in Korea in 2015. This study provides detailed result of qualitative analysis on mixed methods research while other a few previous analysis on mixed methods research were tend to focusing on quantitative analysis, producing numeric quantitative information. The result of this study provides practical and in-depth analysis on how to improve validity and possibility of mixed methods research, addressing alternative ways to combine two different research methods and key elements to take into account.

세계시민교육 유관기구 발간 교육자료에 나타난 세계시민교육의 양상 분석

나장함(Na, Jangham),조대훈(Jho, Daehoon) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.24

본 연구는 문헌/내용 분석 방법을 통해 한국의 세계시민교육 담론 형성에 기여하는 세계시민교육 유관 기관의 교육 자료에 나타난 세계시민교육의 양상을 분석하고자 했다. 이를 위해 국내 세계시민교육 유관기관 3곳의 홈페이지에 공개된 최근 10 년 간(2008-2017)의 교육 관련 출판물을 1) 자료 유형, 2) 주요 핵심어의 빈도수, 그리고 3) 두드러진 세계시민교육의 관점 등의 준거를 적용하여 분석했다. 분석 결과, 연구진이 선정한 20개의 세계시민교육 핵심어군 범주 중에서 가장 많은 자료 빈도수를 보인 상위 5개의 핵심어는 ‘문화다양성’, ‘간문화/다문화 이해’, ‘지속가능환경’, ‘개발/발전’, 및 ‘인권’이었고, 하위 5개 핵심어군은 ‘구조적 불평등’, ‘성평등’, ‘생물다양성’, ‘지속가능자원’ 및 ‘건강/보건’이었다. 또한, 자료에 반영된 세계시민교육 관점의 분석 결과, ‘인도주의적 관점’과 ‘여행자적 관점’이 압도적이었고, ‘비판적 관점’과 ‘신자유주의적 관점’은 낮은 빈도수를 보였다. 본 연구의 결과는 1) 주변화 된 세계시민교육의 주제들에 대한 관심 회복, 2) 세계시민교육의 담론적 한계에 대한 비판적 성찰, 그리고 3) 세계시민교육 담론 분석 연구 방법론의 엄밀성 제고의 필요성을 시사하고 있다 By conducting the method of content analysis, this study attempted to analyze the characteristics of global citizenship education (GCED) reflected on the education materials published by three major GCED agencies in South Korea, which contribute to the construction of the mainstream discourse of GCED. For this purpose, researchers analyzed education materials collected from the Internet websites of those three agencies, focusing on three main criteria: 1) types of materials, 2) frequencies of major key GCED themes, and 3) salient GCED perspectives/approaches. The analysis showed that cultural diversity, cross-cultural/multicultural understanding, sustainable environment, development, and human rights were the top five key themes. while structural inequality, gender equality, biodiversity, sustainable resources, and health/wellness held the bottom five. Regarding the GCED perspective-taking, the two approaches—Humanitarian and Tourist—constituted an overwhelming majority, while the Critical perspective and Neo-liberal perspectives were found the minority. The findings suggest the demand for paying equal attentions to the marginalized GCED themes, the critical reflection on the limitations of individual GCED discourses, and the enhancement of methodological rigor in the area of the analysis of GCED discourse.