[기획보도 부문_제145회 이달의 방송기자상] 흔들리는 ‘기초학력 안전망’, 이대로 괜찮은가 : 〈가장 기본의 교육권 "기초학력 안전망 실태" 연속보도〉 2020년 10월 22일~11월 6일 보도 EBS 서현아, 서진석 기자

서현아 (사)방송기자연합회 2021 방송기자 Vol.58 No.-

[기획다큐부문_제72회 이달의 방송기자상] 희망은 없는 게 아니라, 무시됐을 뿐

서현아 (사)방송기자연합회 2014 방송기자 Vol.21 No.-

[기획다큐 부문] 수학교육 대해부 - ‘수포자의 진실’

서현아,이윤녕,최이현 (사)방송기자연합회 2015 방송기자상 수상집 Vol.- No.-

예비유아교사의 창의적 인성이 그릿에 미치는 영향: 행복감의 매개효과

서현아,엄세진 한국생태유아교육학회 2019 생태유아교육연구 Vol.18 No.2

This study aims to determine the psychological variables that affect grit by examining the influence of creative personality and happiness of pre-service early childhood teachers. The participants comprised 350 pre-service early childhood teachers studying early childhood education at a college in P city. A tool modified by Cho Eun-myung (2010) after being revised by Park Byung-ki and Yoo Kyung-soon (2000) was used to measure creative personality; it was extracted from the creative personality test developed by Kim Hye-sook (1999). A tool modified and revised by Choi Young-ok (2011) after Kwon Seok-man (2008) translated the Oxford happiness scale developed by Argyle (2001) was used to measure happiness. For the measurement of grit, a tool was used that Lee Su-ran (2014) translated and adapted to Korean from the Original Grit Scale (Grit-O) developed by Duckworth and colleagues (2007). The results of the study are as follows. First, it was revealed that the level of awareness among pre-service early childhood teachers was high in the order of happiness, creative personality, and grit. Second, in the relationship among creative personality, happiness, and grit of pre-service early childhood teachers, those with high creative personality showed high levels of happiness and grit, and those with high levels of happiness showed increasing grit. Third, in the relationship between the creative personality of pre-service early childhood teachers and their grit, happiness was shown to be partly mediated. This study is meaningful in that it has provided an opportunity to utilize creative personality and happiness in various approaches to promote grit in pre-service early childhood teachers. 본 연구의 목적은 예비유아교사의 창의적 인성, 행복감을 매개로 그릿에 미치는 영향을 살펴봄으로써 그릿에 영향을 미치는 심리적인 변인을 알아보는 것이다. 연구대상은 P시에 소재한 전문대학의 유아교육과에 재학 중인 예비유아교사 317명이다. 창의적 인성을 측정하기 위하여 김혜숙(1999)이 개발한 창의적 인성 검사를 박병기와 유경순(2000)이 발췌하여 조은명(2010)이 수정·보완한 측정 도구를, 행복감은 Argyle(2001)이 개발한 옥스퍼드 행복 척도를 권석만(2008)이 번안한 것을 다시 수정·보완한 최영옥(2011)의 측정 도구를, 그릿은 Duckworth 등 (2007)이 개발한 Original Grit Scale(Grit-O)을 이수란(2014)이 한국 실정에 맞게 번안한 측정 도구를 사용하였다. 연구결과는 첫째, 예비유아교사의 행복감, 창의적 인성, 그릿 순으로 인식 수준은 높은 것으로 나타났다. 둘째, 예비유아교사의 창의적 인성, 행복감, 그릿간의 상관관계에서 창의적 인성이 높은 예비유아교사는 행복감과 그릿이 높았고, 행복감이 높은 교사는 그릿이 높아지는 것을 알 수 있었다. 셋째, 예비유아교사의 창의적 인성과 그릿의 관계에서는 행복감이 부분 매개 효과가 있는 것으로 나타났다. 본 연구는 예비유아교사의 그릿 증진을 위해서 다양한 접근 방법으로 창의적 인성과 행복감을 활용할 수 있는 계기를 마련했다는 점에서 의의가 있다.

정상유아 및 발달지체유아의 사물놀이 평가도구에 관한 일연구

서현아 경성대학교 인문과학연구소 1996 경성교육연구 Vol.2 No.-

레지오 에밀리아 접근법에 대한 유아교사의 인식 및 현장 적용 실태

서현아,박영명 한국생태유아교육학회 2008 생태유아교육연구 Vol.7 No.2

The purpose of this study was to survey the actual application of the Reggio Emilia Approach to early childhood education and to study kindergarten teachers knowledge of in-service education for the Reggio Emilia Approach. It was analyzed by variables of teachers: teachers' academic backgrounds and their teaching experience. This study focused on verifying level to Korean early childhood education and suggesting the direction for kindergarten teacher's in-service education by investigating prominent characteristics of the Reggio Emilia Approach. These include emergent curriculum, documentation, cycles of symbolization, and drawing to learn. This study can provide new guidelines for in-service education regarding the Reggio Emilia Approach for kindergarten teachers. It will help to establish a whole new system of teacher education which fits into Korean culture. The research questions for this study are as follows: 1. What aspects are shown in teacher’s knowledge of the Reggio Emilia Approach? 2. Is there a significant difference in teachers' knowledge of Reggio Emilia Approach? 3. What aspects are shown in actual application of the Reggio Emilia Approach to Early Childhood Education according to teachers' academic backgrounds and teaching experience? 4. Is there a significant difference in the actual application of the Reggio Emilia Approach to Early Childhood Education according to teacher’s academic backgrounds and reaching experience? The subjects in this study were 251 Early Childhood Edcation teachers who actually use the Reggio Emilia Approach in their classrooms in Kyung-Nam. A questionnaire was distributed to all 251 teachers, but only 230. Only 215 questionnaires were actually analyzed using SPSS Win 12.0. The questionnaire was made based upon the research of Eun-Sook, Lee(2001), Kyu-Eun, Lee(2002), and Bo-Kyung, Choi(1999). It was modified by researcher considering the purpose of this study. The results of this study are as follows: First, it was discovered that an inappropriate physical environment and lack of knowledge were recognizable obstacles applying Reggio Emilia Approachto an actual situation. Almost all teachers were very enthusiastic but had scanty knowledge of how to apply the approach. other problems were a shortage of teachers and pedagogists, enough time to support children and a proper ratio of children per teacher. To solve these problems, there must be a sufficient number of teachers to work flexible hours. Also pedagogists should be available to advise teachers. Second, there were significant differences in motivation and positive changes of teaching style according to academic backgrounds. In other words, academic background is considered as an important factor in motivation and positive changes of teaching style. But there were no significant differences in these two areas according to teaching experience . Third, it was the documentation aspect that was the highest score among six characteristics in application, which means documentation is the most practical using area. The order of scores except documentation in applying this approach is symbolization, emergent, curriculum, social, interaction, physical, enviroment and drawing to learn. Fourth, there were significant differences in emergent, curriculum, drawing to learn, cycles of symbolization, and social interaction according to academic career. This means that teachers in a group of higher level of academic backgrounds tends to have higher score. But there was not any tendency to be high as teacher's teaching experience was high except area. In other words, in the most experienced group the score of cycles of symbolization and social interaction was the highest. In the most unexperienced group of teaching the score of emergent curriculum, physical, enviroment and documentation were the highest. 본 연구는 유아교사 변인에 따른 (학력, 경력) 레지오 에밀리아 접근법에 대한 인식 및 현장 적용 실태를 알아보고자 하는데 목적이 있었다. 레지오 에밀리아 접근법에 관한 교사연수에 참여한 교사, 총 251명을 대상으로 설문지를 배부하였으며 최종분석을 통해 밝혀진 결과는 다음과 같다. 교사 학력에 따른 레지오 에밀리아 접근법에 대한 인식은 원의 교육방침이라는 응답이 2~3년제 대학 졸업집단과 4년제 대학교 졸업집단에서 가장 많은 것으로 나타났으며, 스스로 적용해 보고 싶은 의도라는 응답은 대학원 재학 집단과 대학원 졸업 집단에서 많아 학력이 높은 집단일수록 스스로 동기 부여를 하는 것으로 나타나 집단간 차이가 있는 것으로 나타났으며, 유아교사 경력에 따라서는 차이가 나타나지 않았다. 교사 학력에 따른 레지오 에밀리아 접근법의 현장적용실태는 대학원 졸업이상 집단인 고학력 집단에서 발현적 교육과정, 학습 그리기, 상징화 주기 영역, 사회적 상호작용에 차이가 나타났으나, 경력에 따른 차이는 나타나지 않았다.

Shigella flexneri ATCC 29903를 이용한 ERIC-과 REP-PCR 반응 구성성분 농도의 최적화

서현아,김근성 중앙대학교 유전공학연구소 2001 遺傳工學硏究論集 Vol.13 No.1

We attempted to optimize the concentrations of PCR components such as MgCl2, Primers, dNTPs and template DNA to produce fingerpriting patterns of the ERIC- and REP-PCR products for Shigella flexneri ATCC 29903, The ERIC-PCR reactions resulted in a total number of 6 to 9 fragments and the REP-PCR reactions a total number of 10 to 14 fragments. These Phenomena can be explained by the hypothesis that more copies of REP sequences are present on bacterial chromosomes than those of ERIC sequences are. ERIC-PCR reactions generated two major bands of 0.7kb and 1.2kb DNA fragments. They also had the number of PCR products and their band intensity increased as the concentrations of the above four PCR components were increased REP-PCR reactions generated multiple PCR Products between 0.6kb and 4.1kb in size including three major bands of 0.6kb, 0.7kb and 2.2kb DNA fragments. Their band intensity was also increased as the concentrations of the above four PCR components were increased. The PCR reaction cocktails containing 2.0mM MgCl2, 2.0μM primers, 200μM dNTPs and 1.0㎕ template DNA, respectively, yielded the maximum number of PCR products. As the above four components were added more than the concentrations mentioned above in PCR reaction cocktails, the number of PCR products was not increased and the overall fingerprinting patterns remained unchanged. Therefore, a PCR reaction cocktail containing 2.0mM MgCl2, 2.0μM primers, 200μM dNTPs and 1.0㎕ template DNA can be suggested to generate the most optimized PCR fingerprinting patterns .

A case of Invasive Pulmonary Aspergillosis after glucocorticoid therapy for EGPA

서현아,이승일,윤성호,나용섭 대한내과학회 2019 대한내과학회 추계학술발표논문집 Vol.2019 No.1

愚伏 鄭經世 養正篇에 나타난 유아예절교육의 현대적 의미

서현아,최미현,최남정 한국영유아교원교육학회 2006 유아교육학논집 Vol.10 No.3

The purpose of this study is to provide information useful for teaching children proper and traditional etiquette by reviewing and analyzing 「Yangjeongpyeon」,a textbook for disciplining elementary school children that was written and published in 1604 by Woobok Jeong Gyeong Se, a civil minister during the Chosun period. 「Yangjangpyeon」 provides a detailed description of norms that should be observed by children in daily life. The norms are classified mainly into three parts, physical and spiritual disciplines, respecting elders, and learning and internalization. In regard to physical and spiritual disciplines, the author described 12 norms of daily living to be followed:washing and combing, neat dressing, arranging hands, greeting, bowing, sitting before adults, standing, taking a seat, walking, speaking, seeing and listening, and dining. Regarding respecting elders, the text discusses proper behavior in relationships with elders, especially in 11 matters and these are:cleaning, answering, coming in and going out, respecting parents, sending kind regards, outings, dining with elders, outings with elders, meeting and greeting elders and helping elders. In relation to learning and internalization, the textbook describes 5 manners to be followed in life and learning and these are:doing activities with teacher, getting together, arranging in order, book reading and writing. 본 연구는 조선시대 문신인 우복 정경세가 1604년에 자찬한 초학아동용 수신교과서인 「양정편」에 나타난 예절교육에 관한 내용을 현대 유아교육의 관점에서 분석하여 유아의 예절교육에 도움이 되고자 하는데 그 목적이 있다. 「양정편」은 유아들이 일상생활에서 준행해야 할 생활규범에 대하여 상세히 기술하고 있는데, 그 내용은 몸과 마음 다스리기, 웃어른 공경하기, 배우고 익히기의 세 부분으로 나누어져 있다. 몸과 마음 다스리기는 세수하고 머리 빗기, 단정한 옷차림, 손을 두는 법, 인사하기, 절하기, 어른 앞에 앉기, 서 있기, 앉기, 걷기, 말하기, 보고 듣기, 식사하기 등 일상생활에서 준수해야 할 12가지 예절에 대해 기술하고 있다. 웃어른 공경하기는 청소하기, 대답하기, 들어가고 나가기, 부모님 공경하기, 문안드리기, 외출하기, 어른과 함께 식사하기, 어른과 함께 나들이 가기, 웃어른을 만났을 때 인사하기, 웃어른 도와드리기 등 웃어른과의 관계에서 지켜야 할 11가지 예절에 대해기술하고 있다. 배우고 익히기는 선생님과 함께 활동하기, 함께 모이기, 정리정돈, 책보기, 글쓰기 등 학교에서 지켜야 할 생활규범과 학업 중에 지켜야 할 5가지 예절에 대해 기술하고 있다.

자연놀음놀이 프로그램의 운영실태 및 활성화 방안

서현아,박광옥 한국영유아교원교육학회 2008 유아교육학논집 Vol.12 No.1

The purpose of this study is to find practical, substantial alternatives of promoting the Program of Natural Noreum Play(hereinafter referred to as 'NNP') at early childhood education institutions by examining the current status of the program and existing ways of its promotion at those institutions. To obtain answers to these questions, the researcher surveyed 342 teachers from early childhood education institutions located in Busan and Ulsan Results of the study can be summarized as follows. First, the current status, contents and methods of Natural Noreum Play Program at early childhood education institutions were significantly different in accordance with the principal's interests. Second, ways of promoting Natural Noreum Play at early childhood education institutions were significantly different in accordance with teachers' teaching career and the principal's interests. No teacher was thinking that such ways were not needed. Most teachers thought that the program should be provided more than once a week. 본 연구는 유아교육기관에서 이루어지고 있는 자연놀음놀이 프로그램의 운영실태 및 활성화 방안을 분석한 것으로 연구대상은 부산·울산지역의 유아교육기관 교사 342명이었다. 연구결과, 유아교육기관에서의 자연놀음놀이 프로그램의 운영실태는 전체적으로 원장의 관심도에 따라 많은 영향을 받고 있었다. 그리고 활성화 방안에 있어 운영방법은 변인별 차이는 없었으나 대부분의 교사들은 주1회 이상 실시하는 것이 바람직하다고 인식하고 있었다. 그리고 대부분의 교사들이 교사 1인당 적절한 유아 수로 9~10명 이하로 인식하고 있었으며, 담임 외 필요한 인력에 대해서는 학력에 따라 차이가 나타났다. 자연놀음놀이를 위해 가장 우선적인 필요성에 대하여는 교육경력에 따라 차이가 나타나는 가운데 9년이상의 경력교사는 교사 자신의 노력과 인식에 대한 변화가 필요함을 강조하였다.