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예비 고등학생들과 고등학교 과학 교사들의 ``신소재``에 대한 인식 탐색
윤희정 ( Heo Jeong Yoon ),윤원정 ( Won Jeong Yoon ),우애자 ( Ae Ja Woo ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.2
본 연구의 목적은 2009 개정 교육과정에 맞추어 개편된 고등학교``과학``교과서에 새롭게 도입된``신소재``에 대한 예비 고등학생들과 고등학교 과학 교사들의 인식을 조사하여 신소재 수업을 효과적으로 진행하기 위해 필요한 기초자료를 제시하는 것이다. 서울, 인천, 경기 지역의 예비 고등학생 1,499명과 과학 교사 123명을 대상으로 설문을 진행하였으며 그 결과는 다음과 같다. 첫째, 학생들과 교사들의 신소재에 대한 태도는 긍정적이었지만 신소재에 대한 관심은 매우 낮았다. 학생들은 개정 과학 교과서의 신소재 단원에 대해 높은 관심을 보이지 않았고, 교사들도 신소재 단원 수업을 어렵게 생각하는 것으로 나타났다. 둘째, 학생들과 교사들의 신소재에 대한 인지도와 신소재 관련 지식에 대한 이해도는 낮은 편이었다. 학생과 교사 모두 다양한 경로를 통하여 신소재에 대해 접했던 것으로 나타났으나 신소재에 대해 잘 알고 있다고 응답한 학생과 교사는 많지 않았으며, 신소재에 대한 구체적인 정보를 올바르게 이해하고 있지 못한 교사들도 다수 있었다. 셋째, 학생과 교 사 모두 신소재 수업이 필요하다는 점에 대해서는 공감하고 있었다. 신소재의 용도에 대해 알 필요가 있으며 매체 활용 수업을 가장 선호한다는 공통점을 나타냈지만 학생들은 교사들보다 체험학습을 선호하는 등 교사와 학생 입장에서 원하는 수업 진행 방식에는 차이점도 있었다. 이러한 연구 결과를 바탕으로 신소재 수업을 진행하는 교사들이 필요로 하는 것과 이들이 수업을 계획하고 진행할 때 고려할 점들을 제안하였다. Prospective high school students and science teachers` perceptions of ``advanced material``, which was first introduced in the science textbooks of the 2009 revised curriculum, were surveyed. One thousand four hundred and ninety nine students and 123 teachers from Seoul, Incheon, and the Kyeonggi areas participated in this survey. The results are as follows. First, the attitude of students and teachers towards ``advanced material`` was positive, but their interests in ``advanced material`` was low, Also, some teachers mentioned that ``advanced material`` was one of the difficult subjects to teach. Second, the perception of ``advanced material`` was relatively low for both students and teachers. Both of them had heard of ``advanced material`` through various routes, however not many of them thought that they knew what ``advanced material`` was exactly. Also there were some teachers who didn`t understand the detailed information of ``advanced material``. Third, both students and teachers agreed that ``advanced material`` was worthwhile to learn and teach. However, each party had their own desire of ``what to learn``, ``what to teach``, ``how to learn`` and ``how to teach``. Based on the results, some suggestions were made for effective teaching of this new subject.
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대학생의 교양체육 참여동기를 통한 학습만족 및 생활만족의 관계
임식(Lim, Sick),윤원정(Yoon,Won-Jeong) 한국체육과학회 2014 한국체육과학회지 Vol.23 No.1
The purpose of this study was to investigate the influence of participating motivation on self efficacy, learning satisfaction and life satisfaction cultural physical education in university students’. A path analysis was using path model after making hypothesis. Survey data were collected from 220 university students at 3 universities in Cheonan. Insincerely answered and 28 university student’s missing surveyed with the exception of the 220 unversity student’s of the surveyed, in fact analyst furnished data to 192 unversity student’s. Confirmatory factor analysis was carried out in order to verify research problems that were established in this study. Uni-dimensionality verification was carried out by binding it into item factor. To figure out whether there will be statistically significant difference in undergraduates’ participation motivation in physical education as a cultural subject, learning satisfaction, and life satisfaction according to socio-demographic characteristics, t-test as mean-difference verification and ANOVA verification were conducted. To examine relationship among variables in each, correlation analysis was carried out. Path coefficient by structural equation was suggested by using AMOS 18.0 version. An empirical analysis of this study was made at the significant level of p<.05 in all. Statistical processing was analyzed by using SPSSWIN 21.0 program. Significant difference was indicated by major and by course frequency in undergraduates’ participation motivation in physical education as a cultural subject according to socia-demographic characteristics. In the influence of participation motivation upon learning satisfaction, all can be known to have positively significant influence. Accordingly, it was indicated that the undergraduates’ participation motivation in physical education as a cultural subject has statistically significant influence upon life satisfaction and that the undergraduates’ learning satisfaction with physical education as a cultural subject has statistically significant influence upon life satisfaction.
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