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다문화교육에서 활용되는 문화예술 체험활동에 관한 문화인지론적 연구: 신체성을 중심으로
전영은(Young Eun Jeon) 한국문화교육학회 2018 문화예술교육연구 Vol.13 No.6
이 연구의 목적은 다문화교육에서 활용되는 문화예술 체험활동에 참여한 학생들의 문화인지과정에서 신체성이 갖는 의미를 분석하여 다문화교육에서 문화예술 체험활동이 갖는 의미를 밝히는데 있다. 이 연구에서는 문화예술이 신체를 활용한 감상과 표현이라는 점에 초점을 두고 Wulf의신체성 개념을 토대로 문화예술 체험활동을 분석하였다. 이를 위해 경기도 안산시 (사)국경없는마을 ‘국경없는마을 RPG’에서 15주 동안 문화예술 체험활동을 받은 고등학생 40명을 참여관찰하였으며, 12명을 대상으로 심층면담을 실시하였다. 연구 결과는 다음과 같다. 첫째, 학생들은 다른 문화권의 문화예술이 가지고 있는 보편성과 특수성을 동시에 경험함으로써 다문화의 본질을몸으로 체험하게 되는 것으로 나타났다. 둘째, 신체의 감각기관들은 사회·문화적 경험에 의해 만들어지는 것으로 교육적이며 역사적인 특징을 가지고 있는 것으로 나타났다. 셋째, 신체의 감각기관들이 상호작용하면서 감각함으로 문화인지과정을 경험하는 것으로 나타났다. 넷째, 문화예술체험활동으로 다문화교육을 받기 전에 예술강사의 설명과 미션에 대한 안내가 중요한 역할을 했다. This study aims to signify arts and cultural activities (‘the activities’hereafter) in multicultural education. It analyzed the role of physicality in the cultural awareness process of participants in ‘the activities’. The study analyzed the case subjects based on the theoretical framework by Wulf’s concept of physicality. To explore the research questions, the study observed 40 students who were involved in ‘the activities’ during the 15-week ‘Borderless Village RPG’ program. Semi-structured and in-depth interviews were conducted with twelve case study participants. The following findings are the summaries of the study. First, the students were found to experience the essence of multi-culture when they were simultaneously exposed to the universality and distinctiveness of foreign cultures. Second, one’s sensory organs in the body were found to be adapted through social and cultural experiences where educational and historical features are embedded. Third, one’s sensory organs were found to interact cohesively with foreign cultures as recognized. Fourth, prior to engaging in ‘the activities’ for multicultural education, guidelines provided by instructors’to the participants had played a significant role in facilitating and enhancing learning processes of the participants.
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전영의(Young Eui Jeon) 한국현대소설학회 2011 현대소설연구 Vol.- No.46
The essay was written with purpose that study about post-colonialism of Arirang with look into Orientalism and Diaspora of Arirang. After The Second World War, the administration of colonial was disappeared and These days is post-colonial age. but We have to consider about use of term. because It is remaining remain of pro-Japanese continually In Korean case and We are affected of America in various fields directly or indirectly. Orientalism have two special quality. First an affirmative image of Oriental. It is invented image from made a imaginary world. and the other is negative image of Oriental that is very ignorance and dirty. Japan is very small country in asia. They want be an empire and want two special quality of imperialism. so they were justified invade a neighboring country chosun, and insist that chosun need to civilization and emphasize of chosun`s under-development. It seems to be violence quality about colonial narrative in various case. for example politics, economy, society, culture. We classify into four groups about Diaspora. They are emigration labors by force, arbitrary emigrants for an independence movement, emigrants by a forced emigrate policy, chosun`s student soldiers and military sexual slaveries by Japan. I was placed emphasis to make clear that it have two different identity each other in colonial narrative. Diaspora who have each different identity show post- colonial quality through many different methods to get out of violence quality of colonial narrative. There post-colonial quality show many different case through sing a ``Arirang``, cut a ``sangtoo`` (sangtoo is Korean traditional hair style), very strong attachment about survival in Tashkent. Korean Diaspora have historic and period special quality in Japanese colonial period. and show national identity at the same time. so Korean Diaspora have post-colonial quality of the people in Japanese colonial period. Post-colonial is an expression of consciousness that is over resistance simple theory, and exchange place of the main group and side group. It is how to practice that we go deep into the study and concerned about Diaspora`s identity and post-colonial quality.
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30 kGy 감마선 조사된 초코아이스크림의 안전성 평가
전영은(Young Eun Jeon),윤성복(Xing Fu Yin),정차권(Cha-Kwon Chung),강일준(Il-Jun Kang) 한국식품영양과학회 2013 한국식품영양과학회지 Vol.42 No.6
본 연구는 초코아이스크림의 안전성을 확보하기 위해서 30 kGy 조사된 초코아이스크림을 ICR 마우스에 90일간 섭취시킨 다음 독성평가를 수행하였다. 비 조사 시료 및 30kGy 조사 초코아이스크림을 암수 마우스에 투여를 한 결과 시험기간 동안 시험 물질에 의한 임상증상이나 폐사 동물을 나타나지 않았으며, 체중변화, 사료섭취량 및 주요 장기 무게도 대조군에 비해 차이를 보이지 않았다. 혈액학적 검사 및 혈청학적 검사 모두 정상적인 수치를 나타내었다. 병리조직학적 검사 역시 간 및 신장 모두 정상적인 구조를 유지하고 있었으며 염증, 괴사 등의 유의할만한 병적 변화도 관찰되지 않았다. 따라서 30 kGy로 감마선 조사된 초코아이스크림은 암수 마우스에 3개월간 섭취시켜도 본 시험조건에서 독성이 없는 것으로 판명되었다. This study was investigated the potential toxicity of gamma-irradiated chocolate ice cream for its future use in space. Chocolate ice cream was irradiated at a dose of 30 kGy at a temperature of -20℃. For the animal study, AIN-93G was used as a control diet and irradiated and non-irradiated chocolate ice cream diets were administered to male and female ICR mice (ten mice per group) for three months. During the experimental period, the group fed irradiated chocolate ice cream did not show any changes in appearance, behavior, mortality, body weight, organ weight, or food consumption compared to the control. Also, all biochemical parameters, including hematology profiles, erythrocyte counts, and serum biochemical values were in normal ranges. In histopathological examinations of liver and kidney tissues, there were no significant differences between the control group and the group fed irradiated chocolate ice cream. These results indicate that chocolate ice cream irradiated at 30 kGy did not cause any toxic effects and could be applied for the development of safe and hygienic space food.
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스캐폴딩 종류에 따른 모바일 증강현실(MAR) 교수학습 방법이 화학 학업성취도, 학습 몰입감, 학습 동기에 미치는 영향
전영은(Young-Eun Jeon),홍훈기(Hun-Gi Hong) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.15
목적 본 연구는 스캐폴딩 종류에 따른 모바일 증강현실(MAR) 기반 교수학습 방법이 화학 학업성취도, 학습 몰입감, 학습 동기에 미치는 영향을 알아보았다. 방법 남녀공학 일반계 고등학교 2학년 학생 142명을 대상으로 MAR을 활용한 지원적 스캐폴딩의 POGIL 집단(SS), MAR을 활용한 성찰적 스캐폴딩의 POGIL 집단(RS), 전통적 강의 집단(TL)의 세 집단으로 무선 배치하였다. 학생들은 화학 결합과 분자 구조에 관련한 개념을 5차시 학습하였다. 사전 및 사후 검사로 화학 학업성취도, 학습 몰입감, 학습 동기 검사를 실시하여 3(교수학습 방법)×2(사전 학업성취 수준)요인의 이원 공변량 분석을 수행하였다. 결과 사전 학업성취 수준에 관계없이 화학 학업성취도에서는 RS 집단이 SS 집단보다도 유의미한 향상이 있었다. 학습 몰입감에서는 RS 집단과 SS 집단이 유의미한 향상이 있었고, 학습 동기에서는 RS 집단만 유의미한 향상이 있었다. 사전 성취수준별 분석 결과, 상위 그룹은 화학 학업성취도에서 RS 집단이 유의미한 향상이 있었고, 학습 몰입감과 학습 동기에서는 집단 간 차이가 없었다. 하위 그룹은 화학 학업성취도, 학습 몰입감, 학습 동기에서 SS 집단과 RS 집단 모두 유의미한 향상이 있었다. 결론 이러한 결과를 바탕으로 학교 현장에 적용하기 위한 MAR 활용 교수학습 방법의 교육적 시사점을 논의하였다. Objectives The purpose of this study was to find out the effect of the mobile augmented reality-based teaching and learning method according to scaffolding types on chemistry academic achievement, learning flow, and learning motivation. Methods 142 students in the second grade of coeducational general high school were randomly assigned to three groups: the group of supportive scaffolding POGIL using mobile augmented reality (SS), the group of reflective scaffolding POGIL using mobile augmented reality (RS), and the group of traditional lecture (TL). Students studied concepts related to chemical bonding and molecular structures throughout the 5 lessons. Two-way ANCOVA of 3 (teaching-learning method) × 2 (prior academic achievement level) factors was performed by conducting chemistry academic achievement, learning flow, and learning motivation tests as pre- and post-tests. Results The RS group had significant improvement in chemistry achievement than the SS group regardless of the prior academic achievement level. In learning flow, the RS group and the SS group had significant improvement, and in learning motivation, only the RS group had significant improvement. As the results of analyzing by level of prior academic achievement, in the high-level group, the RS group had significant improvement in chemistry academic achievement, and there was no difference between the groups in learning flow and learning motivation. In the low-level group, both the SS group and the RS group had significant improvement in chemistry academic achievement, learning flow, and learning motivation. Conclusions Based on these results, the educational implications of the teaching and learning methods using augmented reality in order to be applied to the school were discussed.
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