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대학 과학 학습에 영향을 주는 요인에 대한 대학생과 고등학교 과학교사의 인식
홍미영,강남화,김주아,Hong, Mi-Young,Kang, Nam-Hwa,Kim, Joo-Ah 대한화학회 2011 대한화학회지 Vol.55 No.5
This study examined factors influencing college science learning from the perspectives of college students and high school science teachers. Using a survey created based on focus group interviews, college science majors and high school science teachers rated various factors of high school learning that positively influenced college science learning. Findings suggested that the perceptions differed by college major: the physics major students considered math proficiency and logical thinking skills as the important factors; chemistry major students and biology major students considered English proficiency and basic scientific knowledge as the most important factors. Both college students and science teachers emphasized basic science knowledge and math proficiency. However, differences between the two groups were also found in that the students perceived more need to learn about experimentation than the teachers whereas the teachers had a priority in increasing advanced science content.
고등학교 화학 Ⅰ교과서의 STS 교육 내용 및 구성 방식 개선 방안
홍미영,Hong, Mi Young 대한화학회 2001 대한화학회지 Vol.45 No.5
The purpose of this study was to examine for high school chemistry I textbooks published by the 6th curriculum and some foreign STS programs such as Chemistry in the Community, Science and Technology in Society, Chemistry: The Salter's Approach by analyzing STS contents, students' activity, overall structure of the books and space devoted to STS, and to provide improvement schemes for developing high school chemistry I textbooks to be developed by the 7th curriculum in future. It was found that STS topics in the high school chemistry I textbooks were related only to 'social problems and issues', 'applications of science', 'multiple dimensions of science', and STS contents were presented mostly by narration. Students' activities were limited to discussion and survey, and none of the topics were related to 'career awareness', and 'cooperative work on real problems' in high school chemistry I textbooks. On the contrary, a variety of STS topics and activities such as case study related to local and community, practicing decision-making strategies, role play, practical work career awareness were included in foreign STS programs. Desirable directions for the improvement of STS contents and structure of present high school chemistry I textbooks were proposed in this paper.
홍미영,전경문,Hong, Mi-Young,Jeon, Kyung-Moon 대한화학회 2007 대한화학회지 Vol.51 No.1
The purpose of this study was to examine the 7th national science curriculum (chemistry domain) regarding the meanings of ‘mulgil' (Korean), the particulate nature of matter, and the state of matter. It was found that the term of ‘mulgil' was being used vaguely as representing material, matter, or substance without clear definition. This was problematic by reason that it could hinder students from having the concept of substance. Regarding the particulate nature of matter, molecule was introduced as a basic unit of matter at grade 7, prior to atom and ion, which were introduced at grade 9 and 10, respectively. It is necessary to reconsider the sequence of each particle concept to provide students with more consistent and comprehensive understanding of structure of matter. In the case of change of state, key concepts such as conservation of matter or reversibility were omitted in the curriculum document, and explanations based on various aspects of particles were somewhat insufficient. The concept of matter is fundamental to chemistry, and we must recognize it as a concept that needs to be taught clearly. Implications for curriculum revision were discussed.
제7차 고등학교 화학 선택 교육과정에 대한 교사들의 인식 및 요구 분석
홍미영,Hong, Mi-Yeong 대한화학회 2006 대한화학회지 Vol.50 No.5
purpose of this study was to analyze high school chemistry teachers perception of the Chemistry I & Chemistry II in the 7th national curriculum and their demands on the revision of curriculum. A nationwide survey was administered to obtain the responses from 108 high school chemistry teachers. More than half of the participants thought the current curriculum of Chemistry I and Chemistry II needed revising. As the results, a major drawback of Chemistry I was a difficulty in explaining phenomena due to absence of basic concepts, and that of Chemistry II was an excess of the contents for high school science courses. Unfortunately, it was found out that inquiry activities existed only in name, especially in case of Chemistry II. Regarding the manner of content organization of Chemistry I in new curriculum, demand on a concept-based approach outnumbered theme-based approach. For revising Chemistry, the majority of participants demanded basic chemistry concepts to be introduced, without supplementation of quantitative approaches and deepening level of concepts. An urgent request for Chemistry II was reducing content by shifting relevant concepts to Chemistry I. Implications for high school chemistry education including revising curriculum were discussed.
교사 경력주기(Career Phase) 이론을 적용한 교사 전문성 개발과정 국제비교: 한국과 싱가포르를 중심으로
홍미영(Hong, Mi-Yung),강유경(Kang, Yukyung),한유경(Han, You-Kyung) 한국비교교육학회 2019 比較敎育硏究 Vol.29 No.4
[연구목적] 본 연구는 우수한 인재가 교직에 유입됨에도 교직 입문 이후 교사들의 지속적인 전문성 개발을 위한 정책적 지원이 미흡하고, 교사 전문성 개발정책의 변화 방향성을 제시하기 위한 이론적 논의가 그간 부족했다는 인식하에, 면밀한 이론적 탐색과 해외 사례 분석을 통해 평생학습 시대 교원 전문성 개발정책이 나아가야 할 방향에 대한 시사점을 얻고자 하였다. [연구방법] 이러한 목적을 달성하기 위해 Day & Gu(2007)의 관점을 중심으로한 교사 경력주기 이론을 탐색하고, 이를 적용하여 신규교사와 현직교사를 대상으로한 한국과 싱가포르의 교원 전문성 개발정책을 비교 분석하였다. [연구결과] 주요 연구결과는 첫째, 교사 전문성 개발과정에는 ‘개인적 요인’, ‘학교 상황적 요인’, 국가 수준의 교사 정책 및 관점 등 ‘전문적 요인’에 대한 고려가 모두 필요하며, 우리나라의 교사 전문성 개발과정은 이 세 가지 요인 모두에 대한 고려가 싱가포르에 비해 다소 부족함을 알 수 있었다. 특히, 두 나라 간 비교를 통해 도출한 요인별 주요 세부 준거는 개인적 요인의 경우 ‘재정적 지원, 개인적 특성과 자질을 고려한 경력발달 루트 제공 여부, 가정-직장 내 균형 고려 여부’였으며, 학교 상황적 요인의 경우는 ‘현장 내 동료들의 지원 여부’와 ‘교사의 자율성을 제한하는 기관의 역할’과 관련된 요인이었다. 마지막으로 전문적 요인의 경우 ‘교사의 주체적 참여 여부’와 ‘교원 정책에 대한 교사들의 인식’, ‘교사들에 대한 사회적 인식’이었다. [결론] 이를 통해, 교사 전문성 개발 실패의 원인이 교사 개인적 능력이나 인성적 결함으로 귀결되는 현상이나 교사 전문성 개발 프로그램에 대한 교원들의 부정적 인식 및 낮은 만족도는 제고될 필요가 있으며, 이러한 정책이 일종의 ‘사회적 통제’로 인식지 않도록 교사의 성장과 발달을 조력하고 지원하는 정책적 배려와 인식이 필요하다고 보았다. [Purpose] The purpose of this study was to draw implications applicable to teacher policies in Korean context, which are particularly related to promoting teachers’ continual professional development. [Methods] To achieve this end, the theory of career phase has been employed as the analytical tool to compare teacher policies of two ‘so-called educationally top performing’ countries, Korea and Singapore. [Results] The main results are as follows: First, Singaporean teachers tend to be more supported in ‘personal, situated, and professional’ dimensions as addressed in the theory of Day & Gu(2007). Second, the specific criteria for comparison are ‘financial support, work-life balance, officially presented different routes for career development’ in ‘personal dimension’, ‘in-school support, institutional factors limiting the autonomy of teachers’ in ‘situated dimension’, and ‘voluntary participation, teachers’ perception toward teacher education programs, social expectations of what a good teacher is’ in ‘professional dimension’. [Conclusion] ‘Cooperative accountability’ is called for in Korean context, and ‘institutional factors’ need to be shed more light on.
대학수학능력시험 공통과학 중 화학 영역의 문항 및 응시자 응답 분석
홍미영(Mi Young Hong),전경문(Kyung Moon Jeon),이양락(Yang Rak Lee),이범홍(Bum Hong Yi) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.2
In this study, the students` responses on the chemistry items of in the general science of College Scholastics Ability Test (CSAT) implemented for the past 3 years since 1999 were investigated. The number of items by content and inquiry process, the average percent correct by content and inquiry process, the distribution of items by the level of percent correct, and the items with high and/or low percent correct were analysed. There were the fewest items in `environment` area, especially in `ozon layer`, no test item had been made. The most difficult content area was `acid rain` in environment. By inquiry process, the most number of items belonged to `analyzing & interpreting data` , and `identifying problems & formulating hypothesis` was the most difficult process. No test item came under the level of `very difficult`, and many items under the `easy` or `very easy` level. Students were generally poor at solving test items demanding several concepts, and very good at simply requiring basic concept treated in lower grade. Educational implications are discussed.
지속 가능한 교사양성교육(ITE) 방향성 탐색: 싱가포르와 핀란드 사례에 기초하여
홍미영(Mi Yung Hong) 한국교육학회 2023 敎育學硏究 Vol.61 No.6
본 연구는 최근 국제적 약속이자 공통된 방향성으로 제시된 ‘지속가능 발전 목표(SDGs)’와 ‘행동 역량, 비판적 사고, 문제 지향적 접근, 학제 간 또는 학문 간 융합’ 등을 강조하는 ‘지속가능성 교육’ 등의 거시적 담론을 ‘교사 교육’ 분야에 적용하여 미래지향적이고 지속 가능한 교사 양성 체제, 즉 교사양성교육(Initial Teacher Education, ITE)의 방향성을 모색하고자 하였다. 이를 위해, 지속가능성 교육과 ‘목표, 방법론적 접근성, 개념적 공통성’을 공유하는 교사 교육의 ‘지적 전문적 책임 패러다임’ 의 이론적 함의와 의의를 탐색하고, 이를 반영하여 최근 수행된 것으로 평가되는 국제사회 교사양성교육 개혁의 방향성을 살펴봄으로써, 미래지향적인 교사양성교육 체제는 무엇보다 다양한 유형의 ‘파트너십(partnership)’이 강조되고, 유동적이고 적응력이 뛰어나며, 회복력이 강하고 통합적인 방향으로 나아가고 있음을 확인하였다. 특히 이러한 파트너십이 교사양성교육 체제의 ‘투입’과 ‘과정’, 그리고 ‘성과평가’의 모든 단계에서 방법론적 토대가 되고 있음에 착안해 ‘어떤 교사 후보생을 선발할 것인가’ 하는 ‘투입’, ‘어떻게 교육시킬 것인가’ 하는 ‘과정’, 그리고 교사교육기관에 대한 인증 논의를 포함한 ‘평가’의 세 축으로 구축된 모형을 고안하였다. 마지막으로, 해당 모형을 교사 교육의 지속가능성을 강조하는 싱가포르와 핀란드 교사양성교육 체제에 적용하여 각 영역별 구체적인 정책 요인들과 시사점을 도출함으로써 추후 국내 적용방안 논의를 위한 기초자료를 마련하였다는 데 본 연구의 의의가 있다. This study sought to align initial teacher education (ITE) with the sustainable development goals (SDGs) and principles of sustainable education, emphasizing aspects such as critical thinking and interdisciplinary approaches. By examining the intellectual professional responsibility paradigm in teacher education and reviewing global ITE reforms, this study identified an emphasis on partnerships. This indicates that modern teacher education is becoming more adaptable and integrative. Notably, these partnerships serve as a methodological foundation in all stages of the ITE system: input, process, and performance evaluation. Taking note of this, a model was devised that is built on three axes: input, focusing on which teacher candidates to select; process, focusing on how to educate them; and evaluation, which includes discussions on the accreditation of teacher training institutions. Lastly, the significance of this study lies in its application of the proposed model to the ITE systems of Singapore and Finland, both of which emphasize the sustainability of teacher education. By extracting specific policy factors and implications from each area, foundational data were prepared for discussions on potential domestic applications in the future.
제 3 차 수학 , 과학 성취도 국제 비교 반복 연구 ( TIMSS - R ) 과학 성취도 분석
홍미영(Mi Young Hong),박정(Chung Park),김성숙(Sung Sook Kim) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2
The purpose of this study was to analyze the achievements in science results of the TIMSS-R test, which was performed in 1999 with 38 nations participating. In this study, general trends in international science achievement considering the differences beween nation, content areas, and gender were analyzed through descriptive statics. The average scale score of Korean 8th grades students was 549, which was significantly higher than international average of 488. However it showed a relative decline from 4th grade in TIMSS to 8th grade in TIMSS-R. Chinese Taipei and Singapore students had the highest average performance, followed by Hungary, Japan, and Korea. The average gender differences of Korean students showed a decrease from TIMSS in 1995 to TIMSS-R in 1999, but it was still significantly higher than the international average. The average differences of overall science and each content area were not statistically significant both internationally and domestically.
여행업체 수- 내국인 항공수요 결정의 새로운 요인에 대한 그랜저 인과관계 검정을 통한 분석
홍미영(Mi Young Hong),임은순(Eun Soon Yim) 한국호텔외식관광경영학회 2010 호텔경영학연구 Vol.19 No.2
This paper assesses the effect of the travel agency on the airline outbound tourism demand of the domestic people, while considering temporary factor of disease such as the Severe Acute Respiratory Syndrome(SARS) and the seasonal factors. We use the quarterly data spanning from 2001 to 2008. As the unit root rest is adopted to test the stationarity of the time-series data, the variables under consideration are all shown to follow integrated one i.e. I(1). Then we find that the co-integration problem persists significantly among the variables within the data. So, we employ the unit root test regression method to remove the effect of co-integration test. Also, we execute the Granger Causality Test in order to identify the direction of cause and effect between the airline outbound demand and the number of travel agency. The test result clearly shows the travel agency leads to the demand both in the long term and in the short term, but not vice versa, which is the main contribution of the current paper. When the OLS test is completed controlling the co-integration problem, we find, in the long run equilibrium, the significant effect of the number of travel agency as an explanatory variable on the outbound demand proxied by the number of airline outbound tourists with the coefficient of 1.536 (p-value less than 1%). Contrary to the general notion within the tourism literature, however, that the tourism demand is affected both by the income and the exchange rate. In conclusion, we find that the number of travel agency is not only significant on the airline outbound demand but also leads to the creation of airline outbound demand which is clearly demonstrated by the Granger Causality Test result. As the travel agency surely plays a substantial role in creating the demand for the airline outbound tourism, it should not be left out as the unexplained part in the error term in the sequential analysis on the tourism demand. Rather it should be counted as an important variable in the upcoming studies. The current paper sheds new light on the role of travel agency on the tourism particularly in light of airline outbound demand.
우리 나라 중학생들의 과학적 탐구 및 과학의 본성 영역에서의 국제 성취도 분석
홍미영(Mi Young Hong) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.2
The purpose of this study was to analyse achievement of `Scientific Inquiry and the Nature of Science` in the Third International Mathematics and Science Study-Repeat (TIMSS-R), which was performed in 1999 with 38 nations participating. Korean 8th grade students` achievement of `Scientific Inquiry and the Nature of Science` was compared to that of other countries and other content areas in science. Average percent correct of items in each subcategory - Scientific Method, Experimental Design, Scientific Measurements, Describing and Interpreting Data - was also analysed. Although `Scientific Inquiry and the Nature of Science` topics were not included in intended curriculum in Korea, Korean students` average scale score of `Scientific Inquiry and the Nature of Science` was significantly higher than international average and, in comparison with other science content areas, achievement of that area was relatively high. The reasons could be that the most students studied topics related to `Scientific Inquiry and the Nature of Science` through the implemented curriculum and that the Korean teachers recognized the importance of inquiry. According to the results to analyze subcategories, the average percent correct of Korea were higher than 50% except the `Scientific Measurements` subcategory. However, the international average percent correct were lower than 50%. Especially, the average percent correct of Korea was the highest in `Describing and Interpreting Data` subcategory despite there were many students who were confused at observation, hypothesis and conclusion.