초임 교사의 교육과정 해석과 수업 계획: 2015 개정 초등 사회과 교육과정에 제시된 일반화된 지식을 중심으로1

이예림,최진영 이화여자대학교 교과교육연구소 2023 교과교육학연구 Vol.27 No.5

본 연구는 2015 개정 초등 사회과 교육과정에 새롭게 도입된 일반화된 지식을 초임 교사들이 어떻게 해석하고 수업을 계획하는지 탐구하여 교사의 교육과정 실행을 지원하고 교육과정 문서를 개선하기 위한 방안을 모색하는 데 목적이 있다. 이를 위해 먼저 세 명의 초임 교사들을 대상으로 2015 개정 교육과정 내용 체계의 일반화된 지식에 대한 교사들의 해석과 해석에 영향을 준 요인들을 살펴보았다. 다음으로, 일반화된 지식을 활용하여 세 교사가 수업을 어떻게 계획하고 계획한수업 실행 후 교사의 해석에는 어떤 변화가 있었는지를 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 일반화된 지식에대해서 교사들은 서로 다른 해석을 했으며, 해석에 따라 수업 계획이 다르게 나타났다. 둘째, 일반화된 지식에 대한 교사의해석에는 인지적 요인과 사회·문화적인 요인들이 복합적으로 영향을 미쳤다. 셋째, 교사들은 일반화된 지식을 활용해 수업을 계획 및 실행하는 데 어려움을 겪었으며, 일반화된 지식의 제시방식에 여러 문제점을 지적했다. 넷째, 연구 참여를 통해일반화된 지식을 활용해 본 후 일반화된 지식에 대한 교사들의 해석에 변화가 생겼다. 이러한 연구 결과를 토대로 2022 개정 교육과정의 실행을 지원하고 교육과정 문서를 개선하기 위한 방안에 대한 시사점을 제안하였다. The purpose of this study was to explore how beginning teachers interpret the generalized knowledge newly introduced in the 2015 revised elementary social studies curriculum, and plan lessons around it. In so doing, it meant to find ways support teachers' curriculum implementation and improve the national curriculum documents. To do so, we first examined three beginning teachers' interpretations of the generalized knowledge in the 2015 revised curriculum content framework and the factors that influenced their interpretations. Next, we analyzed how teachers used the generalized knowledge to plan their lessons and how their interpretations changed after the implementation of the planned lessons. The main findings are as follows First, teachers had different interpretations of the newly introduced generalized knowledge, and their lesson plans differed according to their interpretations. Second, both cognitive and socio-cultural factors influenced teachers' interpretations of generalized knowledge. Third, teachers' use of generalized knowledge in lesson planning and implementation was challenged by the way in which the generalized knowledge is presented in national curriculum documents. Fourth, teachers' interpretations of generalized knowledge changed after participating in the study and using generalized knowledge in their lesson planning and implementation. Based on these findings, we suggest implications for improving curriculum implementation and documentation to support the implementation of the 2022 revised curriculum.

수학적 역량 교육을 위한 ‘핵심 개념’과 ‘일반화된 지식’의 구현 방안 탐색

이경화,이은정,박민선,박미미 대한수학교육학회 2022 수학교육학연구 Vol.32 No.2

This study explores the application of ‘key concepts’ and ‘generalized knowledge’ in the 2015 revised mathematics curriculum to mathematics teaching practices, according to the competency education as articulated in the 2022 revised curriculum. The 2022 revised curriculum re-conceptualizes subject competency as comprising ‘knowledge and understanding,’ ‘process and skills,’ and ‘values and attitudes.’ Accordingly, the construct of key concepts and generalized knowledge is required to integrate the aforementioned factors; however, previous studies have only integrated ‘knowledge and understanding’ and ‘process and skills.’ Building on prior research, the current study proposes the network of key concepts and generalized knowledge through the integration of ‘knowledge and understanding’ and ‘process and skills.’ The implications of our exploration are as follows. First, the network of key concepts and generalized knowledge should be derived by reflecting the elements or aspects of ‘knowledge and understanding’ and ‘process and skills’ for learning content. Second, it is necessary to reconstruct the network of key concepts and generalized knowledge in consideration of situated contexts and the teacher’s beliefs and judgments. Third, systematizing the procedures of utilizing key concepts and generalized knowledge in the design and implementation of mathematics instruction is needed for supporting mathematics teachers. 본 연구에서는 2015 개정 수학과 교육과정에서 도입한 ‘핵심 개념’과 ‘일반화된 지식’을 2022 개정 교육과정에서 재구조화한 역량 교육의의미에 따라 수학교육 실제와 관련시켜 구현하는 방안을 모색하였다. 2022 개정 교육과정에서는 교과 역량이 지식·이해, 과정·기능, 가치·태도의 세 범주로 이루어져 있다고 재의미화하였다. 이에 따라 핵심 개념 및 일반화된 지식 역시 세 범주의 통합을 필요로 하지만, 주요선행연구에서는 지식·이해 및 과정·기능 사이의 통합과 연결만 추구하고 있으며, 그 형태에 있어서는 다소간 차이가 있음을 확인하였다. 이에 본연구에서도 지식·이해 및 과정·기능 사이의 통합에 의한 핵심 개념 및 일반화된 지식 연결망 제시를 제안하며, 관련하여 시사점을 다음과 같이제시하였다. 첫째, 주요 내용 주제에 대한 지식·이해 및 과정·기능 요소 또는 측면을 반영하여 핵심 개념 및 일반화된 지식의 연결망을 도출할필요가 있다. 둘째, 핵심 개념 및 일반화된 지식 연결망은 고정된 단 하나의 형태가 아니라 상황과 교사의 신념, 판단에 따라 자율적으로 변형하여재구성할 수 있는 것으로 도입할 필요가 있다. 셋째, 핵심 개념 및 일반화된 지식을 실제 수학 수업의 설계와 실행에 활용하는 절차를 체계화하여수학 교사들의 삶과 활동을 지원할 필요가 있다. 후속 연구에서는 2022 개정 교육과정의 확정된 문서 체제를 고려하여 핵심 개념 및 일반화된지식 연결망 예시 자료를 개발하고, 수학 교사의 해석 및 변형, 적용 효과를 분석할 필요가 있다. 핵심 개념 및 일반화된 지식 중심의 수학 수업이오히려 학생들의 역량 함양에서 불평등을 야기할 수 있는지 여부도 연구하여 역량 교육의 적절성에 대한 논의도 지속할 것을 제안한다.

지식공유와 성과간의 인과구조 : 구조방정식을 활용한 지식공유의 결정모형과 성과에 대한 영향 분석

윤창근(Yun, Changgeun),최정인(Choe, Jungin),정세희(Jung, Sehee) 한국지방정부학회 2017 지방정부연구 Vol.21 No.2

지식정보화 사회에서 지식은 조직의 필수자원이며, 조직 내 지식공유는 지식의 활용가능성과 부가가치 창출능력 을 극대화하는 중요한 관리전략으로 부각되고 있다. 그러나 지식공유는 서로의 필요에 의한 지식의 교환보다는 전 달-습득의 일방적 관계에 의해 진행되는 경우가 많으며, 실제 현장에서는 지식공유가 그 중요성만큼 활발하지 못하 다. 본 연구는 지식공유를 활성화시키는 구조적 요인(공식화, 집단/합리 문화, 거래적 리더십)과 관계적 요인(조직 신뢰, 의사소통)을 검증하였다. 지식공유의 결정모형 외에 본 연구는 성과를 조직성과와 개인성과로 구분하여 지식 공유와의 관계를 분석하였다. 본 연구의 분석에 따르면, 지식공유는 조직성과에 긍정적 영향을 미치지만, 개인성과 에는 유의한 영향력을 갖고 있지 않다. 지식공유가 항상 상호 호혜적이지 않음을 고려하면, 참여자 간의 성과향상에 대한 기대 차이가 발생한다. 즉, 지식습득자는 전달받은 지식을 활용하여 개인성과를 증진시키지만, 지식전달자에 게는 새롭게 습득한 지식이 없기 때문에 당장의 개인성과 향상을 기대할 수 없다. 이러한 연구결과는 지식공유의 활 성화를 위한 제도적 지원의 필요성을 시사한다. Knowledge is considered as the core resource in the age of knowledge information society. Therefore, knowledge sharing within organization is being emphasized as an important management strategy that maximizes the capacity to create added value and utilize knowledge. However, the level of knowledge sharing is not on par with its importance within public organizations. This study analyzes the relationship between performance and knowledge sharing by looking at organizational performance and individual performance separately. According to the analysis, knowledge sharing has a positive impact on organizational performance, whereas it has no significant impact on individual performance. Knowledge sharing is not always a reciprocal exchange for all participants. Individuals who acquire new knowledge may enhance their performance by utilizing the new knowledge. However, individuals who deliver knowledge cannot expect to immediately improve their performance, since they did not acquire new knowledge. Such results of the study imply the necessity of systematic support for facilitating sharing in public organizations.

사회과 지식 교수 PCK 분석 연구 -개념과 일반화 교수 PCK를 중심으로-

강대현 ( Dae Hyun Kang ) 한국사회과교육학회 2008 시민교육연구 Vol.40 No.2

Social Studies is to teach knowledge, skill, thinking, value, attitude, action for the objective of citizenship education. But most of curriculum, textbooks, classrooms in social studies are composed of teaching knowledge. And teaching knowledge itself is not a problem but the method of teaching knowledge(the method of indoctrination) is a problem in Korea. In the first part, this treatise analyzes the theoretical aspects of knowledge and teaching knowledge(especially focused on concept and generalization) in social studies and proposes that the relationship of example/fact and concept/generalization is important in teaching knowledge. In the second part, this treatise analyses three social studies(major in social science) teachers`` classroom and their PCK(pedagogical content knowledge) in order to clarify the practical aspects of teaching knowledge in social studies. In conclusion, this treatise confirms three types of PCK, such as 1) teaching knowledge with experience, 2) teaching knowledge with materials and media, 3) teaching knowledge with context and example.

주지관용기술을 적용한 발명의 진보성 판단

정차호(Jung, Chaho) 성균관대학교 법학연구소 2013 성균관법학 Vol.25 No.3

This paper, after analyzing theories of the U.S.A., Europe and the Republic of Korea, defines well-known knowledge or common general knowledge as a technology generally known and accepted without question to the skilled person in the relevant art. Generally, a knowledge described in several textbooks could be accepted as a common general knowledge. However, a knowledge described in one or a few patent specifications hardly be accepted as common general knowledge. A knowledge which was generally known and accepted without question even to laypersons can be introduced without a proving evidence. Even over contrary contentions, the Examiner can decide based on the common general knowledge. Furthermore, a knowledge which was generally known and accepted without question to the skilled person in the art can be introduced without a proving evidence. However, in this instance, if there is a contrary contention, the person who rely on the common general knowledge shall introduce a supporting evidence, regardless whether the procedure is before the Patent Office, the Board or the Court.

한국기업의 브라질 진출 결정요인에 대한 실증분석: 국제화와 관련된 세 가지 종류의 지식을 중심으로

이재혁,김순성 한국국제경영관리학회 2016 국제경영리뷰 Vol.20 No.2

전 세계적으로 치열한 경쟁에 직면한 기업들은 경쟁우위를 유지 및 확보하기 위하여 국제 화를 전략적으로 활용하려는 경향이 있다. 이러한 추세를 반영하듯, 한국기업의 해외직접투자도 1980년대 이후 비약적으로 증가하고 있다. 그렇지만 한국기업의 해외직접투자는 아시아, 북미, 유럽이 총 투자건수의 93%, 총 투자금액의 85%를 차지할 정도로 이 세 지역에 여전히 편중되어 있다. 위험관리 차원에서도 한국기업은 해외직접투자 대상 지역을 다변화할 필요가 있다. 국제화 과정에서 기업들은 외국인비용에 직면하게 된다. 특히 브라질과 같은 낯선 국가로의 신규진출에 수반되는 외국인비용은 더욱 크게 느껴질 것이다. 따라서 그러한 비용을 상쇄할 수 있는 기업특유의 경쟁우위 소유 여부가 브라질 신규진출의 전제조건이 될 것이다. 지식기반관점에 따르면, 지식은 생산의 필수적인 요소이면서 동시에 새로운 기회탐색을 통한 가치창출의 주요 원동력이다. 지식의 종류에는 연구개발 활동으로 얻어지는 기술적 지식, 경험의 축적으로 얻어지는 해외시장에 대한 지식으로 구분할 수 있으며, 해외시장에 대한 지식은 국제화 전반과 관련된 일반적 지식과 지역특화적 지식으로 더 세분화할 수 있다. 본 연구에서는 기업특유의 경쟁우위 원천으로서 세 가지 종류의 지식, 즉 기술적 지식, 일반적 지식, 지역 특화적 지식이 한국기업의 브라질 신규진출에 어떠한 영향을 미치는지 살펴보았다. 실증분석 결과, 이 세 가지 종류의 지식 모두가 브라질 신규진출에 긍정적인 영향을 미친다는 사실을 알 수 있었다. 또한 세 가지 종류의 지식 중에서는, 지역특화적 지식이 특정지역과 관련이 있는 기업특유우위 특징을 지니고 있기 때문에, 브라질 신규진출의 가장 중요한 결정요인이라는 것을 알 수 있었다. With the increased level of competition on a global basis, firms tend to use globalization as a strategy to gain and sustain competitive advantages. Reflecting this trend, Korean firms’ foreign direct investments (FDIs) have been increasing exponentially since the 1980s. Nevertheless the locations of the FDIs are limited to the three areas, Asia, North America and Europe, which account for 93% and 85% of the number and the amount of FDI, respectively. It may be thus necessary for Korean firms to diversify the locations of FDIs as a way of risk management. Firms are supposed to face liabilities of foreignness in their process of globalization. The liabilities of foreignness would be even greater with the first entry into such unfamiliar countries as Brazil. To offset the liabilities of foreignness, it would be required to have firm-specific advantages. According to knowledge-based view, knowledge is an essential component of production and a driving force for value creation through opportunity exploitation. Knowledge can be classified into technological knowledge obtained through R&D activities and foreign market knowledge accumulated through experience, with the latter being further classified into general knowledge and regional-specific knowledge. Based on the knowledge-based view, the purpose of this paper is to empirically test how three types of knowledge, technological knowledge, general knowledge, and regional-specific knowledge, affect Korean firms’ first entry into Brazil. The empirical results find that, as hypothesized, all the types of knowledge positively affect the entry. Furthermore, we find that regional-specific knowledge is the most important determinant of the entry, as such knowledge has the characteristics of location-bound firm-specific advantage. Theoretical and practical implications are discussed.

예비 생물교사의 식물 동정 지식과 식물 지식 자기 평가에 영향을 미치는 요인

김흥태 한국생물교육학회 2018 생물교육 Vol.46 No.4

Through teacher preparation courses, biology teachers need to be educated to have sufficient plant species identification knowledge to teach students for botany education, which might help the students understand biodiversity. However, understanding of the key factors affecting pre-service biology teachers’ plant identification knowledge remains poor. The aim of this study was to investigate whether demographic factors(sex and school year), interests to plants, experiences with nature and life, environment-friendly characteristics, and Big 5 personality traits of pre-service biology teachers may predict their knowledge of local plant species identification and self-assessed evaluation of one’s plant knowledge. The analysis of multiple linear regression and general linear model revealed that female gender influenced knowledge about herb identification positively, while school year showed a positive relation towards knowledge about tree identification and self-assessed evaluation of one’s plant species knowledge. In contrast, environmental sensitivity and New Ecological Paradigm (NEP) did not influence on the outcome variables. In addition to sex and school year, the plant identification knowledge was predicted by their affinity with plants. The final model of self-assessed evaluation of one’s plant knowledge was explained by affinity with plants and indirect experiences, indicating the mediating effects of agreeableness and openness. These results suggest that pre-service biology teachers is required to continuously learn botany related lectures like plant systematics in order to have sufficient knowledge about plant identification and confidence in plant knowledge.

영재학생들의 지식수준에 따른 과학적 문제해결 전략 분석

김천웅,정정인 한국초등과학교육학회 2019 초등과학교육 Vol.38 No.1

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects’ inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

신뢰, 지식공유 그리고 경제발전

김시윤 한국비교정부학회 2009 한국비교정부학보 Vol.13 No.2

Recent empirical work has shown that trust plays an important role in economic development. However, there has been much less work done investigating the mechanism behind this finding. In this paper, we delve deeper into the mechanism behind that relationship. Specifically, we describe the effect of generalized trust on knowledge-sharing that has a positive and significant effect on economic development. Generalized trust is positively related to knowledge-sharing indicating that organizations with higher levels of trust tend to have higher levels of knowledge-sharing. That is, levels of trust influence the effectiveness of knowledge-sharing and coordinated action in organizations processes. We also go on to show how trust emerges. Some studies found that trust can develop from affective bonds that one shares with others. With affective-based trust, individuals express care and concern for the welfare of their partners and make emotional investment in their relationships. Other research found that trust can also develop from instrumental processing of information about the other party's competence and reliability. Several studies have found support for this affective-based versus cognition-based distinction. However, this study indicates affective and cognitive features both are critical to build trust.

종합병원 간호사의 근거기반실무(EBP) 역량 영향 요인

김지은,은영 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.21

Objectives The purposes of this study was to identify factors influencing the evidence-based practice(EBP) competency of nurses in general hospitals with fewer than 300 beds. Methods For this purpose, EBP beliefs, EBP knowledge/skills, EBP organizational readiness, and EBP competency were measured using a structured questionnaire targeting 178 nurses at a general hospital with less than 300 beds in G City. After analysis using descriptive statistics, independent t-test, and ANOVA using the SPSS 27.0 program, post-hoc testing was performed using the Scheffé test, and analysis was conducted using Pearson’s correlation coefficient and hierarchical multiple regression analysis. Results As a result of the study, significant differences in EBP competency according to the subjects' general and EBP-related characteristics were age, rank, total clinical experience, and presence of EBP training experience. EBP competency was found to have a significant positive correlation with EBP beliefs, EBP knowledge/skills, and EBP organizational readiness. As a result of performing a hierarchical regression analysis by inputting control variables and independent variables, the factors affecting EBP competency appeared in the following order: EBP organizational readiness, EBP knowledge/skills, EBP beliefs, rank of head nurse or higher, and EBP training experience, and the final model The explanatory power was 55.9%. Conclusions In order to improve the EBP competency of nurses in general hospitals with less than 300 beds, the development and education of nursing interventions that can increase knowledge/skills through positive EBP beliefs are necessary, and active support efforts are required from the nursing department and hospitals at the organizational level.