소프트웨어교육을 위한 컴퓨팅 사고력 기반 실생활 문제해결(CT-RLPS)모형 개발

이철현 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.3

The purpose of this research is to develop a real-life problem solving model based on computational thinking and to confirm the applicability of the model by applying this model to real problems. We explored the concept and sub-elements of computational thinking, investigated and analyzed prior research related to research themes. In order to develop a model, we searched for CT-PS(Computational Thinking based Problem Solving) model and proposed CT-RLPS(Computational Thinking based Real-Life Problem Solving) model based on this model. In order to verify the validity of this model, we conducted a validity and opinion survey for 12 software education experts on seven aspects of the model. As for the results of the survey, items lower than the reference value were discovered through CVR analysis, and it was possible to discover reasons of the low validity through the analysis and synthesis of expert opinions. We modified and complemented the model based on CVR analysis and opinion of experts, and proposed the final CT-RLPS model. We explored the conditions of the real-life problems in order to confirm the applicability of the model to the real-life problem. And we applied this model to the problem "Surveying the place for active learning in school" and tried solving the problem, and as a result we could confirm the applicability of the model. A user of the CTR-PS model can apply the model to the other real-life problems with reference to this case. Finally, we presented points to be noted when applying this model to real-life problems in order to improve the excellence of using the CT-RLPS model, In conclusion, the CT-RLPS model consists of three stages of "Analysis and Decomposition of Problems", "Design", "Implementation", and we expect students to train the computational thinking by applying sub-elements of each stage to real-life issues. 이 연구의 목적은 소프트웨어 교육을 위하여 컴퓨팅 사고력 기반의 소프트웨어 수업모형으로써 실생활을 소재로 하는 문제해결 모형을 개발하고, 이 모형을 실생활 문제에 적용해 봄으로써 모형의 적용 가능성을 확인하는데 있다. 컴퓨팅사고의 개념과 하위요소를 탐색하였고, 연구 주제와 관련된 선행 연구를 조사 및 분석하였다. 모형 개발을 위하여 CT-PS(Computational Thinking based Problem Solving)모형을 탐색하였고, 이 모형을 토대로 CT-RLPS(Computational Thinking based Real Life Problem Solving) 모형을 제안하였다. 이 모형의 타당도를 검증하기 위하여 모형의 7가지 측면에 대해 12명의 소프트웨어교육 전문가를 대상으로 타당성 및 의견 조사를 실시하였다. 조사 결과에 대해 CVR분석을 통해 기준값보다 낮은 항목이 발견되었고, 전문가 의견 분석 및 종합을 통해 타당도가 낮은 이유를 발견할 수 있었다. CVR분석 및 전문가 의견을 토대로 모형을 수정 및 보완하여 최종 CT-RLPS모형을 제안하였다. 모형의 실생활 문제적용 가능성을 확인하기 위하여 실생활 문제의 조건을 탐색하였고, ‘체험학습장소 설문조사하기’문제에 모형을 적용하여 문제 해결을 시도한 결과 모형의 적용가능성을 확인할 수 있었다. CT-RLPS모형의 이용자는 이 사례를 참고하여 다른 실생활 문제에 모형을 적용할 수 있다. 마지막으로 CT-RLPS 모형 이용의 수월성을 높이기 위하여 이 모형을 실생활 문제에 적용할 때 유의해야 할 점을 제시하였다. 결론적으로 CT-RLPS모형은 ‘문제 분석 및 분해’, ‘설계’, ‘구현’의 3단계로 구성되고, 각 단계의 하위 요소를 실생활 문제에 적용함으로써 컴퓨팅사고를 훈련할 수 있을 것으로 기대한다.

실생활 활동지를 활용한 문제 만들기 수업이 수학적 창의성과 성향에 미치는 효과

안종수 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.16

Objectives The purpose of this study was to investigate how it affects students' mathematical creativity and disposition development after conducting problem-making class activities using various types of real-life activities. Methods The study was conducted on 58 students in two classes in the second year of OO high school. OO High School is located in OO Metropolitan City. Two classes were selected based on the results of the midterm exam in the first semester of the second grade, and one class was divided into a research group and the other class was divided into a comparative group, and 13 classes were conducted for about two months from April 30 to June 27, 2022. The research group (29 students) taught problem-making classes using real-life activity sites, and the comparison group (29 students) taught traditional textbook-oriented classes. Results As a result of this study, the effect of problem-making classes using real-life activity sheets on students' mathematical creativity and disposition areas was analyzed and obtained as follows. First, in this study, essential learning contents for each unit were set and problem-making class activities were conducted using real-life activity sheets. Thus, mathematical creativity and disposition could be enhanced. Second, as a problem-making class using real-life activities, it was more effective in mathematical creativity and disposition for students in the upper, middle, and lower ranks compared to traditional textbook-centered classes. Third, in the problem-making class using real-life activity sheets, the lower-ranked students who were not interested in the class were also interested and actively participated in the class, showing improvement in academic achievement. Conclusions In conclusion, the problem-making class using real-life activity sheets was a teaching method that was helpful in the field of mathematical creativity and disposition.

부동산과 인간과의 관계에 관한 일고

김용민,이창석 (Kim, Yong Min,Lee, Chang Suck) 韓國不動産學會 2009 不動産學報 Vol.39 No.-

1. CONTENTS (1) RESEARCH OBJECTIVES Real estate is foundational to everything that human beings carry out in life. At the same time it is real alive like a being which receives everything from human life. In addition, real estate is a space which supports the growth process of human beings. Moreover, real estate makes culture create and conduct through constructing life. Today, when we explain life, real estate is a being which determines the doom of all living bodies. In view of this the object of this thesis is to illuminate and set up the relationship between real estate and human beings. (2) RESEARCH METHOD This study adopted the existing theoretical literature review. Domestic and overseas materials such as paper, books, magazines, etc. are used. And, this thesis use the descriptive, exploratory, and analyzical methods incorporating literary research methods by examining various kinds of materials such as domestic or overseas books and theses. (3) RESEARCH FINDINGS All the problems of real estate originated from the relation between real estate and human beings are the object of real estate phenomena of activities. Real estate is a base of life support. Thus desirable real estate phenomena of activities are dependent on a good human relationships with real estate. This is the view of this thesis. 2. RESULTS Food, clothing and shelter form the requisites of man's life. Real estate is a deep-rooted desire of human being. The earth is the root of food, housing is one base of shelter. Accordingly, the relation between human beings and real estate, real estate activity and real estate phenomenon is a very important field. To maintain and develop healthy human existence, and living environment, the relation between human beings and real estate should be established well. Thus, the relation between human beings and real estate becomes a very important task not only in individual but also in society and State.

실생활 맥락의 문장제에 대한 중학생들의 인식 조사 연구

이규희,이지현 대한수학교육학회 2021 수학교육학연구 Vol.31 No.4

This study aims to explore how ‘sensitively’ Korean middle school students consider realistic contexts while solving problematic problems. Six pairs of word problems were collectively administered to 85 students in third grade during a mathematics lesson, and follow-up interviews were conducted with 11 students. The survey found that the proportion of students who solved the problems by sensitively considering real-world knowledge was not high (22%). In the follow-up interviews, the students reported that they would think of mathematics separately from real-world situations. An analysis of the students’ reactions to real-life problems has implications for the practice of school mathematics regarding real-life word problems. 이 연구의 목적은 우리나라 중학생들이 실생활 맥락의 문장제를 해결하는 과정에서 실생활 맥락의 지식을 얼마나 예민하게 고려하는지, 또 그렇게 인식하는 이유가 무엇인지를 탐색하는 데 있다. 본 연구에서는 85명의 중학교 3학년 학생들에게 정형화된 실생활 맥락의 문장제와 불확실성을 내포한 실생활 맥락의 문장제를 해결하게 하고, 11명의 학생들을 대상으로 후속 인터뷰를 수행하였다. 설문 조사 결과, 실생활 맥락을 예민하게 고려하여 실생활 맥락의 문장제를 해결한 학생의 비율은 약 22%로 높지 않았다. 후속 인터뷰 결과, 대부분의 학생들이 실생활 맥락의 문장제와 현실 상황을 분리하여 사고하는 특징을 나타냈다. 본 연구에서 분석한 실생활 문장제에 대한 학생들의 비현실적 반응은 학교수학에서의 실생활 문장제 교수학습 관행에 시사점을 줄 수 있을 것이다.

7차 교육과정 중학교 기술,가정교과의 의생활 단원 내용 분석 및 실천적 문제해결모형을 적용한 학습효과

조현주 ( Hyun Ju Cho ),이가희 ( Ga Hui Lee ) 경북대학교 중등교육연구소 2004 중등교육연구 Vol.52 No.2

This research aims to see the effectiveness of the practical problem solving method of the ``Clothings`` chapter to improve the teaching method and help the real-life practical process for the students. First. By analyzing the ``Clothings`` part in Home Economics, it was expected to affect the students`` thought process in their clothing purchase. However, in reality, it was seen that the students did not apply the learned materials in real-life, but rather, the materials just ended up as one technique or knowledge that they obtained. This result is due to the way they were taught, which is a lecture-styled teaching method. It showed that Home Economics is not being taught correctly as an practical science. Furthermore, in order to enable each student to apply the problem solving method in real-life with their own thought process and creativity, it is recommended to keep the lecture method composed of simple memorizations. Second. The results of the practical problem solving method and the teaching methods are as shown below. 1. The practical problem solving method using the cooperative learning is effective for the student class participation. The practical problem solving method deals with the students` acknowledgment of the everyday problems and the way they can self-approach and solve those problems. Therefore, it can be understood that the use of the practical problem solving method resulted the higher participation rate than the regular lecture-styled teaching method by effectively bringing out the interest of the students. 2. By looking at the result that the students prefer to work in groups rather than to listen to a lecture given by a teacher, it can be seen that the students personalize the lesson as their own as they work actively with one another in 45 minutes class period. 3. The fact that the practical problem solving method affects the way the students purchase their clothings more than the lecture-styled teaching method shows that the students` actions are affected by hands-on learning method. From the above results, it is clear that the practical problem solving method enhances the students` interest and attitudes toward Home Economics and the problem solving skills more than the lecture-styled teaching method.(Kyungpook National Univ./Chang-po Middle Shool)

음식물 쓰레기에 관한 STS 모듈의 적용 효과

이내환,김성하,차희영 한국환경교육학회 2005 環境 敎育 Vol.18 No.1

This study is intended to examine an effectiveness of STS module concerning food waste, "Even if food waste is the money, would you throw it away", in the areas of affective domains related to science and attitudes towards environmental problems. For this study, one group of 142 seventh graders attending "L" middle school in Iksan city, Jeonrabukdo received 8 class hours with this module. Their affective domains related to science and attitudes towards environmental problems were measured by pre- and post-test design in a single group. In addition, their views on STS instruction was also analyzed. Results are as follows. Students in the transition period who had been taught with this module showed that they had a statistically significant effectiveness in interests related to science, scientific attitudes and execution towards environmental problems(p<.05). Students taught with this module had a positive views on the STS instructional methods or contents. It was also shown that their recognition or behavior towards environmental problems have been changed positively.

예비 정보교사 대상 스토리텔링 기반 실생활 문제해결 인공지능 융합교육 프로그램의 교육적 효과

김지윤(Ji-Yun Kim),전인성(In-Seong Jeon),김귀훈(Kwihoon Kim) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.2

목적 본 연구에서는 예비 정보교사를 대상으로 스토리텔링 기반 실생활 문제해결 인공지능 융합교육 프로그램을 적용하고 교육적 효과성을 창의융합역량을 중심으로 검증하였다. 방법 이를 위해 설계한 스토리텔링 기반 실생활 문제해결 인공지능 융합교육 프로그램을 정보·컴퓨터 교원 양성과정 전공 교과목의 일부로 적용했으며, 실험 처치 전-후 연구 대상자의 창의융합역량을 비교하여 효과성을 검증하였다. 결과 사전-사후 검사에 대한 대응표본 t 검정 결과 창의융합역량에 통계적으로 유의미한 향상이 확인되었으며, 각 하위요인에서도 통계적으로 유의미한 차이가 확인되었다. 또한 문항별로 살펴보았을 때도 59개 문항 중 56개 문항에서 실험처치 전후로 통계적으로 유의미한 향상을 확인하였다. 결론 예비 정보교사 대상의 스토리텔링 기반 실생활 문제해결 인공지능 융합교육은 예비 또는 현직 정보교사를 위한 인공지능 융합교육 연구가 매우 부족하다는 점에서 의의를 가진다. 그러나 정보교사는 학교 현장에서 인공지능 융합교육의 중심축 역할을 수행하므로 인공지능 융합교육에 대한 이해가 바탕이 되어야 하며, 이에 지속적으로 관련 연구가 이루어질 필요가 있다. Objectives In this study, the storytelling-based real-life problem-solving artificial intelligence convergence education program was applied to pre-service Informatics teachers, and its educational effect was verified by focusing on confluence competency. Methods The storytelling-based real-life problem-solving artificial intelligence convergence education program was implemented as a major subject of the Informatics teacher training course, and the effectiveness of the program was confirmed by comparing the students' creativity confluence competency before and after the experimental treatment. Results As a result of the paired-sample t-test for the pre-post tests, a statistically significant improvement was confirmed both in creativity confluence competency and each sub-factor. In addition, when looking at each item, statistically significant improvements were confirmed before and after the experimental treatment in 56 of the 59 items. Conclusions The storytelling-based real-life problem-solving artificial intelligence convergence education for pre-service Informatics teachers is meaningful in that research on artificial intelligence convergence education for pre-service or in-service Informatics teachers needs to be revised. However, Informatics teachers play a significant role in artificial intelligence convergence education in the school field, so understanding artificial intelligence convergence education should be the basis, and related studies must be conducted continuously.

자연수 뺄셈의 실생활 맥락 문제 상황에 대한 초등교사의 인식

도주원 한국수학교육학회 2022 初等 數學敎育 Vol.25 No.2

In this study, we tried to find a way to improve the pedagogical decision-making practices related to the presentation order of 'large number' and 'small number' in problem situations of subtraction of the natural number. For this purpose, the elementary school teachers’ perception about problem situations in real-life context of subtraction of natural numbers was investigated, and the collected data were analyzed qualitatively and quantitatively to identify teachers' pedagogical perceptions. As a result of this study, it was confirmed the need for consideration on how to set up a problem situations in real-life context of subtraction so that students can develop their ability to solve various types of problems. To this end, not only in a problem situation of subtraction where you have to think of 'large number' first and 'small number' later, but also about the introduction of problem situations in real-life context of subtraction in which you think about 'small number' first and 'large number' later, which often appears in real-life. You will need to recognize the need. And you should have a pedagogical view on this. The results of this study will be able to contribute to the preparation of pedagogical method that can expand the understanding of various problem situations where subtraction is applied from the lower grades of elementary school. 본 연구의 목적은 자연수 뺄셈의 실생활 맥락 문제 상황에서 ‘큰 수’와 ‘작은 수’의 제시 순서와 관련한 교수학적 의사결정의 관례에 대한 개선 방안을 모색하는 것이다. 이를 위하여 수학 교과 전문성을 가지고 있는 초등교사30명을 대상으로 자연수 뺄셈의 실생활 문제 상황에 등장하는 크고 작은 두 수의 제시 순서와 뺄셈 상황에 대한교수학적 인식을 조사하였다. 설문 조사를 통해 수집한 자료는 뺄셈의 문제 상황 유형을 분석 기준으로 활용하여양적, 질적 분석을 하였다. 연구 결과, 뺄셈에 대한 학생들의 사고의 폭을 넓힐 수 있도록 실제 상황의 크고 작은두 수의 제시 순서를 유지하는 뺄셈의 실생활 맥락 문제상황을 활용하여 지도할 필요가 있다. 그리고 다양한 실생활 기반의 뺄셈 문제해결 학습이 이루어질 수 있도록 ‘큰수’를 먼저, ‘작은 수’를 나중에 생각해야 하는 문제 상황으로 변형시키는 관례적인 교수학적 조치에 대한 제고가필요하다. 이를 위해서는 자연수 뺄셈 지도 시 ‘큰 수’를먼저, ‘작은 수’를 나중에 생각해야 하는 뺄셈 문제 상황뿐만 아니라 실생활에서 종종 등장하는 ‘작은 수’를 먼저, ‘큰 수’를 나중에 생각하게 되는 뺄셈의 실생활 맥락 문제상황 도입에 대한 필요성을 교사가 인식하고 이에 대한교수학적 견해를 갖출 수 있도록 수업 반성 및 연찬의 기회를 제공해야 할 것이다.

복잡한 문제해결에서 중등 예비교사들의 복잡도, 난이도, 재미, 문제해결의지 인식 : 실생활 맥락 사례를 중심으로

이준기(Lee, Jun-Ki),신세인(Shin, Sein),하민수(Ha, Minsu) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.19

이 연구의 목적은 중등 예비교사들의 실생활 관련 복잡한 문제해결 과제들에 대한 복잡도, 난이도, 재미, 문제해결의지에 대한 인식의 정도를 탐색해 보는 것이다. 특히 문제의 복잡도 증가에 따라 중등 예비교사들의 반응을 탐색적으로 살펴보았다. 이 연구에는 409명의 중등 예비교사들이 참여하였다. 가정에서 벌어지는 냉방과 관련된 실생활 문제해결과제를 통해 교사입장과 학생입장에서 복잡도를 1∼6단계까지 증가시키며 중등 예비교사들의 반응을 알아 본 결과는 다음과 같다. 첫째, 실생활 맥락에 대한 친숙도를 형성하기 위하여 추가하는 문제상황의 스토리텔링은 학생들에게 뜻하지 않은 인지부하를 통해 문제해결의지를 꺾는 요인이 될 수 있다. 둘째, 문항을 제작할 때 교사입장의 경우와 학생입장일 경우 문항의 복잡도나 재미를 보는 시선은 다를 수 있다. 셋째, 복잡한 문제해결 과정에서는 문제해결을 대하는 다양한 집단이 혼재되어 있을 수 있다. The purpose of this study is to explore the degree of complexity, difficulty, fun, and willingness to solve problem-solving problems for prospective teachers in real life. In particular, as the complexity of the problem increased, the responses of prospective teachers were explored. 409 pre-service teachers participated in this study. The results of examining the responses of pre-service teachers by increasing the complexity from 1st to 6th in teacher and student positions through real-world problem solving tasks using episodes related to cooling in the home are as follows. First, the storytelling of the problem situation added to form familiarity with the real-life context can be a factor that breaks the will to solve problems through unexpected cognitive loads on students. Second, when creating a question, in the case of a teacher s admission and a student s admission, the complexity of the question or the gaze for fun may be different. Third, in a complex problem-solving process, various groups that deal with problem-solving may be mixed.

실생활 중심의 PBL 문제 설계 및 프로그램 개발

이용길(Yong Kil, Lee),강경희(Kyung Hee, Kang) 성신여자대학교 교육문제연구소 2009 교육연구 Vol.46 No.-

본 연구의 목적은 7학년에서 problem-based learning(PBL)을 활용하기 위한 교수-학습 자료와 프로그램을 개발하는 것이다. PBL 문제 설계를 위해 7학년 교과서 생물 영역 내용 분석을 실시했고 그에 따라 PBL 문제를 개발했다. 7학년 생물 영역에서 활용하기 위해 개발된 PBL 문제는 세포, 소화, 순환, 호흡에 관해 설계되었다. 문제는 중학생의 일상 생활에서 경험할 수 있는 상황과 관련하여 개발되었다. 특히 학습 주제간 통합을 강조하여 생명현상을 유기적으로 이해할 수 있도록 했다. 구성주의적 교수 학습의 특성이 반영된 PBL프로그램은 개별학습 뿐만 아니라 협동학습이 이루어지도록 설계했다. 따라서 협동학습 활동지를 개발했다. 또한 교사에 의한 평가에만 의존하지 않고 학습 과정에 대한 자기점검표를 함께 제시하여 학습자 스스로의 학습 평가가 이루어지도록 했다. 본 연구의 결과는 향후 실생활 중심의 PBL 문제 설계에 도움이 될 것으로 기대된다. 또한 지속적인 PBL프로그램의 개발은 과학 교수의 질 향상과 과학 교육의 개선에 기 여할 것으로 기대된다. The purpose of this study was to develope classroom materials for problem-based learning(PBL) in 7th grade class. This study analyzed biological domain in 7th grade science textbooks for problem designing of PBL. According to result of analysis PBL problem were designed. Also this study were designed PBL program on cell, digestion, circulation and respiration. The contents of PBL program based on possible situation in real life. New materials for using to biological domain in 7th grade were developed. Specially, this study emphasized unification among learning subjects and was composed so that learners could understand vital phenomenon organically. PBL program which had reflected the teaching-learning characteristic of Constructivism was designed so that cooperation studying as well as individual studying could be achieved. The PBL program were designed for using individualized learning and cooperative learning strategy. Also worksheet and self checklist were presented in PBL program. The PBL program in 7th grade class will contribute to enhancement of the quality in science teaching and to improvement of the science education.