3,234 research outputs found
Lessons from University Instructors and Students Toward the Post-COVID-19 Laboratory Education
íìë
Œë¬ž(ë°ì¬) -- ììžëíêµëíì : ì¬ë²ëí 곌íêµì¡ê³Œ(ííì ê³µ), 2023. 2. ííêž°.2020ë
ì ë°ìí ìœë¡ë-19 ì¬íì ìŽë¡ ìží ì¬íì 거늬ëêž° ë°©ì ì ì±
ì ëí ì€í ìì
ë€ìŽ êŽìµì ìž ëë©Ž ë°©ììì ìµìíì§ ìì ë¹ëë©Ž ë°©ììŒë¡ ê°ìì€ëœê² ì íëë ìí©ì ìŒêž°íìë€. ìœë¡ë-19ë¡ ìží ìžê³ì ìž êµì¡ ê²°ììŽ ììëë ìí©ìì, 곌íêµì¡íìë€ì ë¹ëë©Ž ì격 ì€í ìì
ìŽ ê°ì žìš ì€í êµì¡ì ë³íì 죌목íë©° ê·ž ì ê°ì 결곌ì ëí 겜íì ìž ì°êµ¬ë¥Œ ìŽêµ¬íìë€.
ìŽì 볞 ì°êµ¬ìë ë€ì곌 ê°ì ë ê°ì§ 목í륌 ì§ëê³ ì°êµ¬ë¥Œ ìííìë€. 첫짞, ì격 ì€í ìì
ìŽëŒë ìŽì ì ìí©ì ì§ë©Žíì¬ ì êž°ë ì€í êµì¡ì 볞ì§(essence)ì êŽí 귌볞ì ìž ì§ë¬žë€ì ëµíê³ ì íë€. ê·žë¬í ì§ë¬žë€ì ë€ì곌 ê°ìŽ ììœë ì ìì ê²ìŽë€. (묞 1) ëíì ë¬Œë¡ K-12 곌íêµì¡ì ìŽë¥Žêž°ê¹ì§ ì€í ìì
겜íì 볞ì§ì 묎ììžê°? ë§ì¡±ì€ë¬ìŽ íìµ ê²°ê³Œê° ìŽë ì ë 볎ì¥ëë€ë©Ž ì격 ë§ìžìŠìš ìì
ìŽ ížìŠìš 겜íì ë첎í ì ìëê°? (묞 2) êµììì íìì ìê³µê°ì ê³µë-ì¡Žì¬(co-presence)ë íìì ìžê°? (묞 3) ì°ëŠ¬ë ìŽë»ê² íìë€ì ìì° íìì ëí íêµ¬ë¡ ìŽëíê³ , ê·žê²ì ì€í ë³Žê³ ììì 곌íì êžì°êž°ë¡ì íííëë¡ í ì ìëê°? (묞 4) ìì ëí ëµì ìžê³ì ì¬ë¬ 묞í ë° ê·žì ë°ë¥ž êµììì íì ê°ì ìížìì©ì í¹ì±ì ë°ëŒ ë¬ëŒì§ëê°? (묞 5) ì°ëŠ¬ë ìŽë»ê² ìŒë°ì ìž ìí©ë¿ ìëëŒ êžŽêží ìí©ììë ì€íí ì ìë íšê³Œì ìŽê³ ì ìì ìž ì€í ìì
ì ì€ê³í ì ìëê°? ìŽì ëí ì ì ì ìž ëµì ì°êµ¬ì ìŽë¡ ì í곌 íšê» ìŽíŽë³Žê³ , ë³Žë€ ì§ì ì ìž ëµì ì°êµ¬ì 결곌ì ë¹ì¶ ë
Œììì ì ìíê³ ì íìë€.
ë짞, 볞 ë
Œë¬žì 2020ë
ì ìœë¡ë-19ë¡ ìžíì¬ ìŽë°ë ì격 ì€í ìì
ì êŽíì¬ ëíììì ìŽê³µê³ìŽ êµì¡ì ìŽë í íììŽ ë°ìíìëì§ë¥Œ ì¡°ì¬íê³ í¥íì ëí ì격 ì€í ìì
ì ìí ì€ì ì ìž íšì륌 ì ê³µíë ìŒì 목íë¡ íìë€. ë³Žë€ êµ¬ì²Žì ìŒë¡, 볞 ë
Œë¬žì ëí êµììë€ìŽ 2020ë
ëŽíêž°ì í¬ë°ë¯¹ì ì§ë©Žíì¬ ìŽë»ê² ì격 ì€í ìì
ì ì€í(implement)íìëì§ë¥Œ í©ëŠ¬ì ìŒë¡ ì€ëª
íê³ (ì°êµ¬ 1), íìë€ì ë°ìì íµíŽ ê·ž ì격 ì€í ìì
ì 결곌륌 ì¡°ì¬íë©°(ì°êµ¬ 3), 믞ëì ëí ì격 ì€í ìì
ì€ê³ë¥Œ ìí ì€ì ì ìž ì§ì¹š(guideline)ì ì ê³µíê³ ì íìë€. 볞 ì°êµ¬ì íì¥ìž íêµëíêµ(ê°ëª
)ì ìí©ìŽ ìŽë¬í ì ë°ì ìž ì°êµ¬ì ìì곌 ìíì ê°ë¥íê² íìë€.
ìŽë¡ ì íë¡ì, ëí ì격 ì€í ìì
ì ì€í ìì
곌 ìŽë¬ë(e-learning)ì ê° ììê° êµì°šíë ì§ì ìŒë¡ ìŽíŽíë êŽì ì ì ìíìë€. ì°ì , ì€í ìì
ëë ìŽë¬ë ìì
ì ì€ííë ìŽì ë ì€í ìì
ì 목ì ëë ìŽë¬ëì ê°ë¥ì± ë° ì구ì ëì¬ ìë€. êµì íë¡ê·žëšì ìŒì¢
ìŒë¡ì, ì€í ìì
곌 ìŽë¬ëì ìŽë»ê² ëŽì©ì ì ë¬íê³ , íìµì ê° ìížìì©ì ìŽì§íê³ , íê°ì íŒëë°±ì ì ê³µíëì§ë¥Œ ê³ ë €íŽìŒë§ íë€. ê·žëŠ¬ê³ ë íë¡ê·žëšë€ìì ìŽë¬í ìž ììë€ì ìë¡ ìì°ì€ëœê² ëìíë€. 2020ë
ì ë€ìí ëí ì격 ì€í ìì
ë€ì ìœë¡ë-19 ìí©ìì ìŽë¬í ë êµì¡ì ì íµìŽ ë§ëì, êµížíë©°, íŒí©ë(blended) ì§ì ìŽìë€. ëí 2020ë
ì ë€ìí ëí ì격 ì€í ìì
ë€ì í¹ì±ì ì¬í묞íì ìž ìì륌 í¬íšíë ê°ê°ì êµìíìµ ë§¥ëœìì íì±ëìë€. 2020ë
ì ëí ì격 ì€í ìì
êµìì ë° íìë€ë¡ë¶í° ì»ì êµíì(ì°êµ¬ 1 ë° 2) 볞 ì°êµ¬ìê° ì€í êµì¡ì ìíì¬ íì¥ë ëžë ëë(blended) ë¬ë ìŽíŽì ëë¬íê² íììŒë©°(2.3.4 ì°žì¡°) ëí ì격 ì€í ìì
ì ìí êµì ì€ê³(instructional design) 몚íì íìì± ìì ì êž°íìë€.
곌íêµì¡ììì ì€í ìì
ì êŽíì¬, ì€í ìì
ì 목ì 곌, ížìŠìš(hands-on) ë° ë§ìžìŠìš(minds-on) ë
Œì곌, ì€í ë³Žê³ ì ì°êž° ë° íŒëë°± ë°©ë²ì ê³ ì°°íìë€. ìŽë¬ë ë° íšê³Œì ìž êµì ì ëµì êŽíì¬, ìŽë¬ëì ì ë§ ë° ì구ì, 맀첎(media) ì ìì, ìšëŒìž ìížìì©ì ìì곌, ìŽë¬ëììì íê° ë° íŒëë°±ì ìê³ íìë€. ì격 ì€í ìì
ì (ì¬)ì°œë°ì êŽíì¬ë ìœë¡ë-19 ìŽì 곌 ìŽíì ì°êµ¬ë€ì ëìë³Žê³ , íŽë¹ ì©ìŽì ì믞륌 ëì¶íìë€. í¹ë³í, ì격 ì€í ìì
ì íì¥ë ëžë ëë ë¬ëìŒë¡ ìŽíŽíë êŽì ì ì ìíìëë°, ìŽë ì²«ì§žë¡ ížìŠìš ë° ë§ìžìŠìš ì€í 겜íì íŒí©íê³ ëì§žë¡ ì€í 겜íë€ê³Œ íìµ ê³µê°ë€ì íŒí©íë ê²ìŽìë€.
ëíì¬, 곌íêµì¡ììì êµìì íì죌첎ì±(agency)ì íì©íì¬ ëíì ìŽê³µê³ìŽ êµììë€ìŽ ì격 ì€í ìì
ì ì€íí ëì ì ìì ìž íëì íŽìíìë€. ì°ëŠ¬ëëŒ ê³Œí êµììë€ì íì죌첎ì±ì ëí ì¬í묞íì ìê°ì ì°êµ¬ìì íŽìì ì§íì ê±°ìì (macro-), ì€ìì (meso-), ê·žëŠ¬ê³ ë¯žìì (micro-) ìì€ì 구조(structure)ë€ë¡ ì êµííìë€. ëí, êµì¡ê³µí ë¶ìŒììì ì€ê³ ë° ê°ë° ì°êµ¬ êŽì ì ë°ëŒ ì ì°íê³ (flexible) ë°ë³µì ìž(iterative) êµì ì€ê³ 몚íì ì ì©ì±ì ì ìíììŒë©°, ìŽë ìžì íë¹í륌 ìí ìì
몚ë ëì¶ ê³Œì ììì ëíŒë íë¡í íìŽí(rapid prototyping)ì í¬íšíë ê²ìŽìë€.
ì°êµ¬ 1ìì, ì°êµ¬ìë íêµëíêµìì ìœë¡ë-19 ìŽì ì ìë¡ ë¹ì·íìë ìŒë° 묌늬í, íí, ì묌í, ì§êµ¬ê³Œí ì€íë¿ë§ ìëëŒ 2ê°ì ì ê³µ êµê³Œ ì€í ìì
ì ë¹êµíìë€. ì°êµ¬ìë ëí ì격 ì€í ìì
íìì ì°œë°ì ì¬í묞íì êŽì ìì íŽìíìëë°, ìŽ ë ìœë¡ë-19 í¬ë°ë¯¹ê³Œ êµì¡ ë¹êµì ìíì¬ ë¶ê³Œë 구조 ë° ëí êµììë€ì íì죌첎ì±ì 죌목íìë€. ê±°ìì ìì€ì íêµ ë§¥ëœ, ì€ìì ìì€ì íêµëíêµ ë§¥ëœ, ê·žëŠ¬ê³ ë¯žìì ìì€ì ê°ë³ ëí ì격 ì€í ìì
맥ëœì ìë¡ ë¿ë§ ìëëŒ ëí êµììì íì죌첎ì±ê³Œë ë°ì íê² ìížì°êŽëìŽ ììë€. 2020ë
ëŽíêž°ì, êµììì íì죌첎ì±ì ìŽë¬í ë€ìžµì (multi-level) 구조ë€ì ìíì¬ ëªšìì§ìŽì¡ë€(shaped). ê·žë¬ë, ê°ë³ êµê³Œ(discipline)ì ë°ëŒ ì€íë ëí ì격 ì€í ìì
ì êµììê° í¬ì
í ë
žë ¥ì ë°ëŒ ìë¹í ë€ìíê² ëìë€. ëí êµììë€ì ê³ ë €ì¬íì ëìì ìë£, ì€í ë°ìŽí°ì í¹ì±, ìì ë€ê³Œ íìë€ ê°ì ì íë ìížìì©, íê°ì ìŽë €ì, ê·žëŠ¬ê³ íìë€ìŽ ížìŠìš 겜íìŽ ììŽ ì격 ì€í ìì
ìì 묎ìì ì»ì(gain) ì ìëê° íë ì ìŽìë€. 2020ë
ê°ìíêž°ë¶í° ëí êµììë€ì ìí©ì ì ìíì¬ ìì ë€ì ì격 ì€í ìì
ì ê°ì íììŒë©°, ë ë§ì ê°ì ì ë€ì ì ìíìë€. ì°êµ¬ 1ì 결곌ë ëí êµììì íì죌첎ì±ìŽ ìë°í êžŽêž ìí©ìì ë€ìí ì격 ì€í ìì
ì€íìŽ ì°œë°íë 결곌륌 ë³ììì 볎ì¬ì€ë€.
ì°êµ¬ 2ë ì°êµ¬ 1곌 ë°ë§ì¶ìŽ íêµëíêµìì ìíëìë€. ì°êµ¬ìë ëíìë€ìŽ ìë¡ ë€ë¥ž êµê³Œì ë€ìí ì격 ì€í ìì
겜íì ìŽë»ê² ìžìíìëì§ë¥Œ ì¡°ì¬íìë€. ì°êµ¬ 2ë íŒí© ì°êµ¬ë¡ì, 338ëª
ì íìë€ë¡ë¶í° ìšëŒìž ì€ë¬ž ìëµì ì»ììŒë©° 18ëª
ì íìë€ê³Œ ìží°ë·°ë¥Œ ì€ìíìë€. ë¶ì°ë¶ì(ANOVA)곌 Bonferroni ì¬í ê²ì ì íµíŽ ì격 ì€í ìì
겜íì ëí íìë€ì ìžììŽ êµê³Œ(묌늬, íí, ì묌, ì§êµ¬ê³Œí, ë€ë¥ž ì ê³µ 곌목)ì ë°ëŒ íµê³ì ìŒë¡ ì ì믞íê² ë€ë¥Žë€ë ì ì ë°ê²¬íìë€(p < .05). ëíì¬, íì ìží°ë·°ë ìŽë¬í ì°šìŽë€ìŽ ê°ë³ êµê³Œëª©ìì ì°œë°í êµì ì ëµì ìíì¬ ë°ìíììì ëë¬ëŽìë€. í¥íì íšê³Œì ìž ì격 ì€í ìì
ì ìí ì ëµìŒë¡ì, ìì
ì 목ì ì ëª
íí ì€ì íêž°, ì€í ëììì ìžì¬íê² ì€ê³íêž°, ëìì (synchronous) ìšëŒìž íë ¥ ìžì
ì ê³µíêž°, ì€í ë³Žê³ ì ìì±ì ëí íŒëë°±ì ì ê³µíê³ ë³Žì¶©ì íê°ë¥Œ ì€ìíêž° ë±ì ì ìíìë€.
ì°êµ¬ 3ìì ì°êµ¬ìë ëí ì격 ì€í ìì
ì ìí ëžë ëë ì€í ë° ìŽë¬ë êµì ì€ê³(Blended Laboratory and E-learning iNstructional Design, BLEND) 몚íì ê°ë°íê³ íë¹ííìë€. í¬ë°ë¯¹ì ìíì¬ ìëíë êµì í겜ì ëìíêž° ìíŽ, ì°êµ¬ìë êµì ì€ê³ 몚íì ì ìíê² êµ¬ì¶íì¬ ì€ì ì íìµ ë§¥ëœì ì ì©íê³ , ì°žì¬ìì íŒëë°±ì íµí ë°ë³µì (iterative) 몚í ìì ì ìëíìë€. ì°êµ¬ 맥ëœì ìë¹ íí êµì¬ë€ì ìí ë¶ìííì€í ê°ì¢ìë€. ìŽêž° BLEND 몚íì 묞í 늬뷰 ë° 2020ë
ì ì°êµ¬ 1곌 ì°êµ¬ 2ì êµíì êž°ë°íì¬ ëì¶ëìë€. ëŽì (internal) íë¹í륌 ìíŽ 6ëª
ì ìŽíŽë¹ì¬ì(stakeholder)ê° ì¬ì©ì± íê°(usability test)ì ì°žì¬íììŒë©°, ë€ìí 곌í êµê³Œ 배겜ì 10ëª
ì ëŽì© ì 묞ê°ì 3ëª
ì êµì¡ê³µí ì 묞ê°ê° ì ë¬žê° ëŠ¬ë·°ë¥Œ ì ê³µíìë€. ìžì (external) íë¹í륌 ìíŽ íŽë¹ ìêž°ì êµì ì€ê³ 몚íì êž°ë°ìŒë¡ ëí ì격 ì€í ìì
몚ëìŽ ê°ë° ë° ì€íëìê³ , íŽë¹ ê°ì¢ë¥Œ ìê°íë 7ëª
ì ëíìë€ìŽ ìšëŒìž ì€ë¬ž ë° íì ìží°ë·°ì ì°žì¬íìë€. 2íêž°ì íë¹í 곌ì ì ê±°ì³, BLEND 몚íì ëŽì ìŒë¡ íšìšì ìŽë©°(efficient) ìžì ìŒë¡ íšê³Œì (effective)ìž ê²ìŒë¡ íë¹íëìë€. ìŽ ë êµìì ë° íì ê°ì ëì ìížìì©ìŽ í¹ë³í 죌목ëìë€. ëí ì격 ì€í ìì
ì ìí ìµì¢
BLEND 몚íì ì§ìì ìž íì± íê°ì íŒëë°±ì ì€ìíë©°, ì£Œë³ ê·žëŠ¬ê³ ê°ì¢ë³ ìì€ììì ì격 ì€í ìì
êµì 첎ì 륌 구조ííê³ ìê°ííìë€. ì°êµ¬ 3ì 곌íêµì¡ìì ì€ê³ ë° ê°ë° ì°êµ¬ ë°©ë²ì ì ì©í ë묞 ì¬ë¡ìŽë€.
볞 ì°êµ¬ìì 몚ë íŽê²°ëì§ ìê³ ì¬ì í íì ì°êµ¬ë¥Œ ì구íë ìì ë€ì ë€ì곌 ê°ë€: (1) ì격 ì€í íììŽ ì구íë ë°ì ê°ê°ì 곌í 곌목(묌늬, íí, ì묌, ì§êµ¬ê³Œí ë±)ì í¹ì± ì¬ìŽì ìížìì©ìŽ ë ììží ê³ ì°°ëìŽìŒ íë€. (2) ì€í ëììì ìŽë»ê² ì€ê³íê³ , 쎬ìíë©°, ížì§íŽìŒ íëì§ì 묞ì ê° ì¬ì í ì€ìíë€. (3) ê°ë°©í(open-ended) í구 ì€í ìì
ì ìí êµì ì€ê³ 몚íìŽ í¥íì ì€ìí ì°êµ¬ 죌ì ìŽë€. ìŽ ê²œì°, ê°ë°©í í구 ìì
íë¡ê·žëšì ìŽë»ê² íê°í ê²ìžì§ ìì ë°ëì 뚌ì íŽê²°ëìŽìŒ í ì°êµ¬ 죌ì ê° ë ê²ìŽë€.
볞 ì°êµ¬ì ê°ì ì 2020ë
ë° 2021ë
ì íêµëíêµëŒë ì°êµ¬ íì¥ì ë
í¹ì±ì êž°ìžíë€. 볞 ì°êµ¬ë ìœë¡ë-19 ìŽêž° ìí©ìì ì°œë°í ì격 ì€í ìì
ì êŽíì¬ ìë¹í ë§ì ë°ìŽí°ë¥Œ ìì§í ì°êµ¬ ì¬ë¡ë¡ 볎ìžë€. ê·žë¬ë¯ë¡, ì°êµ¬ 1ìì ì°êµ¬ 3ì ìŽë¥Žë ìì
ì ìœë¡ë-19ì ìŽêž° ëšê³ìì ëíë ì격 ì€í ìì
íìì í¬êŽì ìŒë¡ ë³Žê³ íë €ë ìëëŒê³ í ì ìë€. íì§ë§ ìì€ì ìŒë¡. 볞 ì°êµ¬ì ê°ì ì ë§ë€ìë ìœë¡ë-19 ìí©ì ìê°ìŽ ì§ëê³ ìí©ìŽ ë³ííšì ë°ëŒ ìë ì ê²ìŒë¡ ìì©í ì ìë€. 결곌ì ìŒë¡, í¬ì€íž-ìœë¡ë-19 ìëì ì격 ìì
, í¹í ì격 ì€í ìì
ì ì§ìê° ìŽë í ì§ë¥Œ ììíêž°ë ìœì§ ìë€.
ë§ìœ ì°ëŠ¬ê° ëêŽì ìž ìì ì ì·šíë€ë©Ž, ëí ì격 ì€í ìì
ì ëí ì°ëŠ¬ì 겜íì ì€í êµì¡ì ëí ì°ëŠ¬ì ììì íì¥ììŒ, ìê°ê³Œ ê³µê°ì ëëë€ë©° ë€ìí íìµ ììì íµí©íë ëžë ëëíìì í¥íŽ ì ì§íê² í ê²ìŽë€. ì€ì ë¡, ì€í êµì¡ì ìíŽ íì¥ë ëžë ëë ë¬ë ìŽíŽë ížìŠìš ë ë§ìžìŠìš, ëìì ë ë¹ëìì , íì¥ ë ì격 ë±ì ì€ë ìŽë¶ë²ì ëìŽ ë ëì ì€í êµì¡ìŒë¡ ëìê°ë êžžì ë¹ì¶ ë©ŽìŽ ìë€.
ìŽìë ë°ëë¡, ë§ìœ ì°ëŠ¬ê° ë¹êŽì ìž ìì ì ì·šíë€ë©Ž, ì격 ì€í ìì
ì ëí ì°ëŠ¬ì ì¬ê°í ê³ ì°° ìì ìžì ê° ì¬ëŒì§ ì ììŒë©°, ìŽë êµì¡ì¬ìì ë§ì êµì ë°©ë²ë€ìŽ ê·žë¬íë ê²ê³Œ ë§ì°¬ê°ì§ìŽë€. ê·žë¬ë¯ë¡, ìêž°íìë¯ ìœë¡ë-19ë¡ ìžíì¬ ì°ëŠ¬ê° 겜íí ì격 ì€í ìì
ì íµíŽ ì¬ë°ê²¬ë ì€í ìì
ì 볞ì§ì êŽí 귌볞ì ìž ì§ë¬žë€(묞 1-5)ì ëµíë ìŒìŽ ìì²ëë€. ì¬êž°ì ìŽë¬í ì§ë¬žë€ì ëµíë ê°ì¥ ížëŠ¬í ë°©ë²ì ê° ì€í ìì
ìì ì íë íìµ ëª©íì í¹ìì±ì ìì¡Žíë ê²ìŽê² ì§ë§, ìŽë¬í ëšìí íŽê²°ì±
ì í¬ì€íž-ìœë¡ë-19 ì€í êµì¡ì ìí ë ì¬íë ê³ ì°°ë¡ ëìê°ë êžžì ìŽìŽì€ ì ìë€.
ê·žë¬ë¯ë¡, ììì ì êž°ë 5ê°ì§ì ì§ë¬žë€ì ëíŽ ë³ž ì°êµ¬ì ì°žì¬ìë€ì 목ì늬ë¡ë¶í° ë³Žë€ êµ¬ì²Žì ìž ëµì íŽë³Žë ìŒìŽ ì믞 ìì ê²ìŽë€: (ëµ 1) íìë€ìŽ ì€í êž°ë¥(skill)ì íšìí ë¿ë§ ìëëŒ ììíì§ ëª»íë íì곌 íšê» ì묵ì ì§ì(tacit knowledge) ë° ê³Œíì 볞ì±(nature of science)ì ì§ë©Ží êž°í륌 ì ê³µíêž° ìíì¬, íìë€ìê² ìµìë¶ê°ê²°ì ížìŠìš 겜íì ì ê³µíŽìŒ íë€. ëžë ëë ë¬ë íìì ížìŠìš 겜í곌 ë§ìžìŠìš 겜íì 몚ë ê°ê² íë ëììŽ ë ì ìë€. (ëµ 2) êµììì íìë€ì ìê°ì ìž ìž¡ë©Žììë ë°ëì ëìì ìížìì©ì íŽìŒë§ íë€. ë€ë§, ê·ž ë€ìŽ ê³µê°ì ìŒë¡ íšê» ìë ìŒìŽ íìì ìžì§ë ëª
ííì§ ìë€. (ëµ 3) ë§ìœ ê°ë¥íë€ë©Ž, íêž° ëšìì ê°ë°©í ì€í ìì
ì ì§ííë ê²ìŽ íìë€ì ê¹ìŽ ìë í구ì ì¬ê³ ë¡ ìŽëíë ê°ì¥ ì¢ì êž°íê° ë ê²ìŽë€. íì§ë§, íì€ì ìŒë¡ ì늬ì±
(cookbook) íìì ì€í ìì
ë€ììë ìŽë¡ ì ì잡곌 ì€ì ì€í ë°ìŽí° ì¬ìŽì ê°ê·¹ë§ìŽ íêµ¬ê° ìŒìŽëê² ëë ì ìŒí ì§ì ìŒ ì ìë€. ê·žë¬ë¯ë¡, ìë¹ì€í(pre-lab) íë, ë°ìŽí° í¹ì±, ëë£ í ë¡ (discussion)ìŽ ì£Œì ê¹ê² ì€ê³ëìŽìŒ íë€. (ëµ 4) ë§ìœ ì€í ìì
íì¥ì ëë¬ìŒ 묞íê° ìžì§ì 겜ë¡ë¡ìì ì(hand) ëë ë§ì(mind)ì ê°ì¡°íê±°ë, êµììì íì ê°ì ìížìì©ì ìì§ì ìŒë¡ ëë ìíì ìŒë¡ ë§ë ë€ë©Ž, ê·žë ë€ê³ í ì ìë€. (ëµ 5) êµì 첎ì ì ëí íì± íê°ëŒë ê°ë
ìŽ ì€í ìì
ì ë ì ìì ìŽê³ (adaptive) ì ì°íê² ë§ëë ë°©ë²ìŒ ì ìëë°, ìŽê²ì ì°êµ¬ 3ìì ê°ë°ë BLEND 몚íìì ì ëë¬ëë€.
2020ë
íêµëíêµì êµììì íìµìë€ì ëí ì격 ì€í ìì
ì ì€ííê³ ìê°íêž° ìíŽ ë
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ì 볞ì§ì êŽí ê³ ì°°ì ê°ë¥íê² íìë€.The COVID-19 situation in 2020 and the so-called social distancing preventive policy necessitated the sudden shift of university laboratory courses from a conventional face-to-face format into an unfamiliar non-face-to-face one. Amidst the unexpected educational losses worldwide, science education scholars focused on the changes in laboratory education brought by remote laboratory course format and urged empirical studies on them.
The researcher had two research purposes throughout this study. First, it was to answer fundamental questions on the essence of laboratory education that were raised facing the unprecedented global implementation of remote laboratory courses. (Q1) What is the essence of the laboratory experience from the university to K-12 science education? If satisfactory learning outcomes are secured to some extent, can (remote) minds-on experience replace hands-on one? (Q2) Is spatio-temporal co-presence of instructors and students necessary? (Q3) How can we invite students to an inquiry about natural phenomena, which would be represented in their scientific writing in their lab report? (Q4) Do the answers differ according to the characteristics of interaction among instructors and students and in different cultures worldwide? (Q5) How can we design a laboratory course that is both effective and adaptive that can be implemented in both normal and emergency situations? The tentative answers were explored while reviewing theoretical backgrounds and more direct answers were given while discussing the specific results of this study.
Second, it was to investigate what happened in the university STEM education sites concerning remote labs necessitated by the COVID-19 in 2020 and provide implications for future University Remote Laboratories (URLs). More specifically, it was to rationalize how university instructors implemented their remote labs in the spring semester of 2020 facing the imminent pandemic (Study 1), investigate the consequence of those remote labs via university students response (Study 2), and prescribe practical guidelines for future remote lab design (Study 3). The research field of Hankuk University (pseudonym) initiated and enabled this overall research.
A framework to understand URL as the locus where the components of laboratory sessions and e-learning intersect was suggested. The reasons for implementing laboratory or e-learning courses lie in the purpose of laboratory or the promises and requirements of e-learning. As instructional programs, laboratory and e-learning should consider how the content is delivered, interactions between learners promoted, and assessment and feedback are provided. And those three factors in both programs naturally correspond to each other. The COVID-19 situation made the two strands of educational tradition meet, interplay, and blended in the various URL courses that emerged in 2020. The characteristics of the URL courses in 2020 were shaped according to each teaching and learning context, which includes sociocultural factors. And the lessons from URL instructors and students in 2020 (Study 1 and 2) led the researcher to an extended understanding of blended learning for laboratory education (see 2.3.4) and raised the need for an instructional design (ID) model for URLs (see 2.5 and Study 3).
For laboratory in science education, the purpose of laboratory, hands-on versus minds-on debate, interaction in laboratory, and lab report writing and feedback were contemplated. For e-learning and effective teaching strategies, the promises and requirements of e-learning, media presentation, aspects of online interaction, and assessment and feedback in e-learning were deliberated. For (re-)emergence of remote laboratory, studies before and after the COVID-19 were reviewed, and its meaning was revisited. Particularly, understanding remote laboratory as extended blended learning was suggested, which first blends the hands-on and minds-on laboratory experiences and second laboratory experiences and learning spaces.
Further, the instructor agency framework in science education was utilized to interpret the adaptive behavior of university STEM instructors while implementing their remote lab courses. The sociocultural perspective on Korean science instructors agency elaborated the researchers horizon of interpretation in macro-, meso- and micro- level structures. Also, the notion of design and development research in educational technology assured the utility of an ID model that is adaptive and flexible, which includes rapid prototyping (RP) when eliciting the course module for external validation.
In Study 1, the researcher compared four general remote labs, each for physics, chemistry, biology, and earth science, that were previously similar, and two major course labs at Hankuk University. The emergence of URL phenomena was interpreted from a sociocultural perspective, focusing on the structure posed by the COVID-19 pandemic and the educational authorities and the agency of university instructors. The macro-level context of Korea, the meso-level context of Hankuk University, and the micro-level context of each URL were closely interconnected with each other and the university instructors agency. In the spring semester of 2020, instructors agency was strongly shaped by the multi-level structures. However, the implemented URL in each discipline became quite various due to the endeavor instructors put in. The university instructors concerns were about video materials, data characteristics, limited interactions between them and students, difficulties in evaluation, and what students could gain from the URLs without hands-on experience. Since the fall semester of 2020, instructors have adapted to the situation, revised their URLs, and suggested further improvements. Study 1 reveals that university instructors agency led to the emergence of various remote laboratory course implementations in the context of an imminent emergency.
In Study 2, in step with Study 1, the researcher investigated how Hankuk University students perceived various remote laboratory course experiences in different content disciplines. Conducted as a mixed-methods study, online survey responses were collected from 338 students, and in-depth interviews were conducted with 18 students. ANOVA and Bonferroni post hoc tests of survey responses found that students perceptions of their URL experiences were significantly different (p < .05) dependent on content discipline (physics, chemistry, biology, earth science, and other majors). In addition, student interviews revealed that these differences in perceptions resulted from the different emergent teaching strategies used in each course. Suggestions were made for clearly setting learning objectives, carefully designing videos of experiments, offering collaborative synchronous online sessions, providing guidance and feedback for lab report writing, and introducing supportive assessments as strategies for future implementation of remote labs.
In Study 3, the BLEND (Blended Laboratory and E-learning iNstructional Design) ID model for URL was developed and validated. To respond to the fluctuating instructional environment of the pandemic, an ID model was promptly constructed and applied in the authentic learning context, iteratively revising the model with participant feedback. The research context was an Analytical Chemistry Experiment (ACE) course for pre-service chemistry teachers. The initial BLEND model was based on a literature review and lessons from Study 1 and 2 in 2020. For internal validation, six stakeholders participated in the usability test, and 10 subject-matter experts from various science disciplines and three educational technology experts provided expert reviews. For external validation, the URL course module was developed and implemented from the ID model, and seven university students who took the course responded to online surveys and participated in follow-up interviews. After two rounds of validation, the BLEND model was confirmed to be internally efficient and externally effective. The interactions with the instructor and peers, in particular, were highly appreciated. The finalized BLEND model for URL emphasizes constant formative evaluation and feedback and structures and visualizes the URL instructional system at both the weekly and overall course levels. Study 3 is a rare case of applying a design and development research method to science education.
Some issues were not resolved in this study and need follow-up research: (1) The interplay between the requirements of remote lab format and the nature of each science discipline (i.e., physics, chemistry, biology, and earth science) should be scrutinized. (2) How the experiment video should be designed, shot, and edited remains crucial. (3) An ID model for open-ended inquiry laboratory is a plausible future research topic. Then, how to evaluate the open-ended inquiry module arises as an essential prerequisite, which is also an important research agenda.
The strength of this study lies in its unique research field - Hankuk University in 2020 and 2021. This study seems to have collected extensive data for various remote lab courses that emerged in the initial situation of the COVID-19. Therefore, Study 1 to Study 3 can be said the attempts that report the URL phenomena during the early stage of the COVID-19 comprehensively. However, ironically, the COVID-19 situation that shaped the strength of this study can also be a double-edged sword as time passes and the situation changes. Consequently, the status of remote teachings, especially of remote labs in the post-COVID-19 era, is hard to predict.
If we take an optimistic view, our experience of URLs will broaden our imagination to evolve our laboratory education towards a blended format incorporating various learning modes across time and space. Indeed, the extended understanding of the blended learning for laboratory courses could shed some light on the path that overcoming the old dichotomies such as hands-on versus minds-on, synchronous vs. asynchronous, physical versus virtual, and place-based versus remote, to proceed toward better laboratory education.
In contrast, if we take a pessimistic view, we can expect that even our serious contemplation on remote labs may disappear someday, as many teaching methods did in the history of education. Therefore, it is recommended to recall fundamental questions on the essence of laboratory sessions that are rediscovered while we experience remote labs due to the COVID-19 (Q1-Q5). The easiest way to answer those questions would be by relying on the peculiarity of the learning objectives in each laboratory course - however, it does not open the way to more profound contemplations toward the post-COVID-19 laboratory education.
Instead, more certain answers for the abovementioned questions (Q1-Q5) could be meaningfully derived from participants' voices throughout this study: (A1) The minimum firsthand experience should be secured to foster students experimentation skills and provide students chances to engage with unexpected phenomena relevant to tacit knowledge and the nature of science. Note that a blended learning format can be an alternative that provides students with both hands-on and minds-on experiences. (A2) Instructors and students must have synchronous interactions in a temporal aspect. However, whether the spatial co-presence is necessary is not so manifest. (A3) If possible, a semester-long open-ended laboratory class would be the best chance to invite students to in-depth inquiry thinking. However, the gap between the theoretical prediction and the real experimental data seems to be the plausible locus where an inquiry may arise for cookbook-style labs in a practical sense. Therefore, the pre-lab activity, the characteristics of data, and peer discussions should be designed carefully. (A4) If the culture surrounding the laboratory education site favors the hand or mind as a cognitive channel or shapes the interaction between instructors and students vertically or horizontally, the answer would be yes. (A5) The notion of formative assessment of the instructional system may help make the laboratory courses more adaptive and flexible in various instructional situations, as in the BLEND model developed in Study 3.
The instructors and students at Hankuk University in 2020 were genuine agents who struggled to implement and take URL courses. And their lessons enabled the development of the BLEND model and the contemplation of the essence of laboratory sessions toward the post-COVID-19 laboratory education.Chapter 1. Introduction 1
1.1 Study Background 1
1.2 Purpose of Research 5
1.3 Research field 7
1.3.1 The Republic of Korea in the COVID-19 situation 8
1.3.2 Hankuk University in the Republic of Korea 9
1.4 Study Design 10
1.4.1 Study 1 11
1.4.2 Study 2 11
1.4.3 Study 3 12
Chapter 2. Theoretical Framework 13
2.1 Laboratory in Science Education 15
2.1.1 The purpose of laboratory 15
2.1.2 Hands-on versus minds-on debate 17
2.1.3 Interaction in laboratory 20
2.1.4 Laboratory report writing and feedback 21
2.2 E-learning and Effective Teaching Strategies 22
2.2.1 The promises and requirements of e-learning 22
2.2.2 Media presentation 24
2.2.3 Aspects of online interaction 25
2.2.4 Assessment and feedback 26
2.3 (Re-)emergence of Remote Laboratory 27
2.3.1 Studies on remote laboratories before the COVID-19 27
2.3.2 Studies on remote laboratories after the COVID-19 29
2.3.3 The meaning of remote laboratory revisited 31
2.3.4 Remote laboratory as blended learning 34
2.4 Instructor Agency and Sociocultural Perspective 38
2.4.1 Instructor agency in science education 38
2.4.2 Sociocultural perspective on Korean science instructors' agency 39
2.5 Design and Development Research 42
2.5.1 Utility of instructional design model 42
2.5.2 The need for a flexible model 43
2.5.3 Model development and validation research 44
2.5.4 Rapid prototyping approach 45
Chapter 3. Study 1: University Instructors' Agency During the Implementation of Remote Laboratory 46
3.1 Research Questions 47
3.2 Method 48
3.2.1 Participants 48
3.2.2 Qualitative interviews 49
3.2.3 Data analysis 50
3.3 Results 51
3.3.1 Macro-level context: South Korea 52
3.3.2 Meso-level context: Hankuk University and previous practices in laboratory courses 54
3.3.3 Micro-level context: Remote laboratories according to science discipline 56
3.3.4 The remote laboratories implemented at Hankuk University in the spring semester of 2020 60
3.3.5 Issues raised during the implementation of remote laboratories 64
3.3.6 University instructors' perceptions of the learning outcomes of remote laboratories 67
3.3.7
Horizon Report Europe - 2014 Schools Edition
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and
describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC
Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and
six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe
Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries,
as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives)
and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European
Commissionâs JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European
schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in
European schools and impacting educational change over the next five years.JRC.J.3-Information Societ
The Fear of Science: a Study of Science Anxiety and the Learning Capabilities of Adult College Students
One of the most challenging things a professor of science in a college setting deals with is the apprehension of students toward the very idea of science and scientists. This feeling of science anxiety does not appear to be limited by nation or culture and is often spread across all ages of students. The concept of âscience is hardâ is widespread and constant for many students entering a science course. This is quickly becoming a critical issue in education during a time in our world when we need to increase the numbers of well-qualified scientists. In a world where technological and scientific advancement is critical for modern life, having students who fear the very basis of modern living undermines their ability to work in the world as a whole. In an effort to understand and circumvent science anxiety, this research utilized interviews and qualitative analysis in order to determine how students dealt with science anxiety, and how it affected their learning. As a qualitative study, this research focused more on the attitudes of the students toward science than the achievement in terms of grades. This research focused on science anxiety and how it affected adult learning at the college level
A mixed methods investigation of post-secondary students\u27 long bone anatomy knowledge retention through constructivism and the works of Vesalius
Understanding human long bone anatomy is an important concept to master for post-secondary students that major in medical fields since skeletal structures assist in locating a pulse, conducting clinical procedures, and identifying injection sites. Skeletal anatomy is also used to name structures associated with other organ systems like veins, arteries, and nerves. This explanatory mixed methods study explores post-secondary studentsâ knowledge retention and perception of various constructivist activities that utilize historical approaches based on the works of Vesalius, the Father of Modern Anatomy to teach long bone anatomy. Three treatment groups and one controlled comparison group (n= 92) were provided an online demographic survey, pre and posttests the day of the experimental lesson, a questionnaire regarding enjoyment and utilization of the activity, and two additional posttests given four and twelve weeks after the activity to gather knowledge retention data. Thirteen participants who fell within the quantitative tails of the first posttest assessment were interviewed regarding the activity. Coded interviews, field notes, observations and quantitative data were used for meta-inference. The data suggests that the osteology activities that incorporate historical and constructivist aspects increased studentsâ enjoyment, knowledge retention, and self-directed learning outside the classroom. The group that utilized multiple learning modalities through drawing and creating mental maps with blindfolds showed a positive significant difference (p \u3c 0.05) among other treatments with respect to knowledge retention twelve weeks after the activity. Meta-inference of data suggests the utilization of constructivist activities that cater to several learning modalities will facilitate partner interaction, increase laboratory enjoyment, provide students with additional study techniques, and enhance knowledge retention the day of the activity and twelve weeks after the activity. This study fills a gap in the literature in which the incorporation of constructivist activities designed using historicality of cognition, active and meaningful learning have not been explored with regards to knowledge retention within an osteology laboratory setting. Additionally, this study could be used across disciplines and will be beneficial to educators, scientists, medical students and undergraduate students
Re-Imagining Specialized STEM Academies: Igniting and Nurturing âDecidedly Different Minds,â by Design
This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture decidedly different STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage actively in the authentic work, modes of inquiry, and practices that distinguish four STEM learning cultures, environments, and communities: (a) Inquiry and Research Laboratory and Interdisciplinary Learning Centerâdevelops disciplinary, interdisciplinary, and inquiry-based thinking; (b) Innovation Incubator and Design Studioâignites innovative and design-based thinking; (c) Global Leadership and Social Entrepreneurship Instituteânurtures change leadership and systems-based thinking; and (d) Leadership, Innovation and Knowledge (LINNK) Commonsâconnects the knowledge, innovation, leadership resources, and networks of the global STEM commons to collaboratively solve complex problems that advance both the new STEM frontier and the human future
Educational Technology in Flipped Course Design
The use of technology to engage students and to provide them with tools to study autonomously is increasingly frequent in higher education. This paper outlines an experimental study that analyzes the effectiveness of flipped classroom design, and argues how the use of technological, educational resources such as videos of educators teaching, interactive materials, simulators, virtual labs and game-based learning have facilitated the use of class time for active learning and discussion. The study was conducted in several academic years with groups studying Fundamentals of Computer Technology, a core subject in the first year of the Computer Engineering and Information Systems degree courses. We analyzed data collected from online activities on a learning platform created from scratch, from classroom activities and from attitudinal and satisfaction surveys. We compared the evolution of outcomes between the 2009-2010 and 2015-2016 academic years. The methodology followed a quantitative design with control and experimental groups, and descriptive statistical techniques were used. The results obtained show that learning achievement and performance in terms of qualifications were higher in the experimental groups, where the flipped classroom approach using technological resources was adopted, than in the control groups, where the traditional lecture approach was used. A significant positive effect on participation, engagement and student satisfaction was also identified
Enhancing Smart Cities: 3D Printing for Higher Education Research and Innovation
Smart cities and 3D printing technologies are attracting unprecedented attention with signs that they will be key drivers of societal and economic change. Yet, the connection in how 3D printing can enhance smart cities remains understudied. To this end, this paper argues that 3D printing has widespread applications across higher education and smart city settings through the opening and democratizing of innovation. Accordingly, several examples of recent 3D printing developments and smart city advancements are presented. However, higher education institutions (HEIs) must also be mindful of the social, ethical, and legal challenges involved with 3D printing research, integration, and democratization. Reflecting on the Triple Helix Model of university-industry-government relationships, this paper concludes that HEIs should take the lead for 3D printing and smart city collaborations. It is only through this leadership that 3D printing's positive uses will prevail over the potential pitfalls that this disruptive technology is capable of
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