30 research outputs found
An Analysis on an Elementary Teachers Dilemma: Focusing on Teaching Magnetic Field
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Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : κ³Όνκ΅μ‘κ³Ό(물리μ 곡), 2013. 8. μ΄κ²½νΈ.κ΅μ¬μ λλ λ§ μ¬λ‘λ κ΅λ΄μΈλ₯Ό ν΅νμ΄ κ³Όνκ΅μ‘κ³μμ μ€μν μ°κ΅¬ μμ¬λ‘ λ€λ£¨μ΄μ§κ³ μλ€. λλ λ§ μ¬λ‘λ ν κ°μΈλ§μ λ¬Έμ κ° μλλΌ, λΉμ·ν μν©μ λμ¬ μλ λ€λ₯Έ μ΄λ€μ 곡κ°μ μ»μ μ μλ λ¬Έμ λ₯Ό λλ¬λΈλ€. λ°λΌμ κ΅μ¬μ λλ λ§ μ¬λ‘λ κ³Όνκ΅μ‘μ νμ€μ μ λλ¬λ΄μ΄ μ£Όλ νλμ λ¨μ΄κ° λλ€κ³ λ³Ό μ μλ€. κ·Έλ°λ° κΈ°μ‘΄μ λλ λ§ μ°κ΅¬μμλ λλ λ§λ₯Ό ν΄μνκΈ° μ΄λ €μ΄ λ¬Έμ λ‘ μ μ νκ³ μ¬λ‘λ₯Ό κΈ°μ νκ±°λ λ€μν λ
Όμμ κ³Όμ μ μ§μ€νλ κ²½μ°κ° λ§μλ€. κ·Έλ¦¬κ³ λλ λ§ μ¬λ‘μ λνμ¬ μ¬μΈ΅μ μΈ λΆμκ³Ό ν΄μλ₯Ό μν ꡬ체μ μΈ λ°©μμ νμνλ μ°κ΅¬λ μμ§κΉμ§ λ―Έν‘ν μ€μ μ΄λ€.
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£μ₯μ μ°κ΅¬μμλ μ°κ΅¬μμ λλ λ§κ° λ°μν μν©μ ꡬ체μ μΌλ‘ κΈ°μ νκ³ , λλ λ§κ° λ°μνκ² λ μμΈμ λΆμνμλ€. μ°κ΅¬μμ μ¬λ‘μμ νμλ€μ μκΈ°μ₯μ΄λ 무μμ΄λ©°, μ λ₯ μ£Όμμλ μ μκΈ°μ₯μ΄ μκΈ°λμ§ κΆκΈν΄ νμλ€. μ°κ΅¬μλ νμλ€μ μ§λ¬Έμ ν΄κ²°νμ¬ μ£Όμ΄μΌ νλ€κ³ μκ°νμμ§λ§ μ΄λ±νκ΅ νμμ μμ€μμ μ§λ¬Έμ λν λ΅μ μ΄ν΄νκΈ°λ μ΄λ €μ 보μλ€. μ°κ΅¬μλ νμλ€μ μ§λ¬Έμ ν΄κ²°νμ¬ μ£Όμ΄μΌ ν νμκ° μλ€κ³ μκ°ν μν©μμ μ§λ¬Έμ λν λ΅μ μ 곡νκ±°λ, νΉμ μ§λ¬Έμ 무μνλ κ²κ³Ό κ°μ μ΄λ κ²λ λ§μ‘±μ€λ½μ§ λͺ»ν μ νμ§λ€ μ¬μ΄μμ λλ λ§μ μ§λ©΄νκ² λμλ€. λλ λ§μ μμΈλΆμ κ³Όμ μμλ νμλ€μ΄ κΆκΈν΄ νμλ κ²μ ꡬ체μ μΌλ‘ 무μμ΄μλμ§ μμλ³΄κ³ , νμλ€μ κΆκΈμ¦μ μ°κ΅¬μλ μ΄λ»κ² λ€λ£¨κ³ μ νμλμ§ μ΄ν΄λ³΄μλ€. κ·Έ κ³Όμ μμ μ°κ΅¬μλ μμ
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Όμλ‘λΆν° λλ λ§λ₯Ό μ΄ν΄νκ³ , κ·Έ ν΄κ²° λ°©μμ λͺ¨μνκ³ μ νμλ€. λ³Έ μ°κ΅¬λ μ°κ΅¬μμ μ μ¬ν λλ λ§λ₯Ό κ²ͺμ μ μλ λ€λ₯Έ κ΅μ¬λ€μκ² μλ―Έ μλ λ
Όμλ₯Ό μ λ°νκ³ , λλ λ§λ₯Ό ν΄μνλλ° μμ΄ λμμ μ€ μ μμ κ²μΌλ‘ λ³Έλ€.This study was inspired by a dilemma I had in my elementary schools science class. In the class, my students observed the magnetic field around a ring-shaped copper wire. They asked me, What is a magnetic field? and Why does current create a magnetic field? Because of their questions, I thought this was a good chance for my students to develop a better understanding of electromagnetism. However, my students didnt seem to understand the answers judging from their learning level. I was faced with the dilemma of whether or not to give direct answers to their questions.
On reflection, the answers which I tried to give were text-based knowledge. However, the students had not had the opportunity to learn certain terms and propositions so far. If they did not have this information in advance, it would be difficult to fully understand the answers to their questions. And I also believe these terms and propositions could not be explained by other scientific terms and propositions. Nevertheless, I only tried to offer text-based knowledge to answer the students questions. I thought about it for a while and decided that it is better for students to experience nature to truly understand science. I realized that offering only text-based knowledge could be a reason for the divide between students and nature. Since then, I have searched for ways to solve my dilemma, with consideration for the students experience of nature.
In this study, I analyzed the cause of my dilemma through reflective discussion, and addressed my changes in thought during the process of the study. I expect this study will trigger meaningful discussions among teachers in similar situations and help to resolve their dilemmas.β
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Abstract 94Maste
Development of program evaluation indicator : community health center's health promotion program.
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The purpose of this study was to develop the evaluation indicator for the health promotion programs of the Community Health Centers and to test its validity. The modified logic model was used as the evaluation model based on the literature reviews. Using this model, four dimensions, eleven sub-dimensions, and forty-one individual indicators were developed. These evaluation indicators are superior in reflecting the distinctiveness of the community health promotion programs, and also flexible enough to accommodate diverse programs. These indicators also emphasize the role of process evaluation, and the diversity of outcomes. To test content validity, the Delphi method was used. Eleven panelists in three expert groups(professionals, practitioners in Community Health Centers, and policy makers) generally agreed with the validity of evaluation indicators. To examine criteria and construct validity, these indicators were used to evaluate the health promotion programs conducted by the 18 Key Community Health Centers. The data came from the interview surveys of the main health promotion practitioner and 30 visitors from each center. The ranks of these eighteen Community Health Centers were computed from these data. There was no significant difference in ranking either by these indicators or by the existing indicators, which was developed by Technical Support and Evaluation Team for criteria validity. There was no statistically significant difference in ranking between input, process and outcome dimensions.Based on these study results, evaluation indicators developed in this study are valid to evaluate Community Health Center''s health promotion program. It can be used both by the Community Health Center for internal evaluation, and by the stakeholders for external evaluation.ope