사회탐구보고서 주제 - sahoetamgubogoseo juje

발행기관 최신논문

| | | | 다운로드

다운로드

(기관인증 필요)

초록보기

본 연구는 근거이론 분석 방법을 바탕으로 초등교사의 과학학습부진학생 지도경험을 탐색하였다. 과학학습부진학생을 최근 3년 이내에 지도한 경험이 있고, 5년 이상의 현장 경험을 가진 교사 13명을 대상으로 과학학습부진학생 지도경험에 대한 자료가 이론적 포화상태에 도달할 때까지 심층면담과 분석을 진행하였다. 분석 결과는 다음과 같다. 첫째, 초등교사의 과학학습부진학생 지도경험은 119개의 개념과 41개의 하위범주 및 17개의 범주로 도출하였다. 도출된 범주들을 패러다임 모형에 근거하여 ‘과학학습부진학생 지도의 어려움’이라는 중심현상을 바탕으로 인과적 조건, 맥락적 조건, 중재적 조건, 작용/상호작용 전략 및 결과로 구조화하여 제시하였다. 둘째, 초등교사의 과학교과 학습부진학생 지도의 핵심범주는 ‘어려움을 극복하며 과학학습부진학생 지도하기’로 상정하였다. 그리고 핵심범주의 속성과 차원에 따라 과학학습부진학생을 지도하는 교사유형은 ‘현실타협형’, ‘현실극복형’, ‘현실수용형’, ‘현실갈등형’의 네 유형으로 구분되었다. 셋째, 초등교사의 과학학습부진학생 지도경험을 교사-학교-교육청 차원의 교육공급자 측면과 학생-가정 차원의 교육수요자 측면으로 구분하여 본 연구의 결과를 요약하고 통합할 수 있는 상황모형을 제시하였다. 이러한 결과를 바탕으로 과학교과 부진학생 지도에 대한 교육적 시사점을 논하였다.

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to examine the main characteristics of the MZ generation and the language and characteristics used by the MZ generation in relation to the 2030 generation, which is the mainstay of social interest discussed in various fields.
Generation MZ collectively refers to Generation M, Millennial and Generation Z. In this study, based on the fact that generations in their 20s and 30s are grouped together as MZ generations, the Millennial generation is classified into 1980-1995 and Generation Z is classified into 1996-2002.
The MZ generation values individual tastes as a "digital native" generation, but knows how to respect diversity. In addition, it is a generation that has a 'Flex' culture but knows how to consume valuable things. In life, they pursue work life balance and have both Yolo and FIRE characteristics, which are concepts that seem to be at the peak of each other.
Based on the characteristics that appear in the MZ generation, it can be seen that their language has meme and multi-persona (sub-character) characteristics through buzzwords and new words that appear mainly on SNS. The MZ generation applied and used meme expressions that were popular in various situations, and specific examples showed that words were used in about five ways: abbreviations with only the first syllable (no understanding of meaning), abbreviations with only the first syllable (no understanding of meaning), new words with synthesis, and words with "trans-boundary" methods. It can be seen that the MZ generation uses images in popular photos reflecting the latest trends on the Internet, photos using subtitles in videos, or videos that express what they want to say in a contextual way to sublimate them and use them as a "meme" language. Their preference to express themselves with honest words and actions without hesitation in expressing themselves, but not crossing the line, can also be seen as a characteristic of their language.
In the modern society of the digital age, where information is changed in real time, various generations live together. Conflicts between generations have existed in any era since ancient times, but they seem to be intensifying more than ever as the generation gap is extreme in the rapidly changing digital world. Conflicts between generations are only endlessly repeated like Mobius' band with the mindset of "who is right and who is wrong." Through communication with each other, we need to find a solution by understanding, acknowledging, and respecting each other's differences little by little.

다운로드

(기관인증 필요)

초록보기

□ 러시아와 우크라이나 간 전쟁 발발은 코로나19의 충격에서 점차 벗어나고 있는 세계경제의 회복을 지연시키고 인플레이션을 확대시키는 한편 금융시장의 불안을 초래하는 요인으로 작용할 가능성이 높음.
□ 우리 경제도 전쟁의 여파로 인한 글로벌 수입수요 둔화로 수출이 감소하고 원자재 공급망이 원활하게 작동하지 않으면서 기업의 생산이 차질을 받는 등 실물경제활동이 위축될 가능성이 있음.
□ 또한 최근 높은 수준을 유지하고 있는 물가오름세가 유가, 곡물 등 원자재가격의 상승으로 더욱 확대되는 한편 안전자산 선호, 변동성 확대 등으로 금융시장의 원활한 작동이 저해될 우려가 있음.
□ 이에 따라 전쟁이 장기화된다면 우리 경제는 경기가 빠르게 둔화하는 반면 인플레이션은 크게 확대되는 상충적 상황에 직면할 가능성이 높아질 것으로 보임.
□ 이처럼 대내외 경제여건의 불확실성이 높아지는 상황에서는 성장과 물가안정이라는 양대 정책목표를 달성하기 위한 재정정책과 통화정책의 조화로운 운용이 어느 때보다도 중요할 것으로 생각됨.
□ 또한 정책당국 간의 긴밀한 공조를 통하여 최악의 상황을 가정한 비상대응전략을 마련하는 한편 금융시장과의 활발한 의사소통 채널을 가동하고 주요국 정책대응, 국제금융시장의 자금 흐름 등에 대한 모니터링을 더욱 강화할 필요가 있음.

다운로드

(기관인증 필요)

초록보기

우리나라는 올해 12월 30일 앰네스티가 정한 사실상의 사형폐지국이 될 예정이다. 현재 세계 133개국에서 법률상 또는 사실상 사형이 폐지되어 있다. 인권 및 인간의 존엄성에 대한 고려에서 비롯된 것이다. 사형은 임박한 생명침해에 대한 자기방어가 아니다. 보다 완화된 방법으로 취급되어야 할 범죄인에 대한 살인행위와 다를 바 없다. 아직 많은 나라에서 사형이 사회 또는 정치적 문제를 해결하기 위한 유용한 수단으로 믿어져 범죄인들을 사형에 처하고 있고, 국민들조차도 사회 방위의 효과가 전혀 없는 잔인함 그 자체라는 것을 전혀 받아들이지 않고 있다. 사형제도 폐지는 많은 지지층을 확보하고 있으나 아직 충분치 않다. 사형제도는 인간의 기본적 권리를 침해하는 것이고, 국제인권선언에도 반하는 것이다. 우리나라는 이러한 사형제도를 법적으로 완전 폐지해야 할 것이고, 법무부가 이에 앞장서야 할 것이다.

Our country will be considered the death penalty abolitionist in practice at 12/30/2007. These day in 133 countries, the death penalty have been abolished in the law or the practice. That begun by considering of human rights and dignity. The death penalty is not an act of self-defence against an immediate threat to life. It is the premeditated killing of a prisoner who could be dealt with equally well by less harsh means. Yet too many governments still believe that they can solve urgent social or political problems by executing a few or even hundreds of their prisoners. Too many citizens in too many countries are still unaware that the death penalty offers society not further protection but further brutalization. Abolition is gaining ground, but not fast enough. The death penalty violates fundamental rights. Internationally agreed laws and standards stipulate that the death penalty can only be used after a fair judicial process. The Universal Declaration recognizes each person`s right to life and categorically states further that "No one will be subjected to torture or to cruel, inhuman or degrading treatment or punishment". The death penalty violates these rights, too. We should abolish the death penalty perfectly in law after gaining ground nationally. The Ministry of Justice should carry the mission immediately.

다운로드

(기관인증 필요)

초록보기

1954년 제5회부터 2022년 카타르 월드컵까지 18개의 엠블럼이 있다. 월드컵은 같은 주제로 국가별로 개최돼 세계 각국의 교류를 촉진하고 있으며, 주기성, 세계성과 지속성 등의 특성을 갖고 있다. 개최국들은 자국의 문화에 맞게 월드컵 엠블럼을 개발하고, 국가 차원에서 다양한 엠블럼을 만들어 연구할 가치가 높다. 따라서 이번 연구는 18개 월드컵 엠블럼을 연구 대상으로 설정해 롤랑 바르트의 2단계 의미작용 기호학적 관점에서 월드컵 엠블럼이 갖는 의미를 분석했다.
1단계는 월드컵 엠블럼 조형 요소가 등장하는 개최국의 전통 문화, 민족 상징과 국기 상징색 등 기호가 상호작용하는 외시적 의미를 담고 있다. 2단계는 월드컵의 내용, 국가의 전통 문화, 국기의 상징색, 보편적인 사회 이념이 1차 외시 의미의 상징 기호에 새로운 공시적 의미를 부여하고 월드컵의 스포츠 정신을 표현하고 월드컵과 평등을 촉진하는 함축적 의미를 부여하는 역할을 한다. 마지막으로 롤랑 바르트 기호학을 활용해 월드컵 엠블럼을 설명하면 논리적이고 합리적이며 월드컵과 개최국의 문화 콘텐츠를 쉽게 알 수 있다는 결론에 도출할 수 있다.

There are 18 emblems from the 5th tournament in 1954 to the 2022 Qatar World Cup. The World Cup is held by countries under the same theme to promote exchanges around the world and has characteristics such as globality and sustainability. The host countries are worth developing World Cup emblems to suit their culture and creating and researching various emblems at the national level. Therefore, this study set 18 World Cup emblems as research subjects and analyzed the meaning of World Cup emblems from the perspective of Roland Bart’s second-stage semantic semiotics. The first stage contains an external meaning in which symbols interact, such as the host country’s traditional culture, national symbols, and national flag symbols, in which the World Cup emblem shaping elements appear. In the second stage, the contents of the World Cup, the traditional culture of the country, the symbolic color of the national flag, and the symbolic symbol of the first ocular meaning are given new public meanings, expressing the World Cup’s sports spirit, and promoting World Cup and equality. Finally, if you explain the World Cup emblem using Roland Bart semiotics, you can reach the conclusion that it is logical, rational, and easy to understand the World Cup and the cultural contents of the host country.

다운로드

(기관인증 필요)

초록보기

인간은 교통약자로 태어나 교통약자인 장애인으로서 삶을 마감한다. 이동은 원활한 사회 활동을 위한 개인의 고유기능이며, 사회는 각 개인의 이동과 이동에 다른 제 활동에 의하여 유지된다. 따라서 이동의 권한을 확보하고 증진을 도모하는 것은 인간의 고유한 권리이며 평등의 척도로서 작용하며 그 보장을 통해 사회의 통합에 기여하는 근본적인 문제이다.
헌법 제10조는 “인간으로서 존엄과 가치, 행복을 추구할 권리”를 보장하고 있으며 헌법 제 11조는 제1항에서 평등권을 규정하고 있다. 나아가 헌법 제34조는 인간다운 생활을 할 권리와 함께 신체장애자 및 질병ㆍ노령 기타의 사유로 생활능력이 없는 국민에 대한 국가의 보호 의무를 규정하고 있으나 이같은 헌법 규정에 근거하여 장애인이 어떠한 권리를 보장받고 어떤 수준의 급부를 국가에 요구할 수 있는지 불명확하다. 헌법재판소는 사회적 기본권으로서 인간다운 생활을 할 권리는 법적 성격상 장애인의 복지를 향상해야 할 국가의 의무가 다른 다양한 국가과제에 대하여 최우선적인 배려를 요청할 수 없으며 헌법의 규범으로부터 장애인을 위한 저상버스의 도입같은 구체적인 국가의 행위의무를 도출할 수 없다고 판단하였다.
‘인간의 존엄성’은 개인의 자유와 더불어 ‘인간다운 생활을 할 권리’로 대표되는 사회적 기본권을 보장함으로써 실현되지만 장애인의 이동의 자유는 향유의 측면에서 고립과 단절의 위치에 오랫동안 놓여 있었다. 도로 및 건물은 장애인의 진입과 퇴거가 용이하지 않는 배제의 상태로 존립하여 왔고, 대중교통수단의 경우에도 자유로운 이동을 보장하기엔 부족한 제도와 환경 속에 방치되었다고 해도 과언은 아니다. 이는 적극적인 장애인운동으로 이어졌으며 장애인들은 인간다운 생활을 보장받기 위해 기존의 권리개념으로는 설명할 수 없는 ‘이동권’이라는 헌법이 예정하지 못한 형태의 권리를 고안해 냈다. 장애인의 이동권이란 장애인이 교통수단, 여객시설 및 도로를 비장애인들과 차별없이 이용하여 이동할 수 있는 권리라고 정의할 수 있다. 이동권의 개념은 일상생활속에서 장애인을 포함한 모든 사람이 시설물을 제한없이 이용할수 있는 기본적인 권리인 접근권의 개념과 함께 구체화되었다.
‘접근권’이란 이동에 필요한 보행, 도로 그리고 지하철을 포함한 모든 대중교통수단에서부터 정보통신시설 및 공공건축물에서 주거에 이르기까지, 생활속에서 반복사용하는 생활필수 시설을 장애인이 접근ㆍ이용하는 데 지장이 없는 환경에서 생활할 수 있는 권리이다. 접근권의 확보를 위해 법률은 ‘편의시설’을 통해 권리 보장의 구체적인 방법을 정하고 있다.
여기서 말하는 ‘편의시설’이라함은 장애인을 비롯하여 활동에 제약을 받는 사람들이 여러 가지 시설을 이용할 때 겪는 어려움을 해소하고 당사자들이 사회 적응에 대한 불편을 제거 또는 최소화하기 위한 기구나 시설, 설비를 말한다. 즉, 장애인 등이 비장애인과 차이를 인지하지 못하고 활동할 수 있도록 해주는 시설을 의미하며, 사회적 불리함(handicap)을 인적ㆍ물적ㆍ사회적자원의 이용과 협력을 통해 가능한 최대한 감소시킬 수 있는 역할을 하는 시설을 의미한다. 복지의 가장 바람직한 형태는 장애인과 비장애인이 일반적 행동자유의 영역에서 스스로 독립적으로 생활하며 사회구성원으로서 공동체속으로 동화ㆍ통합되는 것을 의미하며, 이를 실현하기 위한 방법 중 필수적인 요소가 법적으로 장애인의 이동의 자유를 보장하기 위한 제도를 만들어내는 것이다.

Humans, who are natural people, are born as transportation vulnerable and end their lives as disabled people. Movement is an individual's unique function for smooth social activities, and society is maintained by different activities for each individual's movement and movement. Therefore, securing and promoting the authority to move is a fundamental problem that acts as a measure of equality and contributes to the integration of society through the guarantee.
Article 10 of the Constitution guarantees “the right to pursue dignity, value, and happiness as a human being,” and Article 11 of the Constitution stipulates the right to equality in paragraph 1. Furthermore, Article 34 of the Constitution stipulates the right to live a human life, as well as the state's duty to protect people with physical disabilities, diseases, old age, or other reasons, but it is unclear what rights the disabled can guarantee and what level of benefits the state can demand. The Constitutional Court judged that the right to live a human life as a basic social right cannot, due to its legal nature, demand top priority consideration for various national tasks, and derive specific national obligations such as the introduction of low-floor buses for the disabled.
Human dignity is realized by guaranteeing the basic social rights represented by the “right to live a human life” along with individual freedom, but the freedom of movement of the disabled has long been in a position of isolation and disconnection in terms of enjoyment. It is no exaggeration to say that roads and buildings have existed in a state of exclusion that is not easy for the disabled to enter and evict, and that even in the case of public transportation, they have been neglected in insufficient systems and environments to ensure free movement. This led to an active movement for the disabled, and in order to ensure a human life, the disabled devised a form of rights that could not be explained by the existing concept of rights. The right to move of the disabled can be defined as the right of the disabled to move by using transportation, passenger facilities, and roads without discrimination from non-disabled people. The concept of the right to move was embodied along with the concept of access, a basic right for everyone, including the disabled, to use facilities without restrictions in everyday life.
The “right to access” is the right to live in an environment that does not interfere with access and use of essential living facilities repeatedly used in daily life, from all public transportation means, including walking, roads, and subways, to information and communication facilities and public buildings. In order to secure access rights, the law stipulates specific methods of guaranteeing rights through ‘convenience facilities’.
The term “convenience facilities” here refers to organizations, facilities, and facilities to solve the difficulties faced by people with disabilities and restricted activities when using various facilities and to eliminate or minimize inconvenience to social adaptation. In other words, it refers to a facility that allows the disabled and others to work without recognizing the difference from the non-disabled, and plays a role in reducing social disadvantages as much as possible through the use and cooperation of human, material, and social resources. The most desirable form of welfare means that the disabled and non-disabled live independently in the realm of general freedom of action and assimilate and integrate into the community as members of society, and an essential element of the way to realize this is to create a system to legally guarantee freedom of movement.

다운로드

(기관인증 필요)

초록보기

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

다운로드

(기관인증 필요)

초록보기

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

다운로드

(기관인증 필요)

초록보기

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

다운로드

(기관인증 필요)

초록보기

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

This study explored the elementary school teachers’ experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of ‘difficulty in teaching students with low achievement in science’. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: ‘compromising-’, ‘overcoming-’, ‘accepting-’, and ‘conflicting-reality type’. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.