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NTIS 바로가기水産海洋敎育硏究 = Journal of fisheries and marine sciences education, v.29 no.1 = no.85, 2017년, pp.209 - 223
The purpose of this study is to compare and analyze science self-efficacy, science self-concept and scientific attitude according to the class size in the elementary school. For this purpose, three research questions were set as follows; First, are there any differences in science self-efficacy acco...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
학생들에게 학급은 무엇인가? | 또한 학생들에게 학급이란 단순히 학교 교육에서의 기본적인 활동의 단위조직일 뿐만 아니라(Kim, 1992), 교사·또래 학생들과 함께 상호작용하며 함께 학습하고 활동해나가는 작은 사회이다(Seo et al. , 1974). | |
학급규모란 무엇인가? | 학급규모란 학교 교육 여건의 수준을 나타내는 중요한 지표(Korean Educational Development Institute, 2015)로서 국가의 교사인력 규모를 결정짓는 요인일 뿐만 아니라 우수한 교사양성, 양질의 교육 프로그램 개설 등과 함께 교수·학습 활동 효과의 극대화에 중요한 요인에 해당한다(Korean Educational Development Institute, 2015). | |
학급규모의 두 가지 관점은 무엇인가요? | 일반적으로 학급규모란 두 가지의 관점으로 정의된다. 학급에 배정된 학생 수(Murphy, 1975; Cho, 2001)나 교사의 감독 하에 있는 교수단위 및 학급에 등록된 학생 수(Torsten & Postlethwaite, 1985; Cho, 2001)가 첫 번째 관점이며, 교사 수에 대한 아동 수의 비율로 정의(Glass & Smith, 1978)하는 것이 두 번째 관점이다. 후자의 경우를 들자면 학교에는 보건 교사, 영양 교사와 같이 학급의 담임교사가 아닌 교사들이 있을 수 있으므로 이 경우는 학교의 전체 학생 수에서의 전체 교사와의 비율을 통계적으로 산출한것이다. |
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