"°úÇй®È­±³À°"

2007-05-25 (Vol 4, No 5)

·Î±×ÀÎ | À¥Áø | ÇѸ¶´ç

¸ÕÁ£±Û  |  ´ÙÀ½±Û  |  Â÷·Ê

±¹Á¦Àû °úÇб³À°Çмú³í¹® ¿ä¾à°ú ¿Ü±¹ °úÇб³À° ¹× ±¹Á¦È­

Journal of Research in Science Techaing, 44(5) 2007

----------------------------------------------------------------------------------
Teaching nature of science through inquiry: Results of a 3-year professional development program
Ž±¸¸¦ ÅëÇÑ °úÇÐÀÇ º»¼º °¡¸£Ä¡±â : 3³â°£ ÁøÇàÇÑ Àü¹®¼º °³¹ß ÇÁ·Î±×·¥ÀÇ °á°ú

Valarie L. Akerson, Deborah L. Hanuscin

This study assessed the influence of a 3-year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS-B and associated interviews the researchers tracked the changes in NOS views of teacher participants throughout the professional development program. The teachers participated in explicit-reflective activities, embedded in a program that emphasized scientific inquiry and inquiry-based instruction, to help them improve their own elementary students' views of NOS. Elementary students were interviewed using the VNOS-D to track changes in their NOS views, using classroom observations to note teacher influences on student ideas. Analysis of the VNOS-B and VNOS-D showed that teachers and most grades of elementary students showed positive changes in their views of NOS. The teachers also improved in their science pedagogy, as evidenced by analysis of their teaching. Implications for teacher professional development programs are made.
ÀÌ ¿¬±¸´Â 3³â°£ ÁøÇàÇÑ Àü¹®¼º °³¹ß ÇÁ·Î±×·¥ÀÌ °úÇÐÀÇ º»¼º(NOS-nature of science)¿¡ ´ëÇÑ Ãʵ»çµéÀÇ °üÁ¡¿¡ ¹ÌÄ£ ¿µÇâ, ÇлýµéÀÇ ÀûÀýÇÑ NOS°üÁ¡À» Çâ»ó½ÃÅ°±â À§ÇÑ ±³À°ÀÇ ½ÇÇà(instructional practice) ±×¸®°í Âü¿©ÀÚÀÇ ¼ö¾÷ÀÌ ÃʵîÇлýµéÀÇ NOS°üÁ¡¿¡ ¹ÌÄ£ ¿µÇâÀ» Æò°¡Çϱâ À§ÇÑ °ÍÀÌ´Ù. VNOS-B¿Í °ü·ÃµÈ ÀÎÅͺ並 ÅëÇؼ­ ¿¬±¸ÀÚµéÀº Àü¹®¼º °³¹ß ÇÁ·Î±×·¥À» ÅëÇÑ Âü¿© ±³»çµéÀÇ NOS°üÁ¡ÀÇ º¯È­¸¦ ÃßÀûÇÏ¿´´Ù. ¸í¹éÇÑ ¹Ý¼ºÀûÀÎ È°µ¿¿¡ Âü¿©ÇÑ ±³»çµéÀº (ÀڽŵéÀÇ ÃʵîÇлýµéÀÇ NOS°üÁ¡À» Çâ»ó½ÃÅ°´Â °ÍÀ» µ½´Â) °úÇÐÀû Ž±¸¿Í Ž±¸¿¡ ±âÃÊÇÑ ¼ö¾÷À» °­Á¶ÇÑ ÇÁ·Î±×·¥À» ¸¶À½¼Ó¿¡ ±íÀÌ »õ°å´Ù. ÃʵîÇлýµéÀÇ NOS°üÁ¡ÀÇ º¯È­¸¦ ÃßÀûÇϱâ À§ÇÑ VNOS-D¿Í ÇлýµéÀÇ »ý°¢¿¡ ¹ÌÄ£ ±³»çµéÀÇ ¿µÇâ¿¡ ÁÖ¸ñÇÑ ±³½Ç °üÂû »ç½ÇµéÀ» »ç¿ëÇÏ¿© ÃʵîÇлýµéÀ» ÀÎÅͺäÇÏ¿´´Ù. VNOS-B¿Í VNOS-DÀÇ ºÐ¼®Àº ±³»çµé°ú ´ëºÎºÐÀÇ ÃʵîÇлýµéÀÌ NOSÀÇ °üÁ¡¿¡¼­ ±àÁ¤ÀûÀÎ º¯È­¸¦ º¸¿´´Ù. ±³»çµéÀÇ Æ¼ÄªÀ» ºÐ¼®ÇØ º» °á°ú ±³»çµéÀº ±³¼ö¹ý¿¡¼­µµ Çâ»óÀ» º¸¿´´Ù. ±³»ç Àü¹®¼º °³¹ß ÇÁ·Î±×·¥ÀÌ Àǹ̰¡ ÀÖÀ½À» ¾Ë ¼ö ÀÖ´Ù.
---------------------------------------------------------------------

Development of shared vision: Lessons from a science education community collaborative
°øÀ¯ ºñÀü(shared vision)ÀÇ °³¹ß : Çù·ÂÀûÀÎ °úÇб³À° °øµ¿Ã¼¿¡¼­ÀÇ ¼ö¾÷

Amy Robertson

This is a qualitative case study of a collaboration among multiple stakeholders in science education who came together in order to create environmental field trips and the surrounding classroom curriculum. The collaboration involves 4 major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The data were collected by means of observation, semi-structured interviews, and written document review. This study examines how shared vision developed within the collaboration, the roles the participants played in its evolution, and how this process benefited both the collaboration and each individual collaborator. Several factors significantly affected the progress towards a shared vision and a successful collaboration including time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment.
ÀÌ ¿¬±¸´Â °úÇб³À°¿¡¼­ ȯ°æÀûÀÎ ÇöÀå ÇнÀ(field trips)°ú ÁÖº¯ÀÇ ±³½Ç Ä¿¸®Å§·³À» ¸¸µé±â À§Çؼ­ ºÎµúÈ÷´Â ¿©·¯ °ü·ÃÀÚµé(stakeholders) »çÀÌÀÇ Çù·Â¿¡ ´ëÇÑ ÁúÀûÀÎ »ç·Ê¿¬±¸ÀÌ´Ù. Çù·ÂÀº °úÇб³À°ÀÇ Áß¿äÇÑ 4°¡Áö Ãø¸éÀ» Æ÷ÇÔÇÑ´Ù : Ãʵî°ú ´ëÇÐ ¼öÁØ¿¡¼­ÀÇ Çü½ÄÀû ±³À°, ºñÇü½ÄÀû ±³À°, ±³À°¿¡ °üÇÑ ¿¬±¸. µ¥ÀÌÅÍ´Â °üÂû, ¹Ý±¸Á¶È­µÈ ÀÎÅͺä, ¼­¸éÀ¸·Î µÈ ¸®ºä ÀÚ·á µîÀ» ÅëÇÏ¿© ¼öÁýµÇ¾ú´Ù. ÀÌ ¿¬±¸´Â Çù·Â°üÀÌ ¾î¶»°Ô ¹ßÀüÇÏ°í, Çù·Â°üÀÇ ¹ßÀü¿¡ Âü¿©ÀÚµéÀÌ ¾î¶² ¿ªÇÒÀ» Çϸç, ÀÌ·¯ÇÑ °úÁ¤Àº Çù·Â°ú °³º°ÀûÀÎ Çù·ÂÀڵ鿡°Ô ¾î¶°ÇÑ ÀÌÁ¡ÀÌ ÀÖ´ÂÁö¸¦ Á¶»çÇÏ´Â °ÍÀÌ´Ù. ¸î °¡Áö ¿ä¼Ò°¡ Çù·Â°üÀÇ Áøº¸¿Í (Çù·ÂÀûÀΠȯ°æ»Ó¸¸ ¾Æ´Ï¶ó, ½Ã°£, ÀÇ»ç¼ÒÅë, ´Ù¸¥ »ç¶÷ÀÇ °üÁ¡ ÀÌÇØ, Çå½Å°ú ¼ÒÀ¯ÀǽÄÀ» Æ÷ÇÔÇÏ´Â) ¼º°øÀûÀÎ Çù·Â¿¡ Áß¿äÇÑ ¿µÇâÀ» ¹ÌÃÆ´Ù.
---------------------------------------------------------------------

Self-efficacy, reasoning ability, and achievement in college biology
´ëÇÐ »ý¹°Çп¡¼­ÀÇ ÀÚ¾Æ È¿´É°¨, »ç°í ´É·Â, ±×¸®°í ¼ºÃëµµ

Anton E. Lawson, Debra L. Banks, Marshall Logvin

This study compared the relationships of self-efficacy and reasoning ability to achievement in introductory college biology. Based on the hypothesis that developing formal and postformal reasoning ability is a primary factor influencing self-efficacy, a significant positive correlation was predicted between reasoning ability and degree of self-efficacy to complete biological tasks. Further, reasoning ability was predicted to be more highly correlated with course achievement than self-efficacy. The study involved pre- and posttesting 459 introductory biology students. Both self-efficacy and reasoning ability increased during the semester. As predicted, self-efficacy and reasoning ability were positively correlated. Depending on the nature of the achievement measure, reasoning ability accounted for some 15 to 30 times more variance in achievement than self-efficacy. Also, as predicted, reasoning ability was a strong predictor of self-efficacy, but self-efficacy was not a strong predictor of reasoning ability. Self-efficacy estimates and achievement were higher for the concrete tasks than for the formal tasks and higher for the formal tasks than for the postformal tasks. In general, students tended to overestimate their abilities to carry out the concrete, formal, and postformal tasks. Results support the study's working hypothesis that intellectual development continues for some students during the college years, that a postformal level of intellectual development exists, and that reasoning ability is a primary factor influencing both self-efficacy and achievement. Student overestimation of their abilities may contribute to complacency, lack of effort, and to less than optimal achievement. Consequently, it may be advantageous early in the semester to provide students with particularly challenging tasks that shock them out of their complacency and perhaps increase their effort, their reasoning skills, and their achievement.
ÀÌ ¿¬±¸´Â ÀÚ¾Æ È¿´É°¨°ú »ç°í ´É·ÂÀÇ °ü·Ã¼ºÀ» ´ëÇÐ ±âÃÊ »ý¹°ÇÐÀÇ ¼ºÃëµµ¿Í ºñ±³ÇÏ´Â °ÍÀÌ´Ù. Çü½ÄÀûÀÌ°í 2Â÷ Çü¼ºÀûÀÎ »ç°í ´É·ÂÀÇ °³¹ßÀÌ ÀÚ¾Æ È¿´É°¨¿¡ ¿µÇâÀ» Áشٴ °¡¼³¿¡ ±âÃÊÇÏ¿©, (»ý¹°ÇÐ °úÁ¦¸¦ ¿Ï¼öÇϴµ¥) »ç°í ´É·Â°ú ÀÚ¾Æ È¿´É°¨ »çÀÌ¿¡ ÇöÀúÇÑ ±àÁ¤ÀûÀÎ »ó°ü°ü°è°¡ ¿¹ÃøµÇ¾ú´Ù. ´õ´õ¿í »ç°í ´É·ÂÀº ÀÚ¾Æ È¿´É°¨º¸´Ù °úÁ¤ ¼ºÃëµµ¿¡ ´õ ³ôÀº »ó°ü°ü°è°¡ ¿¹ÃøµÇ¾ú´Ù. ÀÌ ¿¬±¸´Â 459¸íÀÇ ±âÃÊ »ý¹°ÇÐ ¼ö°­Àڵ鿡°Ô »çÀü-»çÈÄ °Ë»ç¸¦ ½Ç½ÃÇÏ¿´´Ù. ÀÚ¾Æ È¿´É°¨°ú »ç°í ´É·Â µÑ ´Ù ÇÑ Çб⠵¿¾È ÁõÁøµÇ¾ú´Ù. ¿¹ÃøµÈ ´ë·Î, ÀÚ¾Æ È¿´É°¨°ú »ç°í ´É·ÂÀº ±àÁ¤ÀûÀÎ °ü·Ã¼ºÀ» ³ªÅ¸³»¾ú´Ù. ¼ºÃëµµ ÃøÁ¤ÀÇ Æ¯¼º¿¡ ÀÇÁ¸ÇÏ¿©, »ç°í ´É·ÂÀº ¼ºÃëµµ¿¡¼­ ÀÚ¾Æ È¿´É°¨º¸´Ù 15¢¦30¹è ´õ ¸¹Àº º¯µ¿À» ³ªÅ¸³»¾ú´Ù. ¿ª½Ã, ¿¹ÃøµÈ ´ë·Î, »ç°í ´É·ÂÀº ÀÚ¾Æ È¿´É°¨ÀÇ °­·ÂÇÑ ¿¹ÃøÀÚ¿´´Ù. ±×·¯³ª ÀÚ¾Æ È¿´É°¨Àº »ç°í ´É·ÂÀÇ °­·ÂÇÑ ¿¹ÃøÀÚ°¡ ¾Æ´Ï¾ú´Ù. ÀÚ¾Æ È¿´É°¨ Æò°¡¿Í ¼ºÃëµµ´Â Çü½ÄÀûÀÎ °úÁ¦º¸´Ù ¸íÈ®ÇÑ °úÁ¦¿¡¼­ ´õ ³ô¾Ò°í, 2Â÷ Çü¼ºÀûÀÎ °úÁ¦º¸´Ù Çü½ÄÀûÀÎ °úÁ¦¿¡¼­ ´õ ³ô°Ô ³ª¿Ô´Ù. ÀϹÝÀûÀ¸·Î ÇлýµéÀº ¸íÈ®ÇÑ, Çü½ÄÀûÀÎ, 2Â÷ Çü¼ºÀûÀÎ °úÁ¦µéÀ» ¼öÇàÇÒ ¶§ ÀڽŵéÀÇ ´É·ÂÀ» °ú´ëÆò°¡ÇÏ´Â °æÇâÀÌ ÀÖ¾ú´Ù. ¿¬±¸ °á°ú´Â ´ÙÀ½°ú °°Àº ÇнÀ ¼öÇà °¡¼³µéÀ» ÁöÁöÇÑ´Ù. ¨ç ÁöÀû °³¹ßÀº ´ëÇÐ ±â°£ µ¿¾È ÀϺÎÀÇ Çлýµé¿¡°Ô °è¼ÓµÈ´Ù. ¨è ÁöÀû °³¹ß¿¡´Â 2Â÷ Çü¼º ¼öÁØÀÌ Á¸ÀçÇÑ´Ù. ¨é »ç°í ´É·ÂÀº ÀÚ¾Æ È¿´É°¨°ú ¼ºÃëµµ µÑ ´Ù¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â ±âº»ÀûÀÎ ¿ä¼ÒÀÌ´Ù. ÇлýµéÀÇ ÀÚ½ÅÀÇ ´É·Â¿¡ ´ëÇÑ °ú´ëÆò°¡´Â Àڱ⸸Á·, ³ë·ÂÀÇ ºÎÁ·À» À¯¹ßÇÒ ¼ö ÀÖ°í, ÀûÀýÇÑ ¼ºÃëµµº¸´Ù ³·Àº ¼ºÃëµµ°¡ ³ª¿Ã ¼ö ÀÖ´Ù. °á·ÐÀûÀ¸·Î, Çбâ ÃÊ¿¡ Çлýµé¿¡°Ô Àڱ⸸Á·¿¡ Ãæ°ÝÀ» ÁÖ°í, ¾Æ¸¶µµ ±×µéÀÇ ³ë·Â, »ç°í ±â¼úµé, ¼ºÃëµµ¸¦ ÁõÁøÇÒ ¼ö Àִ Ưº°È÷ µµÀüÀûÀÎ °úÁ¦¸¦ ÁÖ´Â °ÍÀÌ À¯¸®ÇÏ´Ù.
----------------------------------------------------------------------

Teachers' perceptions of policy influences on science instruction with culturally and linguistically diverse elementary students
±³»çµéÀÇ Á¤Ã¥ ¿µÇâ¿¡ ´ëÇÑ Áö°¢ÀÌ ¹®È­ÀûÀ¸·Î ¾ð¾îÀûÀ¸·Î ´Ù¾çÇÑ ÃʵîÇб³ ÇлýµéÀÇ °úÇмö¾÷¿¡ ¹ÌÄ¡´Â ¿µÇâ

Annis Shaver, Peggy Cuevas, Okhee Lee, Mary Avalos

This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2-year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states.
ÀÌ ¿¬±¸¿¡¼­´Â ÃʵîÇб³ ±³»çµé¿¡°Ô ±³À°Á¤Ã¥µéÀÌ ´ëºÎºÐ ¿µ¾î±Ç ÇнÀÀÚ·Î ±¸¼ºµÈ °úÇÐ ±³½Ç ¼ö¾÷¿¡ ¾î¶»°Ô ¿µÇâÀ» ¹ÌÄ¡´ÂÁö¸¦ Áú¹®ÇÏ¿´´Ù. ¿¬±¸´Â ¹Ì±¹ ³²µ¿ºÎ¿¡ ÀÖ´Â ¿µ¾î ÇнÀÀÚÀÇ ¼ö°¡ ¾ÆÁÖ ¸¹Àº ´ëµµ½Ã ±³À°±¸¿¡ ¼Ò¼ÓµÈ 6³âÁ¦ ÃʵîÇб³¿¡¼­ 3,4ÇгâÀ» ´ã´çÇÏ°í ÀÖ´Â 43¸íÀÇ ±³»çµé¿¡°Ô ±×·ì ÀÎÅͺ並 ÇÒ ¼ö ÀÖµµ·Ï Áú¹®Áö¸¦ ÀÛ¼ºÇÏ¿´´Ù. °á°ú´Â Á¤Ã¥ÀÇ ¸ðµç ¿µ¿ª¿¡ ´ëÇÑ ±³»çÀÇ °ßÇØ°¡ 2³âÀÇ ¿¬±¸±â°£ µ¿¾È ÁÖ(state)°¡ ´õ °­·ÂÇÏ°Ô Ã¥¹«¼ºÀÇ Æò°¡¸¦ ¿ä±¸ÇÔ¿¡ µû¶ó ¼­¼­È÷ º¯È­µÇ¾úÀ½À» º¸¿©ÁØ´Ù. ±³»çµéÀÇ ÀÇ°ßÀÌ Ç¥ÁØ¿¡ °üÇÏ¿©´Â ºñ±³Àû ±àÁ¤ÀûÀ̾úÁö¸¸, ÁÖ ÀüüÀÇ Æò°¡¿¡ °üÇÏ¿©´Â Á¡Á¡ ºÎÁ¤ÀûÀ¸·Î µÇ¾ú´Ù. ½ÉÁö¾î Àбâ, ¾²±â, ¼öÇÐ Æò°¡¿¡ ´ëÇÑ Ã¥¹«¼º¿¡ ´ëÇؼ­´Â ´õ¿í ºÎÁ¤ÀûÀÌ µÇ¾ú´Ù. °á°ú´Â °úÇР幫¼ºÀÌ ÁÖ ÀüüÀûÀ¸·Î ´õ¿í ÆÛÁ®°¨¿¡ µû¶ó, ±³»çµéÀÌ Á¤Ã¥, Ưº°È÷ ¿µ¾î±Ç ÇнÀÀÚ¿¡ ¿¬°üµÇ´Â Á¤Ã¥ÀÇ ¿µÇâÀ» ¾î¶»°Ô ÀνÄÇϴ°¡¸¦ ÀÌÇØÇÏ´Â °ÍÀÌ Áß¿äÇÏ´Ù´Â °ÍÀ» ½Ã»çÇÑ´Ù.
----------------------------------------------------------------------

School visits to natural history museums: Teaching or enriching?
ÀÚ¿¬»ç ¹Ú¹°°üÀ¸·ÎÀÇ °ßÇÐ : °¡¸£Ä§Àΰ¡ ȤÀº ½ÉÈ­Àΰ¡?

Tali Tal, Orly Morag

This article describes a 3-year study of school visits to four natural history museums and addresses the research agenda with regard to out-of-school learning. More specifically, the findings focus on the process of learning in museums. Comprehensive data collection allowed for an analysis of patterns of guided visits, the way the scientific content was conveyed to students, and the extent and types of social interactions thus enabled. Observations of 42 guided visits (grades 3-11) indicates that the main visitation pattern consisted of guide-centered and task-oriented activity. Analysis of questions asked by museum guides reveals that most of these questions required mainly lower-order thinking skills. A common questioning pattern was to ask rhetorical questions as a means of carrying on the lecture. Detailed analysis of the scientific vocabulary used by the guides indicates that they used much scientific jargon, with limited explanation. There was only limited social mediation provided by teachers and museum guides. A minority of teachers were involved in the activities or in helping the guide to clarify or in helping the students to understand the explanations. The overall data indicate limited opportunities for meaningful learning, suggesting that the museums should shift from the traditional knowledge-transmission model of teaching to a more socioculturally contextualized model.
ÀÌ ³í¹®Àº 4°÷ÀÇ ÀÚ¿¬»ç ¹Ú¹°°üÀ¸·ÎÀÇ Çб³ °ßÇп¡ °üÇÑ 3³â°£ÀÇ ¿¬±¸¸¦ ±â¼úÇÏ°í, Çб³ ¹Û ÇнÀ¿¡ °üÇÏ¿© ¿¬±¸ ÇùÀÇ»çÇ×(agenda)À» °ËÅäÇÏ´Â °ÍÀÌ´Ù. º¸´Ù ¾ö¹ÐÈ÷ ¸»Çϸé, ¿¬±¸°á°ú´Â ¹Ú¹°°ü¿¡¼­ ÀÌ·ç¾îÁö´Â ÇнÀÀÇ °úÁ¤¿¡ ÃÊÁ¡À» ¸ÂÃß¾ú´Ù. Á¾ÇÕÀûÀÎ µ¥ÀÌÅÍ ¼öÁýÀº ¾È³»¹Þ´Â °ßÇÐÀÇ ÆÐÅÏ ºÐ¼®, °úÇÐÀû ³»¿ëÀÌ Çлýµé¿¡°Ô Àü´ÞµÇ´Â ¹æ½Ä, ±×¸®°í °¡´ÉÇß´ø »çȸÀû »óÈ£ÀÛ¿ëÀÇ ¹üÀ§¿Í ÇüŸ¦ °í·ÁÇÏ¿´´Ù. 42¹øÀÇ ¾È³»µÈ °ßÇÐ (3-11Çгâ)ÀÇ °üÂû °á°ú´Â ÁÖµÈ °ßÇÐ ÆÐÅÏÀÌ ¾È³» Á߽ɰú °úÁ¦ ÁöÇâÀûÀÎ È°µ¿(guide-centered and task-oriented activity)À¸·Î ±¸¼ºµÇ¾úÀ½À» ¾Ë ¼ö ÀÖ¾ú´Ù. ¹Ú¹°°ü ¾È³»ÀÚÀÇ Áú¹® ºÐ¼® °á°ú´Â ÀÌ·¯ÇÑ Áú¹®µéÀÇ ´ëºÎºÐÀÌ ÁÖ·Î ³·Àº ¼öÁØÀÇ »ç°í±â¼úµéÀ» ¿ä±¸ÇÏ´Â °ÍÀ̾ú´Ù. º¸ÅëÀÇ Áú¹® ÆÐÅϵéÀº °­ÀǸ¦ ¼öÇàÇÏ´Â ¼ö´ÜÀ¸·Î ¼ö»çÇÐÀûÀÎ Áú¹®À» ÇÏ´Â °ÍÀ̾ú´Ù. ¾È³»ÀÚ¿¡ ÀÇÇØ »ç¿ëµÈ °úÇÐÀû ¿ë¾î¿¡ ´ëÇÑ ÀÚ¼¼ÇÑ ºÐ¼®¿¡ µû¸£¸é ¼³¸íÀº Á¦ÇÑÀûÀ̸鼭µµ ´õ ¸¹Àº °úÇÐÀû Àü¹®¾î¸¦ »ç¿ëÇÑ´Ù´Â °ÍÀ» º¸¿©ÁØ´Ù. ±³»ç¿Í ¹Ú¹°°ü ¾È³»ÀÚ¿¡ ÀÇÇØ Á¦ÇÑµÈ »çȸÀû ÁßÀç°¡ ÀÖ¾úÀ» »ÓÀÌ´Ù. ¼Ò¼öÀÇ ±³»çµéÀÌ È°µ¿¿¡, ¾È³»ÀÚ°¡ ¸íÈ®ÇÏ°Ô ¼³¸íÇϵµ·Ï µ½´Âµ¥, ÇлýµéÀÌ ¼³¸íÀ» ÀÌÇØÇϵµ·Ï µ½´Âµ¥ Âü¿©ÇÏ¿´´Ù. µ¥ÀÌÅÍ ÀüºÎ´Â ÀǹÌÀÖ´Â ÇнÀÀ» À§ÇÑ Á¦ÇÑµÈ ±âȸ¸¦ ³ªÅ¸³»¾ú´Ù. º» ¿¬±¸´Â ¹Ú¹°°üÀº ÀüÅëÀûÀÎ °¡¸£Ä§ÀÇ Áö½Ä Àü´Þ ¸ðµ¨¿¡¼­ ´õ »çȸ¹®È­ÀûÀ¸·Î ¸Æ¶ôÈ­µÈ ¸ðµ¨·Î ¹Ù²î¾î¾ß ÇÑ´Ù°í Á¦¾ÈÇÑ´Ù.

±è¿ø¼÷, ±è¿µ¹Î
ºÎ»ê´ëÇб³ ¹°¸®±³À°°ú

°úÇй®È­±³À°¿¬±¸¼Ò