• School Science Journal
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• v.12 no.2
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• pp.218-225
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• 2018

우리나라 화학 교육과정에서 표면장력은 분자 간 상호작용과 함께 지속적으로 제시되어 온 개념이지만, 지금까지 다뤄진 표면장력은 과학적 정의보다는 단순히 현상이나 사례의 측면으로만 제시되는 경향이 있다. 따라서 본 연구에서는 표면장력에 대한 새로운 교수학습 방법을 마련하고자 과학적 정의에 기반을 둔 표면장력 측정 실험 장치를 개발하고자 하였다. 선행 연구에서 제시한 표면장력 측정 장치들의 한계점을 분석하였고, 실험의 직관성, 편리성, 정확성 등에 초점을 맞추어 Wilhelmy 평판법(Wilhelmy plate method) 기반의 표면장력 측정 장치를 개발하였다. 6종 액체의 표면장력을 측정함으로써 제작된 표면장력 측정 장치가 짧은 시간 내에 정확하고 정밀한 값을 측정할 수 있다는 것을 확인하였다. 본 연구에서 제안하는 표면장력 측정 장치는 추후 화학 수업 현장에서 표면장력 교수와 측정을 위해 사용될 수 있다.

• KLA journal
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• v.18 no.5
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• pp.19-27
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• 1977

이 글은 Glynn Harmon이 Annual Review of Information science and Technology (The American Society for Information Science: Vol. 11, 1976, pp.347-380)에 발표한 ‘Information Science Education and Training'을 지면상 초역한 것이다. Harmon 교수는 현재 Texas대학 대학원에서 연구방법론과 정보과학을 강의하고 있으며, ’On the Evolution of Information Science(1971)' 'Human Memory and Knowledge : A System Approach (1973)' 'The Invisible Manpower Market for Information Scientists 91975)' 등의 논문을 발표하였다.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.877-893
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• 2016

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.479-487
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• 2009

In the existing curriculum of the Elementary computer Education emphasizes students' problem-solving ability and knowledge of informatics. However, current computer education focus on using application program. In order to raise students' problem-solving ability and logical thinking ability, it is necessary to learning about computer science education. Thereupon, this study applied unplugged learning method to the elementary student. To apply the play-based unplugged learning method to the area of information representation. As a result, unplugged learning method produced higher academic achievement than the lecture model. Also it was more positive in the affective area than the lecture model.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.47-55
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• 2006

To determine efficient methods of database teaching, this paper applied the situated learning theory to the teaching and learning method and analyzed the effects. Previous related studies were also examined, with the essential contents in database analyzed based on Bloom's taxonomy of educational objectives. Moreover, this paper presented a strategy wherein the contents of database learning are classified into two categories: basic knowledge and technical and extended knowledge. Experimental and control groups were selected based on related studies, and the effects of database teaching and learning method, determined by technique and attitude area as well as knowledge area. After preparing and applying to the teaching and learning method the actual educational curriculum, the following results were drawn: (1) the experimental group showed better performance in terms of understanding the concept of database, operating database, and constructing a database table when the situated learning theory was applied to the teaching method, and; (2) the experimental group was also more receptive compared to the control group, which opted to take technique-oriented database courses. Therefore, various teaching and learning methods aside from the situated learning theory should be applied and analyzed in database and computer science fields for maximum effects.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.198-198
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• 2005

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.11a
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• pp.122-122
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• 2005

• Journal of Science Education
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• v.37 no.1
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• pp.1-10
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• 2013

The purpose of this study was to examine the effect of multiple intelligences-specific observation strategy on observation skills, achievement and scientific attitude in elementary science class For this study, the observation learning for the multiple intelligences-specific observation strategy was applied to elementary science class. The results of this study were as follows: To examine this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at elementary school J located in Incheon. The results of this study were as follows.: 1. this study was found statistically significant difference in the pupil's enhancement of the observation ability(p<.05). Specifically, analysis of elements of the observation abilities, it was effective to increase abilities of classification of statements, qualitative observation and quantitative observation. 2. science academic achievement of the group using this developed program was significantly higher compared with a control group. 3. there weren't differences between the comparison and experimental groups in term of the scientific attitude. But the experimental group showed greater increases in the openness, spontaneity and creativity that are the elements of scientific attitude. In conclusion, the Multiple Intelligences Observation Training was useful to develop the elementary school student's the observation ability, science academic achievement, scientific attitude(openness, spontaneity and creativity) and better be widely applied to science education.

• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.504-518
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• 2024

In this study, the pre-service elementary teachers' characteristics of pedagogical design using science teacher's guides were analyzed. Eleven pre-service teachers at the University of Education in Korea participated in the study. They were provided with three types of teacher's guides and were asked to use them to design a science lesson. Semi-structured interviews were conducted to obtain specific information on how the guides were implemented. The analysis of the results revealed that they primarily used the guides to classify the learning content for each lesson and establish connections between the content of the particular lessons through the unit learning system. The teacher's guides mainly featured knowledge-based learning objectives, and most pre-service teachers accepted them without considering the attitudinal aspects. In the process of designing the assessments, the teaching goals written down by the pre-service teachers were used as the main source. Teaching and learning activities were supplemented by evaluating the activities presented in the teacher's guides based on the students' cognitive level and misconceptions. In terms of teaching methods, the teacher's guides were evaluated and reorganized to develop teaching-learning models and to construct introductory activities that cater to students' interests and motivations. Based on the results, we discussed the utilization of the guides to enhance their pedagogical design capacity and suggested directions to improve them.