• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.130-137
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• 2005

Elementary preservice teachers' understanding about the insect molt and metamorphosis was examined. Data were collected through the paper-pencil test of 448 junior students at a National University of Education. The instrument used was developed by Son(2003) and modified for the test. The results are as follows: First, Only 3.1$\%$ of students had a scientific concept on the molt periods in the insect life cycle. Students had an alternative conception that molt occurs either only in the larval period (29.9$\%$) or only in the period from pupa to adult (22.3$\%$). The percentage of the students thinking that molt occurs in the period from larva to pupa was low. Second, 98$\%$ of students stated that molt has to do with the larval growth, but 39.1$\%$ of students had an alternative conception that molt occurs after the larval growth at each instar. 25.1$\%$ had a conception that molt is related with the larval growth, but did not show any further understanding. Third, most students understood the correct meaning of metamorphosis. 34..2$\%$ of students had an alternative conception that metamorphosis occurs only in the period changing from pupa to adult, and only a few thought that it occurs in the period from larva to pupa. 24.8$\%$ of students had a scientific concept on the periods in which metamorphosis occurs. Fourth, some students understood the hatching process as molt in the sense that the egg shell is taken off (21.0$\%$), and as metamorphosis in terms of the appearance change from egg to larva (25.0$\%$). Fifth, 35.5$\%$ of students selected bees as an insect of incomplete metamorphosis, and 35.3$\%$ responded 'I have no idea', showing that they had poor understanding about the insect life cycle.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.27-36
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• 2004

This paper aims to examine how well university students, who are going to be primary school teachers, understand the International System of Units (SI), focusing on seven basic units such as 'm', '㎏', '㏖', 'A', 'K', 's', 'cd'. This study specifically investigates whether the students know the seven units and understand their uses and how they read and learn them. The subjects were 1030 students from the University of Education in Jinju, Geongsangnamdo. Data was collected through a questionnaire which was designed by this researcher and checked by an authority, and the frequency and percentage of reponses to each question were obtained and analysed. Findings show all the students knew very well that 'm' and '㎏' are included in the seven units, compared to the others which low percentage of the students considered as the elements. In terms of understanding of use, the units of the length 'm', the mass '㎏', and the time 's' are well understood, presumably, because they are often used in ordinary life and school, while the amount of substance '㏖', the electric current 'A', the thermodynamic temperature 'K', and the luminous intensity 'cd' are not as well understood. It is probably because 'A', 'cd', and 'K' are hardly used in everyday life. With respect to reading the units, the subjects read 'm', '㎏', '㏖', and's' much better than the others. As for the source of learning them, most students answered they learned them in schools, which implies school education is very important. From these results it is concluded that school education should be accompanied with use in everyday life for understanding and using the units. SI Base Units understanding was investigated by an academic year. According to this investigation, generally the right answer rate differed 4<2<3<1 by an academic year in order. For the Senior, Sophomore appeared the right answer rate more high. because, they learned before in deepening or elementary course on chemistry and physics related with SI Base Units. On the other hand, for the junior answered low rate by this reason that they couldn't remember about SI Base Units that learned before. For the Freshman appeared low rate by this reason that they were not learned or graduated from the department of liberal art in high school.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.351-359
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• 2005

The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

• 수산해양교육연구
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• 제29권3호
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• pp.719-731
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• 2017

The aim of this study was to analyze a group of pre-service elementary teachers experience on the cognitive terms of biology inquiry subjects, and experience on living materials related with the domain of life in the Korea elementary school science textbook. Firstly, elementary school pre-service teachers had the confidence of inquiry subjects related with the domain of life such as 'when we take breath what will happen in human body?' and 'Can we make the model of human body?' But they did have the most diffidence of 'The search for pieris rapae, a cabbage butterfly's life', 'Can we grow the little creature?' The reason why pre-service elementary teachers had diffidence of comprehending experiment procedure and planning ability was that 'they focused on understanding the scientific concepts instead of planning experiments by themselves', and 'they carried out the least amount of experiments' Secondly, elementary school pre-service teachers had never experienced biology materials related with the domain of life in the Korea elementary school biology science textbook such as 'tradescantia reflexa', 'Caddis larva', 'hydrilla verticillata', and 'Plantain lily.' According to the findings obtained from the study, the reason why they had never seen the biology materials was that they had the least opportunity of immediately observing life creatures due to memorization-intensive classes.

• 영재교육연구
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• 제24권6호
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• pp.1053-1071
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• 2014

이 연구는 영재를 위한 창의성 프로그램 개발과 적용 그리고 영재의 선발에 이용될 수 있는 문제설정에서의 수학적 창의성 평가에 대한 이론적 고찰과 관찰을 통해 개선된 창의성 평가 요인을 제안하기 위한 것이다. 이를 위해 대학부설과학영재교육원 소속의 초등수학영재 19명에게 주어진 문제를 풀어보고 그 문제와 관련된 우수한 문제를 만들도록 요구하였다. 영재학생뿐만 아니라 예비교사 및 전문가 집단이 각각 영재가 만든 문제를 평가하고 우수한 문제의 특징을 기술하도록 하였다. 이를 통해 문제설정에서의 수학 창의성 평가의 요인을 융통성, 독창성, 원 문제와의 유사성, 문제의 복잡성, 정교성으로 제안한다.

• 한국보육지원학회지
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• 제16권6호
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• pp.155-183
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• 2020

Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker's capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers' technology, and self-directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.

• 한국과학교육학회지
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• 제35권1호
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• pp.131-142
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• 2015

이 연구의 목적은 실행공동체(Community of Practice)의 관점에서 과학교실문화를 분석하기 위한 조사도구를 개발하고 이를 적용하여 그 활용가능성을 확인하는 데 있다. 문헌연구를 통하여 실행공동체의 구조적 요인을 설정하고 요인에 따른 예비문항을 개발하였다. 초등학교 4학년, 6학년, 중학교 2학년 총 219명의 학생들에게 예비조사를 실시하여 문항 타당도 및 신뢰도를 검증하였다. 탐색적 요인분석을 통하여 수정된 도구는 '학습 책임감'(responsibility for learning), '공동의 관심사'(common interest), '호혜적 인간관계'(mutual relationships), '개방적 참여'(open participation), '실행'(practice)의 총 5개 요인 27개 문항으로 구성되었다. 개발된 조사도구를 사용하여 초등학교 4학년과 6학년 학생 총 706명을 대상으로 본 조사를 실시하고 확인적 요인분석 및 신뢰도 분석을 실시하였다. 이를 통해 조사도구가 타당한 도구임을 확인하였으며, 초등학교 과학교실 공동체의 특성을 구조적 요인별, 학년별, 성별, 교사 특성별로 비교하여 분석하였다. 이 연구를 통하여 개발된 조사 도구는 공동체적 관점에서 과학교실을 분석하는데 활용될 수 있을 뿐만 아니라 바람직한 과학교실의 공동체를 위한 시사점을 제안할 수 있을 것으로 기대된다.

• 한국지구과학회지
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• 제39권2호
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• pp.193-207
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• 2018

본 연구의 목적은 우리나라에서 수행된 지구과학교육 분야의 개념변화 연구 동향을 분석하여 향후 개념변화 연구의 기초 자료로 제공하는 것이다. 우리나라 지구과학 개념변화 연구의 경향성을 논문의 키워드, 발표 연도, 논문 출처, 연구 목적, 연구 대상, 연구 영역, 연구 방법 측면에서 분석하였다. 연구 대상은 우리나라 지구과학교육의 개념변화연구 논문이 처음 발표된 1989년부터 2017년 7월까지, 총 126편의 지구과학교육의 개념변화 논문이었다. 본 연구의 분석 결과는 다음과 같다. 첫째, 지구과학 개념변화 논문은 '개념변화'라는 용어를 '오개념', '선개념' 보다 더 많이 사용하였다. 둘째, 개념변화 논문은 2000년대에 많은 양적인 성장을 이루었다. 셋째, 개념변화는 석사 학위의 연구주제로 많이 이루어지고 있었다. 넷째, 오개념 조사와 그에 따른 교정을 함께 다룬 연구가 많았고, 오개념 조사로는 자유응답 검사법을, 오개념 교정 방법으로는 인지갈등 수업모형과 CAI 교수전략을 주로 활용하였다. 다섯째, 초등학생 대상 연구가 가장 많이 이루어졌다. 여섯째, 개념변화 연구의 지구과학 영역은 천문과 대기의 비중이 높았다. 마지막으로, 연구 초기에는 양적 분석 방법을 많이 사용하였지만, 2010년대에 들어서는 질적 분석 방법을 많이 사용하였다. 향후 개념변화의 연구 과제로 예비 및 현직 교사 대상의 개념변화 연구, 지질 해양 대기 등 다양한 영역으로의 연구 확대, 오개념 형성원인 파악 및 정의적 요인에 관한 연구 등을 제안하였다.

• 한국과학교육학회지
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• 제26권1호
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• pp.40-48
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• 2006

이 연구의 목적은 초등학교 6학년 학생의 분류활동에서 나타나는 사고 유형, 과정과 특징을 분석하는 것이다. 이러한 목적을 달성하기 위하여 분류활동 수행에 적합한 2가지 도구를 개발하였다. 첫 번째는 속성이 분명하게 드러나는 인공자극카드이고, 두 번째는 속성이 잘 드러나지 않는 자연자극카드이다. 서울시 영등포구 소재 D초등학교 6학년 8명을 대상으로 질적 연구를 수행하였다. 자료는 피험자의 과제 수행과정을 녹화한 비디오테이프, 피험자의 분류 기록지, 연구자의 피험자 행동 관찰, 피험자와의 면담 등 자료 삼각측정법에 의해 획득하였다. 연구결과, 6학년 학생들은 분류활동에서 속성 관찰, 속성 평가, 예비 점검, 기준 선택, 샘플 동정의 다섯 가지 유형의 사고를 하였으며, 모든 항목을 분류할 때까지 속성 관찰 $\rightarrow$ 속성 평가 $\rightarrow$ 예비 점검 $\rightarrow$ 기준 선택 $\rightarrow$ 샘플 동정의 과정을 반복하였다. 그리고 인지 경제성을 활용하여 분류하여 분류하였다. 이상의 연구 결과는 과학 분류 학습 지도에 다음과 같은 시사점을 줄 수 있다. 첫째,교사가 학생들의 분류 사고과정을 이해한다면, 보다 효과적인 분류학습 지도가 가능할 것이다. 둘째, 분류사고 과정의 각 단계를 고려한 단계별 학습지도가 필요하다.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.