• 대한지구과학교육학회지
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• 제12권2호
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• pp.151-164
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• 2019

이 연구의 목적은 단계별 질문을 활용해 '계절의 변화' 단원을 재구성함으로써 학생들의 오개념 변화에 어떠한 효과가 있는지 확인해 보고자 한 것이다. 대부분의 학생들은 계절 변화의 원인을 설명하는데 자신의 경험을 바탕으로 하여 선개념을 구성하고 있었다. 그래서 개발한 수업에서는 학생들이 갖고 있는 선개념 중 오개념을 조사하고 이에 대한 지도 계획을 '개념 변화를 위한 수업 설계 요소'로 명시하여 핵심 교수 학습 내용이 되도록 단원을 재구성하였다. 연구 결과, 실험 집단의 24명 학생들을 대상으로 과학 개념 검사를 실시하여 통계적으로 유의미한 효과가 있음을 알 수 있었다. 또한 질적 분석을 실시한 결과, 계절 변화를 설명할 때 활성화한 개념적 자원의 수와 계절 변화를 설명하는 구체성의 정도가 비교 집단에 비해 높음을 확인할 수 있었다.

• 한국과학교육학회지
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• 제40권4호
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• pp.375-383
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• 2020

이 연구에서는 증강현실을 활용한 다중 표상 학습 전략이 학생들의 개념 이해도, 학업 성취도, 과학 수업에 대한 즐거움에 미치는 영향을 조사하였다. 남녀 공학 중학교 2학년 학생 136명을 처치 집단과 통제집단으로 무선 배치하였다. 학생들은 네 차시 동안 물질의 특성과 관련한 입자 개념을 학습하였다. 이때 처치 집단의 학생들에게는 증강현실이 제공하는 표상들 사이의 연계와 통합을 촉진할 수 있는 다중 표상 학습 전략을 개발하여 적용하였다. 이원 공변량 분석 결과, 개념 이해도, 과학 수업에 대한 즐거움 검사에 대한 처치 집단의 점수는 학생들의 사전 성취 수준과 무관하게 통제 집단보다 유의미하게 높았다. 개념 이해도 검사의 하위 개념 중 입자의 보존에 대해서는 유의미한 차이가 나타났으나, 분포 및 운동에 대해서는 유의미한 차이가 나타나지 않았다. 학업 성취도 측면에서는 사전 성취 수준과 유의미한 상호작용 효과가 나타났다. 이때 하위권 학생들의 성취도는 유의미하게 향상되었으나 상위권 학생들에게는 유의미한 효과가 나타나지 않았다. 연구 결과를 바탕으로 과학 교수학습에서 증강현실의 효과적인 활용을 위한 교육적 시사점을 논의하였다.

• East Asian mathematical journal
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• 제33권4호
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• pp.431-451
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• 2017

This is a descriptive study with the intent of providing a rich characterization of teachers' perceptions of rate of change. The nature of teachers' perceptions and differences among teachers were examined by collecting data through a survey on teachers' conceptions of rate of change in terms of learning goals, prerequisites, and beliefs about teaching and learning of rate of change, and an interview individually assessing teachers' concept images and definitions. The participating 13 teachers were selected to provide a range of similar and contrasting levels of experiences based on the teachers' educational background and the number of years they had been teaching. Findings and implications of this study are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.279-286
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• 2004

The purpose of this study is to develop and apply effective teaching strategies and program for the gifted-in-science. The teaching material for the gifted students was focussed on microscope. This study consists of three steps according to the enrichment triad model of Renzulli. Firstly, the gifted students investigate and express themselves for theological backgrounds, for examples, kinds, structure and use in various ways of microscope. It is to provide basic data for the effective ideas and interest which help students have the appropriate microscopic conceptions. In the second step, it contains understanding of a term and function of microscope, making of simple microscope, principle of a statue focusing and size estimation of an outline of subjects by scientific investigation activity. Lastly, it focussed on enlargement of post-learning through investigation of relationship with inter-science and experiments using microscope. Therefore, it was concluded that this study may help teachers reconsider scientific program development for the gifted or enriched students and to be successful in the teaching-learning processes.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.245-262
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• 2009

This research was to examine the understandings of elementary school teachers on the phenomena related to light and image, and to survey their perception change related to learning contents of optics. The subjects were selected from the elementary teachers who were enrolled in a graduate course, 'Science education seminar' at an education college located in Chungchungbuk-Do, South Korea. Among the five students who exposed their perceptions clearly in the class, the three of them were selected who agreed to the proposal of the case study. To achieve the purpose of this study, semi-structured interviews following the conception test with the 3 elementary teachers were conducted. During the analysis of the data, additional interviews by phone, e-mail, and internet messenger were conducted if necessary. According to the results, all of the elementary school teachers lacked the scientific conceptions of the phenomena related to light and image. Unfortunately, their learning experiences did not help them to understand the scientific concepts. During the interviews, the teachers recognized the importance of the viewpoints of seeing, image, cognition of light, point light source to understand the phenomena related to light and image.

• 한국과학교육학회지
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• 제15권2호
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• pp.185-193
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• 1995

The purpose of this article is to find out psychological mechanism on the core of misconceptions. Theoretical frame to search for the core of misconceptions is based on the Pascual-Leone's neo Piagetian theory. Although Pascual-Leone's theory is a cognitive developmental theory, its psychological mechanism gives us new insights on misconception. According to the comparison between Pascual-Leone's psychological mechanism and the common specifics of misconceptions and their items, conclusions could be summarized as follows: 1) Children's misconceptions and LC learning structures have the same nature. 2) Structures in items of misconceptions and misleading factor structures in cognitive tasks affect mental process with the same mechanism. 3) LC learning structures was activated preferentially in knowledge structures by F operator, with the same activation mechanism, the process children's misconceptions was activated firstly among other conceptions could be explained.

• 한국과학교육학회지
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• 제24권4호
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• 영어어문교육
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• 제11권2호
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• pp.19-34
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• 2005

Hypertext raises question to general assumptions about our conventional conceptions of education. In this essay, three kinds of learning-models are presented by the application of "writing" hypertext literature to the English education of the elementary school. These models, which I call the "scene-centered" system, give knowledge to learners in non-linear, non-sequential structure. The term "scene" is a single concept or idea composed of a single sub-text, which is to be made by the group of students. This system is focused on the collaborative composition of students. Students, by generating sub-texts and connecting texts, perform the educational activities to expand the source text. The "scene-centered" system is, to put it into a Barte's term, a "writerly text." But in order to "write," "reading" should be accompanied. So, this system is a learning model in which writing and reading are carried on simultaneously. In all the process, students play a role of multi-user, with three access rights: read, write, and annotate. So, students making use of hypertext systems will act as reader-authors. And teachers will take the new role in collaborative writing environment. No longer the central authoritarian evaluator, they will become consultants, co-writers, coaches of their students.

• STI Policy Review
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• 제8권2호
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• pp.49-74
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• 2017

What are some of the explanations for cross-national diversity of foresight performance among technological followers? Why are some countries more successful than others in learning how to develop national innovation system foresight? This paper argues that the answers are linked to organizational capacities at three different levels: governmental, policy network and social learning. To corroborate this argument, the paper chose Iran and Korea as benchmarking partners, and attempts to find out what makes Iran a slow learner in building innovation system foresight. The conceptual model is an improved model of Saritas's, by integrating Borras' and Andersen's conceptions and classifications. The data are collected from comprehensive interviews in both countries and second-hand data of international indexes. The paper, finally, concludes that it is the weakness of analytical-systemic capacity that impedes and delays the emergence of systemic foresight in Iran, and that this weakness stems from the adverse impacts of the dominant institutions, surrounding the innovation system. The final point is that it is not sufficient for Iran to learn the methods and techniques of foresight from Korea. It should learn how to open its macro-policy towards the global market and design appropriate industrial strategy in a coherent policy-strategy portfolio.

• 대한화학회지
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• 제66권2호
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• pp.136-149
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• 2022

화학은 거시적인 현상에 대해 원자, 또는 분자와 같은 입자의 수준에서 설명하는 것을 중점에 둔다. 입자를 기반으로 한 설명은 눈에 보이지 않는 대상을 다룬다는 점에서 학생들에게 추상적으로 여겨질 수밖에 없다. 국가수준 교육과정에서는 이러한 이유로 물질을 구성하는 단위에 대한 설명을 중학생에게 처음 제시하고 있다. 따라서 중학생들이 갖는 물질의 구성에 대한 이해는 향후 화학 학습을 위한 중요한 기초가 되며, 학생들의 이해를 면밀하게 살필 필요가 있다. 본 연구에서는 중학교에서 처음 제시되는 '물질의 구성' 영역에 대한 학생들의 이해를 전반적인 수준에서 확인하였다. 이를 위해 국가수준 학업성취도 평가의 문항 중, 물질의 구성 영역에서 2015년부터 2019년까지 출제된 문항들의 결과를 분석하였다. 국가수준 학업성취도 평가에서 출제된 9개 문항의 답지 반응률과 성취도 점수에 따른 답지 반응률 분포 곡선을 중심으로 분석하고, 성취수준별로 보이는 이해의 특성을 살펴보았다. 원소와 원자 개념, 이온 개념에 대해 구분하여 살펴본 결과에 따르면, 보통수준 이상의 학생들은 전반적으로 과학적인 개념을 가지고 있었으나, 기초수준 이하 학생들은 일관적이지 않거나, 과학적이지 않은 개념을 가지고 있었다. 문항별 분석 결과를 토대로 '물질의 구성' 영역의 교수학습에서 고려해야 하거나 개선이 필요한 사항들에 대해 논의하였다.