• 한국과학교육학회지
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• 제20권4호
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• pp.527-541
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• 2000

이 연구에서는 유치원 제 5차 교육과정과 초등학교부터 고등학교까지의 제 6차 과학교육과정에 근거한 교재들을 분석하고, 제시된 학습 내용의 전개 유형을 파악하고자 하였다. 구체척으로는 유치원부터 고등학교까지의 과학 교재에 제시된 '물질의 성질'에 관련된 학습 내용을 분석하였으며, 그 결과 학습 내용 전개 유형을 크게 5가지로 구분하였다. 즉, 개념의 확장 유형, 개념 수준의 심화 유형, 동일한 개념 수준 제시 유형, 다른 과학 개념과 뒤엉킨 유형, 학년간 혹은 학년 내 연계의 단절 유형으로 구분하였다. 이 중에서'개념의 확장 유형'과 '개념 수준의 심화 유형'은 학습 내용 전개가 바람직한 것이라고 판단할 수 있지만, 나머지 유형들은 부적절하다고 할 수 있다. 유치원부터 초등, 중등 과학 교재에서 공통적으로 다루는 '물질의 성질'에 관련된 7개의 개념을 중심으로 학습 내용 전개 유형을 분석한 결과, 바람직한 유형보다는 부적절한 유형이 더 많이 나타났다. 특히 '동일한 개념 수준 제시 유형'은 유치원과 초등학교 전반에 걸쳐서 광범위하게 나타났다. 그리고 바람직한 유형 중에서는 '개념의 심화 유형'보다는 '개념의 확장 유형'이 더 많은 것으로 분석되었다. 또한 '물질의 성질'에 관련하여 유치원부터 제시되는 많은 학습 개념이 중학교 1학년 이상에서 거의 다루지 않는 것으로 나타났다. 특히 이러한 특성을 가지는 개념들은 '개념의 심화 유형'으로 내용이 전개되지 않는 공통점이 있었다. 이러한 문제점들을 해결하기 위하여 과학 교재의 내용 구성에 대한 재고찰이 필요하다고 본다.

• 대한수학교육학회지:수학교육학연구
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• 제17권3호
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• pp.309-331
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• 2007

수 지도에 관한 문제는 수학교육의 역사에서 가장 활발하게 논의된 주제로서, 수학적, 철학적, 심리학적, 수학교육학적 측면에서 다양한 관점과 주장이 제기 되었다. 수 개념은 하나의 관점에서 규정될 수 없는 복합적인 개념이며, 그 지도 역시 결코 간단한 문제가 아니다. 그럼에도 불구하고 수 개념 및 그 지도에 관한 대부분의 논의는 수 개념의 한정된 측면을 중심으로 한 것이었다. 본 연구에서는 자연수 개념을 어떻게 지도하는 것이 좋은가 하는 자연수 개념 지도 문제에 대해, 자연수 개념의 제 측면에 대해서 현대 수학교육의 근본적인 이념이 되고 있는 활동주의적 접근을 시도하고자 하였다. 이를 위해 본 연구에서는 자연수 개념의 역사적, 수리철학적 논의와 수 개념의 제측면에 관해 고찰하고, 지식의 활동적 구성과 활동을 통한 자연수 개념의 구성 및 자연수 개념 지도의 활동주의적 접근을 논의한 제 학자들의 입장을 비판적으로 분석하는 가운데 자연수 개념의 제 측면을 의미 있게 지도하기 위한 활동주의적 접근 방안을 연구 제시하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권1호
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• pp.9-18
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• 2006

본 연구는 수학 영재교육에서 유추를 통한 발명 및 탐구 중심의 교육을 구현하는데 관련된 기초 연구로, 본 연구에서는 삼각형의 변들-높이들, 높이들-방접원들의 반지름에 관련된 개념유추를 통해, 삼각형의 놀이 및 방접원에 대한 흥미로운 수학적 사실들을 추측하고, 증명하였다. 본 연구를 통해 얻어진 수학적 결과들은, 수학 영재교육에서 학생들의 탐구 및 발명 활동을 위한 기초 자료가 될 것이다. 그리고, 본 연구에 제시된 방법유추를 통한 수학적 발명의 방법은 수학 자료에 창의적으로 접근하는 방법을 보여주는 전형적인 모범이 될 수 있을 것이다.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.177-185
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• 2011

This survey investigated elementary school teachers' Astronomical Spatial Concept and their Attitudes about Astronomy for Effectively Teaching Strategy. This study surveyed 53 teachers in Ulsan. The data were statistically analyzed by SPSS WIN 18.0. The results of this study are as follows : First, Elementary school teachers' level of understanding of the concept of astronomical space, usually lower. In particular, the lower the level of understanding of the concept of spatial location. Second, Elementary teachers' attitudes about astronomy, astronomers generally appreciate the value of the information and guidance, but difficult for astronomers had recognized. Third, the concept of space and astronomy astronomical elementary teacher attitudes about sex and there was no significant difference according to the teaching career. Therefore, in order to develop effective teaching strategies for elementary teachers attitudes about astronomy and astronomical space concepts from their spatial position to increase the understanding of astronomy, often on the job training to strengthen the astronomers should eliminate the difficulties.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.164-176
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• 2012

The purpose of this study was to find some suggestions for reorganization of contents about particle concept of matter in Korean science curriculum. For the purpose of this study, authors analyzed features of Korean science curriculum and compared science curricula of Korea, USA, UK, Japan and Finland. From the result of this study, authors find some features and important suggestions about reorganization of contents about particle in science curriculum. First, the sequence of contents about particle concepts in 2009 Revised National Curriculum was similar to that in the 6th National Science Curriculum. And the feature of 2009 Revised National Curriculum showed the articulation of contents about particle concept. If contents about particle concept is increased in elementary science curriculum, the total articulation would be increased. Second, the presenting sequence of atomic structure-first and laws about atom-later should be changed to laws about atomic-first and atomic structure-later. This presenting sequence is grounded by science curricula of other countries, history of science and developmental psychology. And science curriculum of Korea was required specific extended concept statement like science curricula of USA or UK. Also, Korean science curriculum could benchmark Finnish science curriculum if we want to develop some integrated learning activities such as those in STS or STEAM program.

• 한국과학교육학회지
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• 제17권3호
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• 수산해양교육연구
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• 제29권1호
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• pp.209-223
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• 2017

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 according to the class size? Second, are there any differences in science self-concept according to the class size? Third, are there any differences scientific attitude according to the class size? To solve this research questions, the subjects in this study were 809 5th and 6th grade students of eight elementary schools in Busan. 220 were sampled from small-size classes, 354 from mid-size classes and 235 from large-size classes. The results of this study through the process are as follows; First, there were significant differences in science self-efficacy according to the class size. Second, there were significant differences in science self-concept according to the class size. Third, according to the result, there was not a significant difference in scientific attitude according to the class size. The findings of the study suggest that it is necessary the class size should be adjusted to the appropriate level for improving student's science self-efficacy and science self-concept.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권3호
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• pp.299-311
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• 2010

The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.

• 한국보육지원학회지
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• 제11권4호
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• pp.19-37
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• 2015

본 연구는 개념도 분석을 통해 유아교사의 유아영양교육 내용에 대한 지식과 지식수준이 어떠한지를 파악하기 위해 실시되었다. 대구 경북지역 유아교사 105명을 대상으로 유아영양교육 내용에 대한 개념도를 작성하도록 한 후 개념도 분석을 하였다. 연구결과 첫째, 유아교사의 유아영양교육 내용에 대한 지식을 살펴본 결과, 상위개념 빈도가 가장 높은 것은 식습관이었고, 유아영양교육 내용요소별 재분류한 결과 빈도가 가장 높은 것은 청결과 위생이었다. 둘째, 유아교사의 유아영양교육 내용에 대한 지식수준을 살펴본 결과, 상위개념에 포함된 종속개념 수와 위계의 평균이 가장 높은 것은 식문화였고, 특성점수에서는 음식이 가장 높았다. 밀도는 비슷한 수준으로 분포되어 있었다. 본 연구결과를 통해 교사가 유아영양교육 내용에 대해 보다 위계적, 조직적, 통합적 지식을 갖고 교육현장에서 활용할 수 있도록 돕는 교사교육이 필요함을 시사 받을 수 있다.

• 대한지구과학교육학회지
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• 제8권3호
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• pp.332-345
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• 2015

Earth science is the study to explore the planet in which we live. Among these earth science geology of the area it can be the most critical and important study. However, because of the size and scope is too broad temporal spatial eurona covered in geology is true that many students find difficult about the geology field. In this study, in conjunction with landscape formation of geologic time for the concept to be among the core areas of Geology examined the concept and recognize it as the destination for high school students. Is a test tool for the analysis was adapted for use by Jolley (2010) has developed LIFT (The Landscape Identification and Formation Test). Currently we fix the strip to match the country through a validity check of the curriculum. Results of the study were as follows: First, the ability to check the landscape and formation is expected to estimate the time and the liberal arts students was higher than the natural science students. The reason for this seems to be the influence of learning geographical subjects. Second, the concept of geological time was found to lack both natural science and liberal arts students. The reason is that the students in the previous process because it deals with the concept of geologic time from the top of Earth Science Education II seems to be because there was no chance of learning about geological time. Third, the results confirm the confidence of the students surveyed in the landscape formation time natural science students was higher than liberal arts students. The research measured gender boys higher than girls. Fourth, the students on the landscape and geological time was found to have a number of misconceptions. This appears to be due to the students to feel difficulty in thinking of the concept because the need to understand the abstract geologic time. Therefore, it is necessary just to hold misconceptions about the concept of geology students have through the study of the landscape and geological time.