• 한국초등과학교육학회지:초등과학교육
• /
• 제35권2호
• /
• pp.194-204
• /
• 2016

The purpose of this study is to find out the relationship between types and sources of background knowledges of elementary preteachers' questions about astronomy contents in the elementary science text books. Data were extracted from the preteachers' classes established in a university of education. The results are as follows. First, right background knowledges of questions were found in about 58% questions, wrong background knowledges 15%, and no background knowledges 26%. Second, it was found that 'school' as a source of background knowledges was found in 29% questions, 'friend' 21%, 'internet' 14%, 'book reading' 12%, 'others' 9%, 'TV' 7%, 'institute' 4%. In case of the type that right background knowledges have casual relation or correlation with question contents, 'book reading' and 'TV' sources rate increased, but 'internet' and 'others' decreased when compared to total questions. In the type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type that wrong background knowledges do not have casual relation or correlation with question contents, 'friend' and 'TV' sources rate increased, but 'school' and 'book reading' decreased. The type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type of no background knowledges, 'TV' and 'institute' source rate increased, but 'internet' and 'book reading' decreased. Third, the questions in 'Earth and Moon' unit have little background knowledges. The questions in 'solar system and stars' have background knowledges with no relation to the questions. Especially, in the unit 'changes of seasons', right background knowledges were found in more than half questions, but the contents of questions and background knowledges were not connected scientifically.

• 한국과학교육학회지
• /
• 제28권7호
• /
• pp.697-712
• /
• 2008

The purpose of this study was to seek strengths and weaknesses from analyzing Korea and U.S. science textbooks in terms of general structural features, contents, cognitive levels of questions and the purpose of questions used in science textbooks. This provided insight into improvement of textbooks that can effectively assist teaching and learning. To investigate organization of unit in textbooks in-depth, the evolution unit was selected and scrutinized as one example. The results showed that the number of pages, activities, vocabulary words, and vocabulary lists are considerably different between Korean and the U.S. Commonly, U.S. textbooks were more laden with information and lacking in coherence than those of the Korean textbooks. The findings on the cognitive levels of questions showed that the majority of questions in both nations are concerned with knowledge. However, the difference between the two nations is great in the ratios of analysis, synthesis, and evaluation questions. Questions are concentrated in review section (45% of Korean and 60.6% of U.S.) in textbooks. It suggested that well-planned questions in a review section can provide the basic guidance for strength in a science classroom.

• 한국지구과학회지
• /
• 제27권1호
• /
• pp.20-31
• /
• 2006

본 연구에서는 초등학교 과학교과서 지구과학 부문에 대한 예비교사들의 질문을 분석하였다. 주요 질문의 대상이 된 교과 내용은 교과서 단원별로 쪽 당 평균 질문수의 3배 이상이 나온 교과서 쪽의 내용(주요 질문 교과 내용1)과 2배 이상 3배 미만의 질문수가 나온 내용(주요 질문 교과 내용2)으로 구별하고, 각 교과 내용별로 질문 속에 나타나는 주요 용어들 간 상호관련성을 분석한 결과는 다음과 같다. 첫째, 주요 질문 교과 내용1은 ‘구름관찰’, 지층의 생성 과정‘ 등이 발견되었고, 주요 질문 교과 내용2는 ’강수량 측정‘, ’하룻밤 동안 달의 이동‘ 등으로 4-2학기를 제외한 모든 학기에서 발견되었다. 둘째, 각 교과 내용 당 질문용어의 상호관련성을 보이는 경우는 질문수가 많은 주요 질문 교과내용에서 증가하고 있지만, 4개 용어 유형은 오히려 교과 내용2에서 다수 발견되었다. 셋째, 상호관련성이 큰 질문 용어 묶음은 교과내용1에서 ’석탄과 석유-생성‘, ’변성-열과 압력‘, ’변성-열과 압력-변성암‘, ’행성-태양-혜성-공전‘ 등이며, 교과내용2에서는 ’별자리판-사용‘, ’건습구습도계-원리‘, ’건습구습도계-원리-습도‘, ’지진계-원리-습도‘, ’지진계-원리-지진‘, ’지구자전축-기울어짐-발생‘, ’별자리판-별자리-관찰-사용‘ 등이다. 본 연구에서 분석 자료로 사용된 질문의 원천은 대체로 교과서의 구체적인 구성체제로부터 비롯된 것이거나 지구과학내용에 대한 예비교사들의 일반적인 의문점에서 비롯된 것으로 판단된다. 전자의 경우라면 교과서의 집필과정에서 문장의 서술방법이나 관련 삽화 등의 문제점에서 유발된 것일 가능성이 크기 때문에 교과서 집필상의 문제점을 개선함으로서 해결 가능하지만, 후자는 소양교육 내용과 기초 지구과학개념으로서의 초등학교 교육과정에 대한 재고가 필요하다.

• 천문학논총
• /
• 제22권4호
• /
• pp.219-227
• /
• 2007

In this paper, we analyze the scientific inquiries type on Almanac and Historical Astronomy asked through the Q&A service in Korea Astronomy and Science Institute(KASI) webpage with the aid of scientific inquiries analysis methods. We also study the contents of the questions. Specifically, we have created statistics of questions and inquiries, and have developed categories to analyze the characteristics of questions with regard to their cognitive aspects. Each question is categorized as either of the two elements based on their recognitive aspect: science knowledge or science study. Each element also has sub-categories that help the reader understand the characteristics of the questions. For the analysis, we used the sample consisting of questions collected from April, 2005 to June, 2007. Through this study, we achieved a better understanding of the questions in the area of Almanac and Historical Astronomy asked in the Q&A service. Throughout this study, we find that the need of questions in the area of Almanac and Historical Astronomy are increasing with time, and the overall quality of the questions is getting improved. As we expect that the number of people using our Q&A service will increase and that the questions will get more difficult to answer, development of improved contents is required.

• 한국초등과학교육학회지:초등과학교육
• /
• 제18권2호
• /
• pp.103-117
• /
• 1999

The importance of pedagogical content knowledge(PCK) has been recognized in learning science teaching. PCK is based partly on the essence of subject matter knowledges. Therefore, the effective teaching of science content knowledges is fundamental in preservice education of student teachers. But, particularly the science curriculum of primary teachers' colleges is composed of less lessons than needed. This research was executed to identify the content and context of earth science which were contained in questions by student teachers These questions which were written by the students about the earth science content in elementary science texts and teachers' guide books were collected and analyzed. Frequency and context concentration of questions about the themes of contents were obtained. In each unit of the text books, scatter diagrams of question frequency and context concentration of themes showed various features. The main results were as follows. first, in case of the units which contents ate composed of themes expected to be experienced in everyday life, the question frequency and context concentration showed positive correlation between them. But, other units, which everyday life experiences are not expected to influence, did not show distinct correlation.

• 한국초등과학교육학회지:초등과학교육
• /
• 제35권1호
• /
• pp.1-12
• /
• 2016

The purpose of this study was to analyze question's patterns in elementary school science teacher's guide books of 5, 6th grade under the 2009 revised curriculum. A modified analysis framework based on Blosser's classified system was used to analyze 1,982 questions extracted from elementary science teacher's guide books by grade, by domain, and by teaching and learning stage. The findings of this study were as follows. First, of the 1,982 questions, the most prominent type of question was the propositional question and the following was the reproductive question. And, in comparing the question's patterns between 5, 6th grade, it was found that 6th grade had higher rate of close typed question, while 5th grade had higher rate of open typed question in its curriculum. Secondly, a comparative study about two domains, material and energy science domain and earth and life science domain, showed that the number of questions of each domain was not much different. However, it was found that propositional questions and applicable questions showed a higher rate in material and energy science domain, and anticipated questions and open typed questions including divergent and evaluative question showed higher rate in earth and life science domain. Moreover, although the total number of questions from integration and my fun research domain's contents was small, the rate of open typed questions was higher than any other domains. Finally, as a result of comparing and analyzing question's pattern in teaching and learning stages, the rate of reproductive question and anticipated questions was high at the stage of introduction. At the stage of development, the rate of propositional and reproductive questions was high. At the stage of conclusion, the rate of synthetic and applicable questions was high.

• 치위생과학회지
• /
• 제19권3호
• /
• pp.190-197
• /
• 2019

Background: The Internet has advantages in terms of accessibility and amount of information, and the search for health information over the Internet is increasing exponentially. The purpose of this study is to analyze the information generated about some dental treatment on the internet by year. Methods: Naver Knowledge (JisikIn in Korean) which is an interactive search service was selected as the first search site in Korea. Scaling, wisdom tooth extraction, and endodontic treatment that can be paid by Korean health insurance were selected. Finally, 4,729 questions about scaling, 23,963 wisdom teeth extraction questions and 17,733 endodontic treatment questions were extracted. The question contents, the information about the questioner and the answerer, and an error of answers were investigated. Frequency analysis was used and chi-square test was used if necessary. Results: The most frequently asked questions were discomfort and dissatisfaction after the treatment. The need for treatment was the second in questions of the wisdom tooth extraction and endodontic treatment, but the health insurance benefit was the second in dental scaling. Most of the questioners didn't disclose personal information. The public answered the most in 2013~2014, but the highest percentage of the respondents was experts in 2017. Responses were mostly personal experience, but showed a tendency to decrease with years, and professional knowledge showed an increasing tendency. The error of the answer has also gradually decreased. Conclusion: Questions about dental care over the Internet are increasing exponentially, experts are responding increasingly, and errors in answers are decreasing. Nevertheless, it is necessary to pay attention to the related expert group to prevent misinformation.

• 한국과학교육학회지
• /
• 제38권2호
• /
• pp.235-247
• /
• 2018

학생의 사전질문은 교사에게 학생의 관심사와 수준을 제공해줄 뿐만 아니라, 교육의 수요자인 학생의 관점을 반영하여 교수-학습을 진행할 수 있는 단서를 제공해주는 유용한 수단이다. 이 연구의 목적은 학생의 사전질문을 효과적으로 분석하기 위한 분석틀을 개발하고, 이 분석틀을 적용하여 2009 개정 교육과정의 초등과학 학습 단원과 관련된 학생의 사전질문을 분석하는 것이다. 개발된 분석틀은 지식형, 확장형, 호기심형 질문의 3개의 대범주로 구성되며, 각각의 범주에서 다시 몇 개의 하부 영역으로 세분된다. 개발된 분석틀을 이용하여 2009 개정 교육과정 초등과학 5, 6학년 학습 단원에서 제시한 학생사전질문 914개를 분석한 결과, 학년 및 학습 단원, 차시별로 분포하는 질문 유형이 다른 것으로 나타났으며, 유형별 질문의 비율에도 차이가 있었다. 이러한 결과를 바탕으로 사전질문 분석틀을 통해 학습에 대한 학생의 요구를 파악하고 이를 반영한 학생 중심의 교수-학습의 방향을 제시하였으며, 추후 연구에서도 분석틀이 유의미한 기여를 할 것으로 기대된다.

• 한국지구과학회지
• /
• 제26권6호
• /
• pp.551-559
• /
• 2005

본 논문에서는 한국천문연구원에서 2000년부터 운영중인 홈페이지 질문상자의 질문 및 조회 수를 통계적으로 분석하고, 그 질문 내용에 나타난 인지적 측면에서 과학탐구 유형을 분석하였다. 이를 위해 홈페이지 질문상자에 올라온 질문 및 조회 수를 월별/연도별로 통계를 작성하였으며, 질문문항이 과학탐구의 어떠한 인지적 측면이 부각되어 있는가를 분석하기 위하여 과학탐구 분석틀을 개발하였다. 질문유형 분석은 인지적 측면에서 과학지식과 과학탐구로 분류하였다. 과학적 지식의 하위유형으로 내용지식, 방법지식, 지식본성 이해로 분류하였다. 과학탐구의 하위 요소는 과학탐구 수행능력으로 분류하고 각 세부 요소를 고려하였다. 질문유형 분석틀에 따른 과학탐구 유형의 분석은 분석틀을 통해, 2004년 7월부터 12월까지 6개월간 질문상자에 질문한 703개 질문 항목에 대해 질문들의 세부 사항 및 속성들을 세부적으로 살펴서 질문유형 분석틀에 따라 분석을 시행하였다. 이 분석을 통하여 질문상자의 질문에 대한 이해와 잦은 질문들에 대한 응답을 마련하는 등, 앞으로 질문상자의 운영 방안에 대한 방향을 설정할 수 있었다. 이 분석을 통해 질문수의 증가와 함께, 질문의 내용도 일상생활 과학 지식수준을 넘어 해마다 난해해 지고 전문화 되어가고 있음을 알 수 있었다. 앞으로 질문상자의 이용자 수가 계속 증가될 것으로 예상되고, 지적 요구의 증대와 함께, 질문의 내용도 더욱 난해해 질 것으로 예상됨으로 심도 있는 콘텐츠의 개발이 필요하다.

• International Journal of Advanced Culture Technology
• /
• 제7권3호
• /
• pp.116-119
• /
• 2019

"Science" journal is one of the world's top academic journals. Many researchers are trying to publish their work in Science, and only a few selected novel papers are accepted. However, we think that this kind of process cannot continue forever. In this paper, we show that there is a limit to the number of Science papers that can be written. Therefore, the day will come when Science cannot publish new papers anymore. Using a similar method, we estimate the maximum limit on the number of pop songs that can be composed. By extending our discussion to all kinds of digital contents, we derive a mathematical expression for the maximum number of digital contents of a certain type that can be created. These results imply that someday man will not be able to produce new papers or new digital contents anymore. This conclusion raises deep philosophical questions.