• 한국문헌정보학회지
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• 제17권
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• pp.261-273
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• 1989

The study attempted to determine if the effectiveness of bibliographic 'instruction would be different among student groups, divided by grade levels, major areas of study, and the level of library skills posessed before the instruction. The focal point of the investigation was the degree of improvement demonstrated by the changes in mean score of each group after taking bibliographic instruction. Sangmyong Women's University students who have taken the bibliographic instruction course for credit were the subjects of the study. Students' library skills were measured prior to the bibliographic instruction and post-test was followed. And the measured was based on the 'Library skills Test' developed by the Illinois Association of College and Research Libraries. Three hypotheses in the study were tested statistically by ANOVA. The followings are the results of the analysis: (1) There were no significant differences in bibliographic instruction effectiveness among student groups divided by grade levels; (2) There were significant differences (p<.01) in bibliographic instruction effectiveness among student groups divided by major areas of study. Bibliographic instruction was more effective for humanities or social sciences majors than for performing arts or physical education majors; (3) There were significant differences (p<.001) in bibliographic instruction effectiveness among student groups divided by the initial library skills. Obviously, bibliographic instruction was more effective for the students in bottom quartile than those in top quartile or middle quartiles. Finally, limitations of the study, recommendations based on the results and area for future research are briefly examined.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.287-296
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• 2004

이 연구에서는 초등학교 과학과 수업 분석을 통하여 초등 과학 수업의 개선을 위한 시사점을 도출해 내고자 하였다. 교수-학습 방법에 중점을 두어 7개의 수업 사례를 관찰하고 분석하였다. 수업 관찰 결과, 초등학교 과학 수업에서는 실험이나 활동을 한 뒤에 정리하고 토의할 시간이 부족하고 교사의 적절한 안내가 이루어지지 않아서 실험이나 활동 결과를 학습목표와 관련지어 이해하는 데 어려움이 있었다. 그리고 관찰 관점이나 실험 방법에 대한 안내가 부족하였고, 실험 기구를 올바르게 사용하는 방법과 유의할 점, 실험 기구를 사용하는 이유 등에 대한 안내가 충분히 이루어지지 않았다. 이러한 문제점을 개선하기 위하여 관찰 관점, 실험 기구의 용도와 사용법 등에 대한 교사의 안내 활동을 강화하고 실험 결과에 대한 논의가 충분히 이루어지도록 하기 위한 방안을 모색할 필요가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.233-241
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• 2010

The purpose of this study was to apply the instruction consulting model for elementary science lesson with novice teacher. In this study the PIE(Preparation, Implementation and Evaluation stage) instruction consulting model was used. This model was introduced and offered during the electromagnet unit for sixth graders. The results of this study were as follows. First, in the assessment of the teacher's satisfaction with the instruction consulting the client teacher was found to be very satisfied. Second, the inquiry and scientific achievement for the students of the client's class were to increase in the experimental group, which demonstrated a statistically significant difference. Given the above results, the instruction consulting applied with the PIE model for novice teachers, who desire to raise the success rate of the experiment for students in the electromagnet unit of the elementary science class, helped the teachers to teach the students.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.515-525
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• 2010

The purpose of this study was to analyze of how the elementary school teachers lead their classes of a science laboratory instruction and an engineering laboratory instruction in a science subject class. For this study, science laboratory and engineering laboratory lessons were selected and for each science and engineering laboratory lesson, five elementary school teachers were video-recorded of their lessons. The science and engineering laboratory lessons were analyzed by utilizing processes of the science model and the engineering model based on Schauble et al. (1991). The results of these studies are as follows: In science laboratory instruction, some participants didn't distinguish the difference between the science laboratory goal and the engineering laboratory goal. All of participants used search and end strategy of engineering laboratory for science laboratory lesson. In engineering laboratory instruction, all of participants guided to students engineering laboratory goal and used inferences and search strategy of engineering laboratory. However they didn't use the trial and error strategy or redesign which can be an essential element in engineering and design process. Educational implications are discussed.

• 한국과학교육학회지
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• 제39권3호
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• pp.389-403
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• 2019

본 연구의 목적은 예비 초등교사들의 과학 탐구 수업 비평 기준과 비평에서 드러나는 특성을 탐색하는 것이다. 연구에 참여한 예비 초등교사들은 초등과학 탐구 수업 강의를 수강하는 교육대학교 2학년 31명의 학생들로 2-3인이 한 조로 과학 탐구 수업을 설계 및 시연하였다. 예비교사들은 동료가 시연한 과학 탐구 수업에 학생 입장으로 참여하였으며, 매 수업이 끝난 이후에 시연된 수업에 대해 비평을 하였다. 예비교사들의 동료 수업 비평을 분석한 결과, 예비교사들은 수업 맥락, 과학 내용, 교수 전략, 학습자, 교육 목표, 비언어적 태도, 평가 기준 순으로 비평하였으며, 전반적으로 구성주의 관점을 가지고 학생 중심과 활동 중심의 교육관이 나타나는 것을 확인할 수 있었다. 예비교사들의 비평 내용을 분석한 결과, 수업 비평 내용에서 강의식, 학문적 엄격성, 활동 중심, 탐구 교수지향이 반영된 것을 확인할 수 있었으며 여러 교수지향이 혼재되어 나타나기도 하였다. 과학 탐구 수업 시연이 진행될수록 예비교사들의 비평은 단순히 비판만 하는 것에서 그치지 않고 수업 일반적인 대안과 탐구 수업 특성화된 수업 전략 대안을 제시하였다. 또한, 탐구 수업에 대한 인식적 이해가 높아지는 증거를 확인할 수 있었는데, 과학 탐구 수업과 관련된 탐구 특이적 비평 기준의 비율 증가 경향성이 나타나고, 교사와 학생 사이의 상호작용에서 모둠 내의 학생들 사이의 상호작용을 강조하는 것이 나타났으며, 실험의 오차를 인식하고 설명하는 것과 관련된 과학의 본성에 대한 이해를 확인할 수 있었다. 본 연구 결과를 통해 예비 초등교사 교육에서 탐구 수업 시연과 비평 활동을 통해 탐구 수업에 대한 신념과 이해를 확인하는 것과 함께 이를 발달시킬 수 있는 가능성을 확인할 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.589-600
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• 2011

The purpose of this study is to examine the effects of science writing heuristic(SWH) instruction based on Tolumin's structure of argument, on students' science process skills and scientific attitude. In the instruction, unstructured problems were selected with issues to be argued, in which interactions among students are stressed. This research involved 58 students of 5th grade at an elementary school, and divided them into an experimental group with 29 and a control group with 29. The former was treated with instruction using argumentation as SWH, while the latter with conventional ways of instruction. Science process skills and scientific attitude were compared between the two groups and within each of the groups. The results implied that science instruction using science writing heuristic is effective in improving learning science process skills and scientific attitude.

• 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.

• 한국수학교육학회지시리즈A:수학교육
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• 제50권4호
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• pp.467-487
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• 2011

The purpose of this study is to analyze of gifted students' improvement on mathematical attitude and problem-solving ability through project-based materials in science high school. For this study, research questions are established as follows. 1. Does the project-based materials-used instruction have a positive effect on improving problem-solving ability? 2. Does the project-based materials-used instruction have a positive effect on improving mathematical attitude? To solve these research questions, this study employed a survey and interview type investigation for gifted students' mathematical attitude and problem-solving ability. A subject of classes were randomly selected among the 11th grader in D science high school and designated one class as the experimental group and the other class as the control group. Twelve hours of the project-based materials-used instruction and the traditional textbook-oriented instruction had been carried out in each class. Findings on this study are as follows: First, the project-based material-used instruction is shown to be more effective in enhancing problem-solving ability than the traditional textbook-oriented instruction. Second, the project-based material-used instruction is shown to be more effective in improving mathematical attitude than the traditional textbook-oriented instruction.

• 대한지구과학교육학회지
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• 제2권1호
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• pp.23-32
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• 2009

e-PBL based on constructivism adopted PBL(Problem Based Learning) and WBI(Web Based Learning), and it becomes the advanced model of instruction to be achieved PBL on-line. In this thesis, I applied e-PBL to 'the changing weather' part in the high school earth science I, compared to the lecture centered instruction, and analyzed how it affected on. On the basis of these, this study predicts the applicability on the cooperative learning and self-directed learning in the high school and suggests the improving of the teaching-learning with the results. The following shows the conclusion with as the central result of research. Firstly, the instruction applied e-PBL proved more effective academic achievement than the lecture centered instruction. Secondly, the instruction applied e-PBL proved more effective on the improving self-directed learning ability. Thirdly, the instruction applied e-PBL proved more effective self-efficacy than the lecture centered instruction.

• 한국도서관정보학회지
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• 제37권3호
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• pp.209-234
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• 2006

이 연구에서는 교육당국이 주도하는 독서교육 정책의 현황을 점검하고 독서교육 정책을 둘러싼 논란과 비판의 실체를 검토하였다. 그리고 이를 바탕으로 독서교육 정책의 문제점을 분석하고 독서교육 정책 및 독서교육의 바람직한 방향과 대안을 모색하였다.