• 한국초등과학교육학회지:초등과학교육
• /
• 제30권4호
• /
• pp.615-623
• /
• 2011

The purpose of this study was to analyse of the effects on students' leaning types through the Creative Problem Solving Teaching Model in elementary science class. The results of this study were as follows; 1. experimental group in creative problem solving, scientific inquiry skills and academic achievement was higher than control group which was statistically significant (p<.05). 2. for the students' learning type the experimental group was distributed to accommodators (35.7%), divergers (25.0%), convergers (25.0%) and assimilators (14.3%). 3. after the program treatment, assimilator type group students in creative problem solving were higher than other type group students. 4. diverger and assimilator group students in academic achievement, diverger group students in scientific inquiry skills, and accommodator group students in scientific attitude were higher than other groups.

• 한국초등과학교육학회지:초등과학교육
• /
• 제18권2호
• /
• pp.119-130
• /
• 1999

The purposes of this research were as follows : (1) to investigate the effectiveness of the program for elementary preservice teachers, which was designed to develop postmodern views of science and constructivist views of teaming and teaching and (2) to find out the relation between students' learning approaches and their beliefs about science and school science. One hundred and forty three students enrolled in Science Education 11 in the University of Education participaled in the study. Students' beliefs of science and school science was not changed after treatment of the program. But they showed postmodern views of science and school science in comparison with the science teacher. Additionally the results showed that meaningful learners showed the constructivist view about school science as compared with the rote learners.

• 영재교육연구
• /
• 제8권2호
• /
• pp.175-191
• /
• 1998

The purpose and content of Chonnam National University Center for Science Talented Education program and students' responses were described. The program was developed with the purpose of providing various learning opportunities for science talented students according to the level of their learning abilities. Students are given a variety of activities based on their potentials and interest. The program was developed in four subjects, such as mathematics, information science, science Ⅰ (physics and earth science), and science Ⅱ (biology and chemistry). Each subject consisted of simple inquiry, advanced one, and project, even though it had its own distinctions. Students were selected for each subject based on two criteria, that is, achievements in school science or mathematics (the upper 3 percent of the 8th grade students) and examination scores. Means and standard deviations for each subject were as follows: 51.8 and 13.3 for Science Ⅰ, 53.1 and 13.9 for Science Ⅱ, 36.7 and 10.7 for mathematics and 36.4 and 12.5 for information science. Thirty hours of summer classes were performed, and a survey was administered to obtain students' responses concerning difficulty, interest, teaching and content of the program. They gave relatively favourable responses in most area, but lack of time for studying was revealed in mathematics and information science. Further study in needed to get detailed and more accurate results of our program.

• 한국지구과학회지
• /
• 제23권2호
• /
• pp.166-179
• /
• 2002

This study investigated preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. Unique features that the university-based coursework and field experiences had on preservice teachers' learning to teach were also explored. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Major findings include: preservice teachers' having traditional pedagogy as the default, recovery of prior beliefs, constraints on implementing constructivist pedagogy, and being overly confident in themselves as teachers. With the influence of constructivist epistemology, these preservice teachers' pedagogical beliefs evolved and were refined over time as they incorporated various constructivist ideas. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. Recommendations for future research are also presented.

• 한국도서관정보학회지
• /
• 제41권2호
• /
• pp.81-106
• /
• 2010

이 연구는 초 중 고등학생들을 대상으로 하는 자기주도적 탐구학습 프로그램의 교육적 효과를 평가하고 개선 방안을 탐색하기 위한 것이다. 설문조사와 질적 자료를 통해 대구광역시교육청에서 2009년에 시행한 '책쓰기' 교육 활동에 대한 교사와 학생들의 만족도를 조사하였고 그와 관련된 제반 요인에 대해 검토하였다. 학생 스스로 주제를 선정하여 자료를 찾고, 다양한 자료를 활용하여 보고서로 만들고 책을 출판하는 '책쓰기' 프로그램에 대해 교사와 학생들은 어렵고 생소한 경험이었지만 성취감과 자기주도적 탐구학습의 가치를 발견한 것으로 드러났으며, 프로그램의 개선을 위한 몇 가지 과제가 부각되었다

• 한국초등과학교육학회지:초등과학교육
• /
• 제32권1호
• /
• pp.47-59
• /
• 2013

The purpose of this study is to investigate the perception about STEAM education of primary teachers who have developed and applied STEAM education to their students through teacher training program. For this study, 101 among 172 attendance are responded to questionnaire of three categories consisting of development and application teaching material for STEAM instruction, and spreading STEAM education. The major findings are as follows: First, when primary teachers develop materials for STEAM education, they consider applicabilities in real classes. Second, they feel the burden of time when they develop STEAM material. Third, they think that their own program has significant educational effectiveness and that students enjoyed the program. Especially, they think that STEAM education program can raise students' interest about learning. Fourth, primary teachers point out the constraints for application of STEAM education program, which are lack of expertise and difficulty acquiring class time. Fifth, primary teachers evaluate the effect of STEAM education program on primary education is positive, and they answer that we need many teaching materials for STEAM education, operating as a regular curriculum, and securing budget. In order to spread STEAM education in field of primary education successfully, administrators have to consider and reflect the voice of teachers.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권3호
• /
• pp.326-340
• /
• 2010

TGT (teams-games-tournaments) cooperative learning is suggested as a method which enables both the individualized teaching-learning and the small group learning in students-centered open education. This study investigated the instructional effects of the pre-learning program applied by ICT-based TGT cooperative module for science museum excursion regarding of the earth and the moon on the science related attitude according to gender difference in elementary school science class. Three classes of third graders (N=87) at a elementary school were randomly assigned to the ICT-based TGT cooperative learning group, the ICT learning group, and traditional learning group. The students were taught about the planning of exploring the moon in the chapter of the earth and the moon, for 1 class hour. Prior to the instructions, the TOSRA(test of science related attitude) and achievement test were administered. Two-way ANCOVA results revealed that the scores of the ICT-based TGT cooperative learning group were significantly higher than the other learning groups for most of the TOSRA scales. However, there was a little significant difference among the three groups in the three distinct scales of TOSRA, Normality of Scientists, Leisure Interest in Science, and Career Interest in Science. Advantage/disadvantage and usefulness of ICT-based TGT cooperative learning were also discussed.

• 대한지구과학교육학회지
• /
• 제8권3호
• /
• pp.318-331
• /
• 2015

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students' thinking skills in their regular science classes.

• 한국과학교육학회지
• /
• 제34권3호
• /
• pp.261-272
• /
• 2014

본 연구에서는 과학수업의 실질적 개선을 위한 연구자-교사 협력모델(POCoM: Practical On-site Cooperation Model)을 확산시키기 위해 교사 연수 프로그램을 개발하고 적용하여 그 결과를 평가하였다. 연수프로그램은 다음 3가지 특성을 가지고 개발되었다 : (1) 실제 수업녹화 내용을 연수의 주요 소재로 활용한다, (2) 연구자와 교사, 교사와 교사간 활발한 의사소통과 의견교환을 강조한다, (3) 활동중심으로 진행한다. 9시간에 걸친 연수에는 17명의 교사가 자발적으로 참여하였다. 연수과정에서 교사들이 실시한 분석결과에 대해 분석 일치도를 구해 본 결과, KTOP(Korean Teaching Observation Protocol)을 이용하여 과학수업을 분석할 수 있는 교사 전문성이 향상된 것으로 나타났고, 교사들이 과학수업의 개선정도도 판단할 수 있음을 알 수 있었다. 설문지를 통해서는 다양한 측면에서 연수에 대한 긍정적 응답을 얻을 수 있었다. 또 연수 중 교사활동에 대한 관찰을 통해, 교사가 제기한 질문, 교사가 어려워하는 점, 교사가 제안한 개선의견 등을 분석하였고, 이러한 결과를 바탕으로 보다 좋은 연수가 되기 위해 고려할 측면들을 정리한 목록을 제안하였다. 이 목록이 앞으로 보다 효과적이고 의미있는 연수의 계획과 실행에 활용되기를 기대한다.

• 한국과학교육학회지
• /
• 제35권4호
• /
• pp.557-564
• /
• 2015

이 연구에서는 과학교사의 수업전문성 향상을 위한 협력적 프로그램에 참가한 초임중등과학교사의 교수실행에서의 문제점을 알아보았다. 연구 대상자는 대학교 과학교수학습센터에서 주관한 중등과학교사 수업전문성 향상을 위한 멘토링 연수 프로그램에 참가한 24명의 교사 중 5번의 멘토링 과정을 모두 이행한 6쌍(12명)을 선정하였다. 연구를 위해 멘토 및 멘티 저널, 일대일 멘토링 녹음본 및 전사본, 멘토링 중간과 사후에 실시한 인터뷰 녹화본과 전사본, 멘토링 초기와 후기에 실시한 설문지를 수집하였다. 이러한 자료를 통해서 얻은 주요결과는 다음과 같다. 멘티교사는 수업을 준비할 때 수업목표를 명확하게 정하지 않았으며, 학생들의 성취수준을 고려하지 않고 수업내용을 선정하는 것으로 나타났다. 또한 과학적인 개념 이해에서도 어려움을 나타내었다. 대부분의 멘티교사는 한 차시에 너무 많은 내용을 수업하였으며 발문의 형태는 학생들의 사고를 이끌어내는 발산적 발문보다는 수렴적 발문이 대부분 이였다. 또한 학생들의 행동을 잘 통제하지 못하여 실험수업이나 탐구수업 수행 시 힘들어 하였으며 대부분의 수업에 학생의 참여가 없는 교사중심의 강의식 수업이 일어나는 것을 확인하였다. 멘티교사들 중 일부는 자신의 교수실행에 대해 문제라고 인식한 부분에 대한 반성을 하였고 교수실행의 개선으로 이어졌다. 같은 문제점을 가진 멘티교사라도 자신의 문제점에 대해 인식하고 반성을 한멘티교사는 문제점이 해결되는 모습을 보였으나, 반성이 일어나지 않는 경우에는 멘토링이 진행되는 동안 계속해서 동일한 문제점을 나타냈다. 또한 이 연구에서는 초임 과학 교사의 교수 실행에 대한 반성이 중요한 것으로 나타났다.