• 한국보육지원학회지
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• 제9권4호
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• pp.135-158
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• 2013

본 연구는 예비유아교사의 과학교수지식과 과학적 태도 및 과학교수 효능감의 정도를 알아보고 이들 간의 관계를 알아보고자 하는데 있었다. 이를 위하여 3년제와 4년제 대학 유아교육과에 재학 중인 예비유아교사 294명을 대상으로 설문지를 배부 회수한 후 분석하였다. 본 연구의 결과, 예비유아교사들의 과학교수지식이 보통정도이며 과학적 태도도 보통 정도인 것으로 나타났다. 예비유아교사들의 과학교수지식과 과학적 태도는 3년제 대학의 3학년과 4년제 대학의 3 4학년 집단이 2학년 집단보다 높은 것으로 나타났다. 2학년 집단은 1학년 집단보다 과학교수지식과 과학적 태도가 낮게 나타났다. 예비유아교사들의 과학교수 효능감은 4년제 대학의 경우, 과학교수지식과 과학적 태도와 유사하게 2학년 집단이 가장 낮은 반응을 나타냈고 3년제 대학의 경우 학년이 높아질수록 과학교수 개인효능감이 높아졌다. 예비유아교사들의 과학교수지식과 과학적 태도 및 과학교수 효능감 간에는 정적인 상관을 나타냈으며 이는 과학교수지식이 높을수록 과학적 태도와 과학교수 효능감이 높아진다는 것을 의미한다. 이 중에서 과학적 태도가 과학교수 효능감보다 과학교수지식과 더 높은 상관을 나타냈다. 앞으로 예비유아교사 교육에서 과학교수지식과 과학적 태도 및 과학교수 효능감을 높일 수 있는 다양한 교수방법에 대한 방안이 모색되어야 할 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.415-422
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• 2013

The purpose of this study was to investigate the effects of scientific program for gifted elementary students using metacognition on learning-flow and lingual interaction. For the purpose, the two classes for elementary science of P Institute for Gifted Education located in Pusan were assigned to experimental and control groups, respectively. The experimental and controls groups received eight sessions applying a program for scientifically gifted students using metacognition and same program without using it, respectively. The learning-flow test and the lingual interaction observed among students and between teacher and students pre and post program were compared and analyzed. The results shows that there was no significant difference between pretest and posttest in experimental group, indicating that learning-flow is not a construct obtained by short-term using of metacognition. For the lingual interactions, however, the amounts of conversation and the ratio of high level conversation in experimental group were 1.6 and 1.5 times higher than those in control group. This suggests that the lingual interaction may be varied among classes even with same experiments, by instruction method. The lingual interaction is not active in control group where the experimental results may be obtained easily only with sincere attitude while, in experimental group, questions using metacognition and providing intellectual stimulation is continuously presented, leading to high level of lingual interaction, therefore it is considered that the development of scientific program for gifted elementary students using these advantages is needed.

• 대한화학회지
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• 제56권4호
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• pp.491-499
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• 2012

2009 개정 교육과정의 화학 I 교육과정에서의 교육목표를 교과서의 학습목표 및 평가 문항에서 얼마나 반영하였는지에 대하여 Klopfer의 분류틀을 이용하여 조사하였다. 연구대상은 2009 개정 화학과 교육과정, 해설서, 4종의 화학 I 교과서이었다. 연구결과는 다음과 같다. 첫째, 2009 개정 교육과정의 화학I 교육목표는 Klopfer의 과학목표 분류체계의 모든 영역을 포함하고 있다. 둘째, 화학 I 교과서의 학습목표에 기술된 행동목표는 지식과 이해가 높은 비중을 차지하고 있는 반면, 과학적 탐구과정, 과학 지식과 과학 방법의 적용, 조작적 기능, 태도와 흥미, 지향에 관한 목표는 상대적으로 소홀하게 다루어지고 있다. 셋째, 화학 I 교과서의 단원종합문항의 평가 행동목표의 빈도는 지식과 이해에 집중되어 있다. 따라서 교과서 집필 시 교육과정의 다양한 교육목표를 반영한 학습목표의 진술이 필요하다. 학습 목표 및 평가 문항이 인지적인 면에 편중되어 진술하고 있으므로 학생들의 창의적인 사고를 위해 학습목표의 진술을 다양화하는 노력이 필요하다. 또한 교과서 학습목표와 평가문항목표의 일관성이 요구된다.

• 동의생리병리학회지
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• 제26권5호
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• pp.773-777
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• 2012

Since 2010, in general hospital, they can install western medical post, traditional Korean medical post, and dental post. So the environment is made for the Cooperative medical system between traditional Korean medicine(TKM) and western medicine(WM) to be performed. So we found out about how doctors think about TKM and what is needed for TKM & WM cooperative system to work well. When we found out about how recognition changed about TKM during their medical school years and after they became doctors, positive answer increased from 25.6% to 30%, negative answer decreased from 41.9% to 32.0%, severely negative increased from 9.3% to 16%. They changed to positive about TKM after they became doctors. But severely negative also increased. The element they lose faith in TKM is their doubt about the scientific aspects of TKM. On the other hand, severely negative recognition was also raised. 73.8% of respondents thought the most effective treatment of TKM was for myalgia. 33.3% of them answered the chance to encounter TKM was the mass media, indicating its limitation. 60.5% of them considered major reason for negative evaluation of TKM is its non-scientific aspects and only 30.9% said TKM treatment could be recommended to patients at the hospital. Doctors in WM for recognition on TKM is mostly negative and major reason is its non-scientific aspects. As the solution to this problem, scientification of TKM is suggested through research projects. These connections must be resolved to smoothly work interdisciplinary system of TKM and WM.

• 컴퓨터교육학회논문지
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• 제16권3호
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• pp.79-89
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• 2013

과거 10년 동안 과학기술교육의 문제점 중에 하나는 학업성취에 비해 낮은 과학기술에 대한 학습동기와 흥미, 이공계 기피현상이다. 이를 극복하기 위한 해결책으로 등장한 것이 STEAM 교육이다. 그러나 학교 교육현장에서 STEAM 교육의 필요성과 가치를 드러낼 수 있는 다양한 실천적 연구가 부족하며, 기존의 STEAM 교육연구는 주로 학생들의 태도 변화에 초점을 맞추고 있다. 그래서 이 논문에서는 학교현장에서 첨단과학을 체험할 수 있는 직접 만드는(Hands on) 센서를 활용하는 STEAM 프로그램을 구안하여 초등학교 4학년 110명의 학생들에게 적용하고 그 효과를 연구하였다. 또한, STEAM 교육의 효과를 연구하기 위해 과학적 태도 검사, 아동 인성검사, 과학적 문제해결력 검사, 창의적 과학문제해결검사, 교육과정 만족도 검사를 실시하였다. 그 결과 측정한 모든 영역에서 STEAM 교육처치에 의해 향상되었다는 것을 확인하였다.

• 한국과학교육학회지
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• 제16권4호
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• pp.365-375
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• 1996

Improving of scientific inquiring ability is the major goal of current science curriculum, and the 6th science curriculum. But science educators consider that the existing textbooks and teaching manuals are insufficient to achieve this goal. For science teachers at teaching site to guide students efficiently in research work, development of teaching-learning programs is urgently demanded. Hypothesis Verification Learning Model(HVLM) was applied to classroom situation to improve ability of scientific inquiry in experiment teaching of middle school biology. The effects of the model were analyzed to suggest some approach method to reach the goal of science education in this study. The major results of this study are as following: 1. The students and teachers responded positively on this new learning model. an students were willing to participate in biology experiment and they said that to know what was unknown to them while exchanging ideas and opinions through the discussion, It was hard for teachers to instruct at the first time and it took much time for them to arrange materials ready, but it turned to be easier as time went on. 2. In science process skills, there was no significant difference statistically by new leaning model. Only the formulating a generalization or model showed significant difference statistically between the two groups. 3. For scientific attitude, experimental group did not show significant difference statistically between the two groups, but the experimental group showed statistically more significant positiveness in all areas afterwards than before. 4. In science achievement test, there was significantly higher than the control group. It is also analyzed that they remember the experiments in courses and results they planned and performed by themselves longer than these guided by teachers.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.61-70
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• 2002

The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

• 한국초등과학교육학회지:초등과학교육
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• 제37권3호
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.82-94
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• 2014

The purpose of this study is to develop teaching program which utilizes emotional intelligence elements as a measure to stimulate the motive and scientific attitude of learners and examine the effect of its application. The target unit for this study is 'world of plants' in the fourth grade of elementary school, and the teaching program is composed of 3 stages including I(encounter with myself), S(encounter with science), and U(encounter with friends). The teaching program is organized in the way to reflect 5 emotional intelligence elements including self-awareness, self-regulation, self-motivation, sympathy, and personal relations properly according to each stage of teaching program. The result of applying this program into actual classrooms is as follows. First, it is proven that the teaching program actually helps improving the motive of learners to study science. The emotional intelligence takes a role of positive motive for thinking, and the learners monitor their emotion and behavior patterns by using a mirror notebook to reduce their anxiety about science. Second, it is proven that the teaching program changes the science related attitude of learners positively. The emotional intelligence elements help the learners to create friendly feeling toward science subject and have a friendly attitude toward science and a sense of expectancy to science class. Third, it is proven that the teaching program contributes to the improvement of learners' science study achievement. The emotional intelligence takes an important role in improving the learners' science study achievement through the role of adjusting and controlling the recognition capability. However, emphasizing the emotional intelligence excessively also has a risk to break the balance between emotion and recognition, so it is considered that the balanced approach should be applied.

• 한국과학교육학회지
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• 제32권4호
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• pp.586-603
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• 2012

이 연구는 경기도 소재 예술 고등학교 3학년 학생들의 과학의 본성과 예술의 속성의 관련성을 통하여 과학의 본성에 대한 인식을 알아보는 조사연구이다. 미술, 음악, 무용과 연극영화의 전공별로 학생들이 과학과 예술의 관련성을 구체적으로 어떻게 인식하고 있는지를 발췌문을 중심으로 분석하였다. 그 결과 학생들은 과학과 예술의 관련성으로 '창의적 상상력', '기술과의 연관성', '사회문화적 관련성', '주관성', '가변성'과 '탐구적인 태도'를 주로 인식하고 있다는 사실을 알게 되었다. 이러한 결과는 과학과 예술이 일반적인 생각과 달리 공통점이 많아서 비교가능성이 많으며, 또한 이 두 분야가 어떻게 다른지를 통하여 학생들의 경험이 과학의 본성을 어떻게 인식하는지 알게 해 준다. 과학교육학자들에 의해 합의된 과학의 본성 요소들과 상당히 일치하고 있다는 점에서 주목할 만하다.