• 한국과학교육학회지
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• 제33권3호
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• pp.597-625
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• 2013

This study explored how teachers and students in different countries discursively interact to build 'Classroom Science Knowledge' (CSK) - the knowledge generated situatedly in the context of the science classroom. Data came from publicly released $8^{th}$ grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different from the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal detailed characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.

• 한국과학교육학회지
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• 제16권2호
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• pp.217-225
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• 1996

Science-related attitudes, perceptions of science classroom environments, and their relationships were investigated for a sample of 535 primary and secondary school students. Two scales of the Test of Science-Related Attitudes and five scales of the Classroom Environment Scale(CES) were administered. Students' perceptions of preferred science classroom environments were also investigated using the same scales of the CES and compared with those of actual classroom environments. The results indicated the primary school students had the most positive attitudes on Enjoyment of Science Lesson and Career Interest in Science. They also had the highest scores on perceptions of actual classroom environments, while the high school students had the lowest scores. Regarding the relationships between science-related attitudes and perceptions of classroom environments, multiple correlations for the five scales of the CES were found to be significant(p<01). The scores of four scales-Involvement, Teacher Support, Order and Organization, Rule Clarity-are significantly correlated with the scores of Enjoyment of Science Lesson. Students' perceptions of preferred classroom environments on the four scales of the CES are significantly higher than those in actual environments. However, students' perceptions of actual environments on Task Orientation are similar to those of preferred environments, and are not significantly correlated with Enjoyment of Science Lesson. Educational implications are discussed.

• 한국과학교육학회지
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• 제35권3호
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• pp.499-508
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• 2015

본 연구의 목적은 과학수업 문화 분석을 위한 분석틀과 도구 개발을 위한 첫 단계로서, 초등학생들의 개방형 서술 응답 분석을 통하여 과학수업을 바라보는 초등학생들의 인식을 조사하고, 이에 기반으로 하여 과학수업 문화를 질적으로 분석할 수 있는 분석틀을 제안하고자 하는 것이다. 이를 위하여 서울 및 경기 소재 6개 학교의 초등학생 4학년과 6학년 총 571명이 작성한 응답을 3가지 방법으로 분석하여 분석틀의 6가지 범주(주요하게 드러나는 요인, 공동체의 권력구조, 과학 수업에서 중시하는 영역, 관심대상, 수업의 분위기, 참여형태)를 도출하였다. 각 범주에 따른 세부 분석틀 내용은 다음과 같다. 첫째, 과학수업에서 주요하게 드러나는 요인은 실험, 재미, 교사, 그리고 공동체로 나타났다. 둘째, 과학교실 공동체의 권력구조는 학급 친구, 교사, 개인으로 나누어 볼 수 있다. 셋째, 학생들이 과학수업에서 중시하는 영역은 인지적, 정의적, 행동적 영역으로 살펴볼 수 있다. 넷째, 과학교실 공동체에서 관심을 가지는 대상은 교사의 가르침, 실험, 지식과 의견의 이해, 지식과 의견의 공유로 나타났다. 다섯째, 과학수업 분위기의 형태는 장난치고 시끄러운 분위기와 재미있고 즐거운 분위기로 나타났다. 여섯째, 학생들의 참여 형태는 모든 구성원의 참여, 자율적인 참여, 협동적인 참여 형태로 나타났다. 본 연구의 이러한 결과는 학생들이 생각하는 과학수업의 모습과 그 특징에 바탕을 두어 과학수업 문화를 분석하는 질적인 분석틀을 제안할 수 있었다는 점에 의미가 있겠다. 또한 본 연구의 결과를 통해 과학수업의 문화적인 측면에서 나타난 시사점에 대하여 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.367-378
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• 2011

After pre-service teachers become teachers, traditional patterns of classroom discourse which they had experienced as students affect their classroom discourse implicitly. For this reason, it is needed to get a new insight for evaluating and reflecting a teacher's classroom discourse. In this study, I analyzed the information flow of science classes of pre-service elementary school teachers. The finding showed that teachers' organizational skills for students' information made advanced science classes by maintaining discourse cohesions. And the findings also showed a way how to analyze, evaluate or reflect science classroom discourse. This trial could contribute to find out the characteristics of teachers' science classroom discourse and show the directions to them how to change their classes beyond impressionable evaluations for their science classes.

• 한국환경과학회지
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• 제23권4호
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• pp.673-679
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• 2014

This study aims to investigate the indoor air quality by analyzing $PM_{10}$ concentration and metallic elements collected from high school(classroom, science room, assembly room). $PM_{10}$ concentration of a classroom, a science room, and an assembly hall during the research period was 87.7 ${\mu}g/m^3$, $75.3{\mu}g/m^3$, $64.6{\mu}g/m^3$, respectively. Si of $PM_{10}$ had highest concentration with 15,427 $ng/m^3$ followed by Na which had 7,205 $ng/m^3$, and the order was Si>Na>Ca>Mg>Fe>K in the classroom. $PM_{10}$ concentration of a classroom and a science room was each 104.8 ${\mu}g/m^3$ and 75.3 ${\mu}g/m^3$ during the semester and $PM_{10}$ concentration of a classroom and an assembly hall was each 80.9 ${\mu}g/m^3$ and 64.6 ${\mu}g/m^3$ during the summer vacation. Based on $PM_{10}$ and metallic concentration at a classroom on day of week, the concentration of Friday was highest with 112.0 ${\mu}g/m^3$, and that of Monday was lowest with 65.3 ${\mu}g/m^3$.

• 한국초등과학교육학회지:초등과학교육
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• 제34권2호
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• pp.238-251
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• 2015

This study, based on literature review and theoretical discussion, reinterprets the learning environment instruments from cultural perspectives and suggests the applicability of learning environment instruments for understanding science classroom cultures. To do this, the existing learning environment instruments are first investigated and compared in terms of their features and utilizations appeared in previous studies. The learning environment instruments are then reinterpreted in the light of culture. Finally, we suggest the possibilities to use the learning environment instruments to understand science classroom cultures. The results of this study can be summarized as follows. First, the learning environment instruments, by interpreting them culturally, could be interpreted in cultural ways and used as the alternative ways to explore science classroom cultures. Second, the learning environment instruments, such as WIHIC and CLEQ, could be interpreted both along the dimension of phenomena in classrooms and the dimension of students' psychology in order to investigate science classroom cultures. Third, the instrument items could be interpreted culturally in different ways according to the description types of instrument items. Thus, when learning environment instruments are used in culture research, the description types should be sufficiently taken into account. Based on the results of this study, educational implications are discussed in terms of exploring classroom cultures and of culture research.

• 한국과학교육학회지
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• 제23권5호
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• pp.484-493
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• 2003

본 사례연구를 통하여 과학수업 관찰과 분석의 실례를 제공하려고 한다. 수업관찰과 수업 전후에 걸친 교사와의 심층 면담을 실시하였으며, 수업에 활용된 교수학습 자료들을 수집하였다. 한 과학 교사의 수업을 (1)교육과정 및 교과내용 측면, (2)교수학습 방법, (3)학습자에 대한 이해, (4)수업 분위기, (5)평가, (6)교사의 전문성 개발을 위한 노력 등의 6가지 범주에 초점을 맞추어 관찰하고 분석하였다. 본 사례연구 교사는 스스로의 수업개선을 위해 노력하고 있을 뿐만 아니라, 그의 실천적 지식을 다른 교사들과 공유하기 위하여 현직교사 연수에도 활발히 참여하고 있었다. 타당한 수업 평가틀(관찰틀)이 교사교육 및 현직 교사들의 전문성 개발에 주는 시사점도 논의되었다. 이러한 수업 평가틀은 교사들에게 고도로 숙달된 수업 실제에 대한 지향점을 제공할 것이다.

• 한국과학교육학회지
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• 제17권4호
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• pp.395-403
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• 1997

In order to study the effect of the 'General Science' course implemented under the 6th science curriculum, high school students' views about the relationship between science/technology and society and their perceptions of science classroom environment were investigated. Four classes (n = 211) were selected from those completed the 'Science I' course under the 5th science curriculum, and 4 another classes (n = 216) which took the 'General Science' course under the 6th science curriculum were selected. In order to compare students' views about the relationship between science /technology and society. 10 items were selected from the VOSTS (Views On Science-Technology-Society) while considering the 6th science curriculum and the 'General Science' textbooks, and administered at the end of the 'Science I' course and at the beginning and end of the 'General Science' course. In order to compare the perceptions of science classroom environment, the Perceptions of Science Classroom Environment Questionnaire, which was prepared from the Individualized Classroom Environment Questionnaire. the Science Laboratory Environment Inventory, and the Classroom Environment Scale. was also administered at the end of the 'Science I' course and the 'General Science' course. The results indicated that the mean VOSTS score of the 6th-curriculum group was lower than that of the 5th-curriculum group, although the difference was not statistically significant. The decrease in the VOSTS score of the 6th-curriculum group during the 'General Science' course was statistically significant. It was also found that unrealistic views such as 'technology is the application of science', and 'corporations should control science/technology' had been formed during the course. However, the 6th-curriculum group had more positive perceptions of science classroom environment. Educational implications are discussed.

• 한국과학교육학회지
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• 제23권4호
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• pp.331-340
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• 2003

This paper presents a case study of the student's culture as a component of conceptual ecology that affects discussions and discourses in the science classroom. The present study was conducted using a naturalistic approach, mainly through observing a science class of a middle school in Seoul, Korea, and through semistructured interviews. The case showed that the science classroom culture can be identified in four aspects: (1) knowledge; (2) the teacher; (3) classmates; and (4) self. These cultural aspects were strongly related to each other and functioned as constraints in discussions and discourses of the science classroom. For successful discussions and discourses, it is necessary to consider students' cultural aspects: epistemological views on knowledge, the teacher-student and student-student relationships, and the role of self in the discussions and discourses.

• 한국지구과학회:학술대회논문집
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• 한국지구과학회 2004년도 춘계학술발표회 논문집
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• pp.13-13
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• 2004