• 과학교육연구지
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• 제39권3호
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• pp.333-342
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• 2015

이 연구는 단계적 상황 교수자료를 개발하고 대학 물리학 수업에 적용하여 물리 학습에 대한 효과를 조사하는 데 있다. 연구대상은 지방 소재 대학의 사범대학 자연계열 1학년 대학생 총 35명으로 했다. 단계적 상황 교수자료는 상황 이상화하기, 상황 확장하기, 상황 비교하기 단계로 개발하고, 일차원 운동, 이차원 운동, 뉴턴의 운동 법칙 등 6차시 물리 수업에 적용했다. 물리 학습에 대한 효과는 힘 개념 검사지(FCI)와 물리 학습에 대한 신념(MPEX) 설문지를 사용하여 조사했다. 연구결과 단계적 상황 교수자료는 대학생의 힘 개념 변화에는 효과가 있었지만, 물리 학습에 대한 신념에는 유의미한 변화가 없었다. 결론적으로 단계적 상황 교수 학습 전략으로 개발된 교수자료는 학생에게 과학개념을 다양한 상황에 적용하는 기회를 주어 물리 개념 변화를 돕는 데 효과가 있다. 끝으로 연구 결과들을 통해 단계적 상황 물리 수업에 대한 교육적 시사점을 논의했다.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.192-199
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• 2003

The Journal of Korean Elementary Science Education has been developed in both quantitative and qualitative aspects during twenty years since first published year 1983. This study was intended to survey the research trend of the journals, which has been published so far. It will give an orientation of science education research and suggestions towards research to improve science education. The 243 articles of the journals, which were published from 1983 to 2002 by Korean Elementary Science Education Society, were classified into 7 categories including science teaching, science learning, assessment in science, science teacher education, science curriculum, educational facilities & materials, and general science education. The results are as follows: 1. The articles published last decade are increased four times compared with the first decade. 2. The half of articles published so far concentrated on science teaching and learning. The articles on educational facilities & materials or general science education are few. 3. During the last decade, the articles on science teacher education, educational facilities & materials, assessment in science, and science learning relatively increased than the first decade. The number of articles on science curriculum was fluctuated every five years. 4. Most of articles were focused on the narrow subject areas. For example, the articles on science teaching, science learning, assessment in science, science teacher education, science curriculum, and educational facilities & materials were largely focused on the teaching strategies, pupils' conception, affective assessment and teaching practice survey, teachers' appreciation about the nature of science or instruction, analysis of science textbooks, development of the experimental materials or the audiovisual aids respectively. 5. The subject areas highlighted so far in science education, for example, inquiry or experimental activities, STS instruction, environmental education, gifted education, instruction with multimedia, problem-solving or reasoning, experimental skill assessment, etc. were not much researched.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.269-283
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• 2012

The purpose of this study is to further develop the strategies using science magic and investigate the their effects of the instruction on the student's attitude toward science. To do this, a main idea was selected and stages for science teaching methods were developed. Two classes of the 4th grade were selected and instructed. After implementing and using the teaching method, a test and survey were administered to examine the perception of the students and the learning effects of the new science teaching. The results of this study were as follows. First, the strategy for using science magic was developed and applied. For learners, doing science magic was more effective on their own in terms of boosting student's understanding and interest. Also the teacher's modeling was better in terms of presenting the contents. Second, the students' reaction and perception on using the science magic in classes were positive. In the classroom setting, science magic helped the learners understand better and made the learning environment fun. Third, instruction using science magic had a positive effect on student's attitude toward science. Students felt curiosity about science magic. It made them participate better in studying the activity as well. In conclusion, instruction using science magic can be applied to science to education, and the attitudes toward science and learning achievements can be improved.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• 한국과학교육학회지
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• 제28권8호
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• pp.786-795
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• 2008

The purpose of this research is to propose a program for teaching and learning effective problem-solving for gifted students based on abductive inference. The role of abductive inference is important for scientific discoveries and creative inferences in problem-solving processes. The characteristics of creativity and abductive inference were investigated, and the following were discussed: (a) a suggestion for a new program based on abductive inference for creative outcomes, this program largely consists of two phases: generative hypotheses and confirmative hypotheses, (b) a survey of the validity of a program. It is typical that hypotheses are confirmed in phases through experiments based on hypothetic deductive methodology. However, because generative hypotheses of this hypothetic deductive methodology are not manifest, we maintained that abductive inference strategies must be used in a Creative Teaching-learning Program for gifted science students.

• 과학교육연구지
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• 제36권2호
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• pp.167-185
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• 2012

본 연구는 생물 예비교사의 과학수업모형을 적용한 수업시연에 나타난 질문 유형을 분석하여 수업 전문성 향상을 위한 개선점을 찾는데 목적이 있다. 질문 유형을 분석하기 위한 질문 분석틀은 크게 범주1(인지적 영역질문, 탐구기능질문, 정의적 영역 질문), 범주2(반복질문, 범위를 좁히는 질문, 연습 질문), 범주3(학생활동 진행 질문, 기억 질문, 사고 질문) 질문 유형으로 구분되었다. 5가지 과학수업 모형을 적용한 생물 예비교사의 질문 유형을 분석한 결과, 인지적 영역질문과 기억질문이 가장 높은 빈도를 나타냈다. 순환학습모형에서는 인지적 영역 질문이 가장 많이 나타났고, 특히, 학생활동 진행형 질문은 순환학습모형의 '1차 개념도입단계'와 실험을 수행한 '2차 탐색단계'에서 많이 사용되어 단계의 특징을 나타내고자 하였다. 발견학습모형은 관찰과 측정, 분류, 일반화 과정이 통합되어 있으나 수업시연에서는 기억질문이 많았고, 탐구기능 질문의 비중이 낮게 나타났다. 탐구학습모형에서도 기억질문이 많았고, 다른 수업모형에 비해 탐구기능 질문이 탐구학습모형의 '실험설계단계'와 '실험단계'에서 많이 나타났다. STS수업모형에서는 정의적 영역질문과 사고질문이 다른 수업모형에 비해 많이 나타났다. 개념변화학습모형에서는 기억질문을 많이 사용하여 개념변화학습모형의 모든 단계에서 학생들의 오개념을 자극하고 과학적 개념의 수정에 많은 도움을 주었다.

• International Journal of Computer Science & Network Security
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• 제21권6호
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• pp.275-285
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• 2021

Ministries of Education are integrating different Learning Management Systems (LMS) to enhance teaching and learning during the lockdown to avoid academic loss. The key factor for delivering a high-quality education through LMS platforms is teachers' acceptance and adoption of the platform. Madrasati platform (which means My school) was introduced by Saudi Arabian Ministry of education as the formal teaching and learning for distance education for public education levels. This study aims to examine the effectiveness, usability and adoption of "Madrasati" platform from teachers' perspectives in Saudi Arabia. "SUS, CSUQ" tests were used to test the usability of the new platform. Using quantitative research design, data were collected using questionnaire. 200 teachers were selected randomly answered the survey. Data was analysed descriptively and inferentially using SPSS (25). The results obtained indicate that the teachers are highly satisfied using Madrasati platform and technically it is well designed. Also, Madrasati has positive effect on teaching quality. Moreover, Madrasati has high usability in teaching. One of the key findings were that the quality of the information content in Madrasati has a strong effect on teachers' perception of the Madrasati usefulness that led to a positive attitude towards Madrasati. These findings would be useful to the ministry of education and institutions trying to integrate technology in their teaching and learning processes. Thus, this paper contributes towards more effective utilisation of the extensive functionalities that Madrasati have to offer, which will contribute toward the development of pedagogy in Saudi Arabia.

• 한국과학교육학회지
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• 제25권6호
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• pp.689-697
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• 2005

Science education has been in a state of crisis for some time. To understand the science teacher's role, it is helpful to reconsider an aspect as fundamental as the nature of science. Since teaching cannot be separated from learning and knowledge, their very close dynamic processes need to prescribe the role of the teacher and student simultaneously. However, traditional views are limited because they tend to emphasize some particular selected aspect of learning and teaching. This paper investigates the epistemology of Michael Polanyi (1891 1976), which is often considered to transcend the confrontation between objectivity and subjectivity of knowledge. Polanyi reconceptualized science knowledge as 'personal knowledge' based on his own experience as a scientist and a thinker. In this study, I discuss 1) the nature of science in light of Polanyi's epistemology, 2) what this says about the meaning of science learning and teaching, 3) the potential of these ideas for the role of the science teacher.

• 한국과학교육학회지
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• 제42권2호
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• pp.227-238
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• 2022

과학 교사의 주요한 역할 중 하나는 학생들이 과학 수업의 주체로서 활발하게 참여할 수 있도록 돕는 것이다. 이와 관련하여 본 연구에서는 한 초등학교 과학 전담 교사가 어떻게 학생들의 정서적 자원을 활용하여 정서적 반응적 교수를 수행하였고 그 결과는 무엇이었는지 기술하였다. 연구의 참여자는 교사 자신과 그가 가르치고 있는 6학년 학생들이었으며, '다양한 생물과 우리 생활' 단원의 수업에 교사의 정서적 반응적 교수가 적용되었다. 교사의 개인 일지, 수업 녹화본, 학생들과의 면담을 포함한 다양한 종류의 자료를 수집하였으며, 이들을 질적인 방법으로 분석하고, 셀프 스터디의 방식으로 연구 결과를 기술하였다. 교사는 학생들의 세 가지 정서적 자원(캐릭터 그리기, 티셔츠 디자인, 랩)을 활용하여 정서적 반응적 교수를 수행하였다. 교사의 정서적 반응적 교수는 학생들의 긍정적인 정서 및 활발한 수업 참여, 지식의 탐색과 정당화를 포함하는 인식적 실천, 일상생활의 맥락을 고려한 지식의 재구성이라는 효과를 가져왔다. 이에 따라 정서적 반응적 교수가 초등학생들의 과학 수업 참여를 촉진하면서 정서적, 인식적, 개념적 측면에서 유의미한 학습 결과를 가져올 수 있음을 논의하였다. 따라서 정서적 반응적 교수의 특징과 세부 교수 전략들을 이해하기 위한 후속 연구가 수행되어야 할 것이다.

• 한국과학교육학회지
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• 제4권2호
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• pp.64-73
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• 1984

This study aimed at identifying the characteristics of current science curriculum in several countries in terms of its format, aims and objectives, contents and guidelines and discussed about therm. The curricula were collected from 9 countries- The United States of America(5 states), Canada(4 Provinces), England, West Germany, France, Australia, Newzealand, Japan and the republic of China. Each country had her own characteristics of science curriculum, but there also common characteristics among several countries. First, the format of science curricula in eastern countries were very different from those of western countries. The western countries had the curriculum format which included characteristics and needs of science education, philosophy and background, aims and objectives, contents, characteristics of learners, teaching and learning strategy, teaching materials, guide of experiments, evaluation methods, and other concrete informations while eastern countries had the curriculum format which included only objectives, contents and guidelines. I think that the format of science curriculum in western countries is more recommendable than that of eastern countries. Second, the aims and objectives of science curricula in eastern countries focused on scientific knowledges and concepts, while those of countries emphasized scientific methods and attitudes. Third, the contents of science curricula were very similar regardless of eastern countries or western countries. In other words, all the countries in this study emphasized life science and earth science at lower grade level and physical science at upper grade level. Especially the observation and concrete learning activities were suggested at lower grade level and logical reasoning was emphasized at upper grade level. I think that the integrated (topic-centered) science curriculum is more recommendable than our current non-integrated science curriculum in lower grade levels. Finally, the guidelines of science curriculum in eastern countries did not suggest specific information about teaching contents, experimental methods, teaching-learning activities, evaluation methods, teaching and learning meterals, while those of western countries provided more specific information which teachers could utilize very effectively.