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김희백 원광대학교 사범대학 과학교육연구소 1992 과학교육 연구지 Vol.1 No.1
Mathematical model which determines optimum pacing was constructed. It was shown to be effective that each study unit was learned to a level above the inflection point where learning rate was maximum. To determine the pacing practically middle school students studied on the two small study units included in the 'Unit Ⅱ Metabolism' for 5 hours. After each hour formative evaluation was taken. High school students studied on the 'meiosis' from one hour to five hours according to the class. All of the evaluation results showed sigmoidal curves. Estimated time to terminate a unit to maximize the achievement during total study period, was a little longer than the time scheduled in the text. In addition it was shown to be a more serious problem that current study time allocated in the text was insufficient to achieve the high level objectives such as comprehension and application ability.
교육대학 학생들의 과학실험실 학습 환경에 대한 인식조사
김희백,김도욱 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.2
Assessment of science laboratory environment was conducted with 148 students at department of science education, university of education. Science Laboratory Environment Inventory(SLEI) was used as an instrument. The major findings of this study are as follows. 1. Mean scores obtained on each scale in the actual and preferred version of SLEI were relatively low, particularly on the scale of open-endedness, integration, and material environment. 2. Mean scores obtained on each scale in the actual version were lower than those in the preferred version. Score differences between actual version and preferred one were found to be significant statistically. 3. Mean scores of attitudes toward science were lower than those of elementary and secondary students obtained at other researches. 4. Each scale of SLEI except integration showed significant correlation with the scores of attitudes toward science. Particularly open-endedness was found to account for a significant contribution to the affective outcomes.
김희백,길봉섭 圓光大學校 基礎自然科學硏究所 1997 基礎科學硏究誌 Vol.16 No.1
Biology teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers; beliefs and attitudes. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Biology teachers showed inconsistent beliefs about science and school science. Their reponses reflected a patch-like view of postmodern epistemology and objectivism. They also showed somewhat different views about science and school science. It was found that biology teachers had strong objectivist views about science in some parts, but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration, and rule clarity on the actual version in SLEI were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and school science, and their perceptions of the actual science laboratory learning environment. And there were statistically meaningful correlations on three scale of student cohesiveness, integration, and rule clarity between perceived learning environment and preferred learning environment. We could not show a causal relationship among teachers' beliefs, attitude and their science laboratory learning environment do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically correlations between them.
김희백 韓國生物敎育學會 1993 생물교육 Vol.21 No.2
The quality of biology education in the secondary school is dependent on biology teachers, who develope their abilities through preservice and inservice training. The contents of text materials for career/credentialed inservice training of biology teachers published at each province in Korea, were analysed to examine the effectiveness of the programs. The text materials were very different exept that they were composed of three domains of liberal arts, pedagogy, and major, and that training time allocated each domain was similar according to the province. And the contents of text materials were not sufficient to develope abilities of biology teachers needed ti teach effectively in the class and the lab as followers; 1) the contents of major subjects were determined not by necessities of biology teachers but by lecturers; 2) new science teaching methods. skills, and knowledges for lab teaching and research methods in science education were deficient in most text materials. Therefore curricula and text materials for inservice training of biology teachers should be developed.
유전 개념의 이해를 위한 염색체 모형 이용 수업의 효과
김희백,이성조,김형련,이선경,강경미,김성하 韓國生物敎育學會 2002 생물교육 Vol.30 No.3
Mendelian genetics is one of major themes in the secondary level of biology education. But students have difficulty in studying it because of the abstract and dynamic attributes of genetic concepts. The purpose of this study is to investigate the effects of dynamic model on student motivation and understanding of genetic concepts. For this study, 234 10th graders in 6 classes were sampled from a high school in Seoul, Korea. The students were divided into three groups for implementation of the program, two experimental groups and one control group. The model with dynamic and stochastic attributes was shown to students by a teacher in the experimental group 1, while it was used by students in experimental groupⅡ, In the control group, the contents of a science textbook were taught in the traditional way. The results of this study were very informative. Students in the experimental groupⅡ showed higher records at the achievement test, and the differences were statistically significant. And students in the experimental groupⅡ showed higher interest about the teaching method and the learning content than those in the experimental group I and the control group.