과학 실험 수업 분석 도구 개발

양일호,정진우,허명,김영신,김진수,김민경,최현동,오창호,Yang Il-Ho,Jeong Jin-Woo,Hur Myung,Kim Young-Shin,Kim Jin-Soo,Kim Min-Kyung,Choi Hyun-Dong,Oh Chang-Ho 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5

The purpose of this study was to develop an instrument for analysing elementary secondary school, and university science laboratory instructions. The categories of this analysis instrument were instituted through literature overviews and interactions with three researchers in a science classroom analyst team, a doctoral student, and eight master level students, who participated in the process of modification of the analysis instruments on the science laboratory instructions. The contents areas were divided into three categories: aims of laboratory activities, interactions, and scientific inquiry processes. Each category contains $2\~3$ items. So the instrument consisted of 20 subcategories. The validity of the this instrument was achieved through checking with 4 science education specialists.

2007과 2009 개정 과학교과서에 제시된 달의 위상 변화 삽화에 대한 초등학교 5학년 학생들의 이해

양일호,김정연,임성만 대한지구과학교육학회 2015 대한지구과학교육학회지 Vol.8 No.1

The purpose of this study is to investigate how elementary school student understands or students understand the illustrations on the phase change of the Moon in science textbook and to find out how textbook illustration helps students form the conception of the phase change of the Moon. To identify this purpose, we selected illustrations on the phase change of the Moon in the science textbook revised in 2007 and 2009 revised science textbook. For this study we selected and interviewed 20 students in the fifth grade. We integrated all data collected through interviews and created a transcription and a protocol and then, confirmed scientific conceptions related to the phase change of the Moon in students' illustration reading. The result are as followings: First, students read more scientific conceptions related to the phase change of the Moon in illustration of the 2009 revised science textbook which is presented with the universal observer's view point and the earth observer's view point. Second, students who find meaning in the various elements of the illustration and interpret with the integration of the various elements, get a lot of relevant information from illustration. All students have no differences recognizing the elements presented in illustration. But there are differences of contents of illustration reading depending on how students interpret the illustrations with integration of the various elements and if students cannot figure out the four scientific concepts needed to understand the phase change of the Moon, they ignore the information provided by illustration or analysis in their own way according to information provided by illustration. So misconception appears in this process.

초등학교 신규교사의 과학수업에서 나타나는 수업기술의 특징

양일호,정진우,조현준,최현동,오창호,Yang Il-Ho,Jeong Jin-Woo,Cho Hyun-Jun,Choi Hyun-Dong,Oh Chang-Ho 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5

The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

미시적 교수설계이론에 의한 현행 과학교수의 일관성 분석 : 과학Ⅰ(하) 'V.I. 태양계' 단원을 중심으로

양일호,홍성일,이재천,백성혜,김승화 한국과학교육학회 1993 한국과학교육학회지 Vol.13 No.3

In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne's assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new instructional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased-Generalities(RpG), A Remember-Verbatim-Generalities(RvG), A Remember-Paraphrased-Examples(Rpeg), A Remember-Verbatim-Examples(Rveg). The analyses are composed of 3 parts; Justifying the task level of objectives, Objective-test consistency, and Test-presentation consistency. The objectives, the presentations and the tests given in a teacher's guide and a textbook are analyzed. The results show that the task levels and the content levels of the objectives are not consistent with those of the tests. And the indices of the test-presentation consistency indicate the presentation problems of the instructional materials.

내용요소제시이론에 의한 과학교수제시의 적절성 분석 : '과학Ⅰ ( 하 ) ' V . I . 태양계 ' 단원을 중심으로

양일호,홍성일,이재천,백성혜 한국과학교육학회 1994 한국과학교육학회지 Vol.14 No.2

In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new insturctional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased-Generalities (RpG), A Remember-Verbatim-Generalities (RvG), A Remember-Paraphrased-Examples (Rpeg), A Remember-Verbatim-Examples(Rveg). And the instructional presentations are classified according to 4 levels: Explain Generalities(EG), Explain examples(Eeg), Inquiry Generalities(IG), Inquiry examples(Ieg). The instructional presentations are determined by instructional components of a related test item, and indexes of the presentation adequacy are calculated by the instructional presentations. The indexes of this study(0.17 - 0.44) were very low and it indicates that the instructional presentations were not adequate to the instructional components of the related text item.

초등학교 발견실험수업에서 나타나는 교사들의 교수행동 절차 분석

양일호,조현준,최진복 학습자중심교과교육학회 2007 학습자중심교과교육연구 Vol.7 No.1

The purpose of this study was to examine the elementary teachers\ teaching behavior procedure in discovery-laboratory instruction. For this purpose, we should know first what the teaching behavior elements are in their discovery-laboratory instruction. It was the next problem to analyze and identify their teaching behavior procedure. The fifty-one recorded discovery-laboratory instructions and their transcripts were used for the analysis. For the first step, the frame of the teaching behavior categories which had nine categories was developed through an inductive analysis approach with seven co-analysts. The teaching procedure could be identified with the frame. The result of this study was as follows. The teaching behavior procedure in elementary discovery-laboratory instruction was following orderly; the question generation or recalling the prior experience/preliminary concepts → presenting experimental question → orienting the lab-activity or introducing experiment materials → performing the lab-activity → results presentation → concepts induction → closing the class. 이 연구의 목적은 초등학교 발견실험수업에서 나타나는 교사들의 교수행동 절차를 알아보는데 있다. 연구목적 달성을 위하여 교수행동 절차를 파악하기에 앞서 발견실험수업에서 나타나는 교수행동요소들이 무엇인지를 확인한 후 교수행동을 분석하였고, 그 후 초등 교사들의 교수행동 절차를 확인할 수 있었다. 발견실험수업 51차시 분과 이 수업에 대한 전사본으로 교수행동을 분석하였다. 먼저, 교수행동요소를 추출한 후 이 요소들을 7명의 공동분석자들과 함께 9개의 범주로 유목화시킨 틀을 개발하였다. 완성된 이 범주틀을 기반으로 하여 교수행동 절차를 확인할 수 있었다. 그 결과 발견된 초등 교사들의 교수행동 절차는 다음과 같았다; 모두 7단계에 걸쳐 나타났으며, 그 절차는 의문 생성 혹은 선수학습 개념 확인 → 실험 문제 제시 → 실험재료 소개 혹은 실험 안내 → 실험 수행 → 실험결과 발표 → 개념 도입 → 본시 정리의 순을 따르는 절차를 보였다.

일액현상에 대한 초등과학 영재의 귀추적 사고과정에서 나타나는 유추 분석

양일호,김순미 한국교원대학교 뇌기반교육연구소 2014 Brain & Learning Vol.4 No.2

The purpose of this study was to analyze the analogy on abductive thinking process of elementary school gifted students. 14 gifted students of elementary school was selected as the participants. 14 gifted students thinking aloud protocol and interview data were collected during they hypotheses generation about leaves guttation phenomenon. The Results were as followings: Analogy exists in abductive thinking process of gifted children in science. And representation of question-situation were influenced the analogical inference and final selected hypothesis. When gifted students observed an amazing phenomenon, searching properties of objects are influenced their final hypothesis selection. The stage in representing of problem, it was inferred that the surface similarity. On the other hand, searching candidate hypotheses and configurating hypothesis stage, structural similarity revealed. This result showed a meaningful implication on the science research instruction and the education procedure planing. The teachers need to make the students pay attention to the essential elements through simplification and transformation, and to lead them generate the problems with a new viewpoint in the hypothesis generation teaching for the research ability improvement of the students.

T 세포에 의한 이식편대숙주반응

양일호,김춘추 대한조혈모세포이식학회 1997 대한조혈모세포이식학회지 Vol.2 No.1

Charles Darwin의 자서전에 나타난 사고 과정 분석

양일호,허명,오창호,황신영,정진수,권용주 韓國生物敎育學會 2006 생물교육 Vol.34 No.1

과학실험수업에 대한 초등과학영재들의 인식분석

양일호,박선옥 대한지구과학교육학회 2015 대한지구과학교육학회지 Vol.8 No.2

The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.