초 , 중 , 고 학생들의 과학 탐구 능력 추이 분석을 위한 종단적 연구

우종옥,김찬종,허명,최관순,양일호,김범기,김태선 한국과학교육학회 1999 한국과학교육학회지 Vol.19 No.2

본 연구에서는 우리 나라 초·중·고등학교 학생들의 과학 탐구 능력에 대한 종단적 추이를 분석하였다. 1997년에는 우종옥 등(1998)이 개발한 검사지를 사용하였으며, 1999년에는 이를 일부만 수정하여 사용하였다. 조사 대상은 성별, 지역별 등을 고려하여 표집하였다. 조사된 자료는 각각 횡단적으로 분석하고, 이를 바탕으로 학생들의 과학 탐구능력이 어떻게 변해 가는지 종단적 추이를 분석하였다. 조사 결과 초등학생들의 과학 탐구 능력은 유의미한 차이가 없었으나, 중·고등학생들의 과학 탐구 능력은 유의미하게 향상된 것으로 나타났다. 학교 과학 교육의 질을 과학적으로 관리하기 위해서는 교육과정이 추구하는 교육 목표의 달성이 성공적으로 이루어지고 있는지를 국가수준에서 주기적으로 측정하여 부진의 원인을 진단하고, 개선 방안을 계속 연구하여야 할 것이다. The longitudinal trend of elementary and secondary students' science process skills were investigated to monitor the progress of science learning. Science process skill test, developedin an earlier study on developing a national science process skills assessment system, was revised and administered for the study on March, 1999. Subjects were sampled nation wide according to sex and region. The results of this assessments were compared to those administered on February, 1997. The results showed little difference on science process skills among elementary school students. However, secondary students showed marked increase in science process skills. More systematic and long-term research for assessing science process skills should be planned and performed periodically to provide empirical and foundational data for educational policy making.

ESCP와 地學에 關한 比較硏究 : 바람직한 地學敎育의 發展可能性을 中心으로

우종옥 부산대학교 1972 論文集: 自然科學篇 Vol.14 No.-

Gas 星雲의 O型별의 有효溫度 : Gas 성운의 O형별의 유효온도

우종옥 부산대학교 1973 論文集: 自然科學篇 Vol.15 No.-

GAS星雲에 관한 硏究 (I) : 電離星의 Lyman-visual Colors

우종옥 釜山大學校 1972 論文集 Vol.13 No.1

초·중·고 학생들의 과학 탐구 능력 추이 분석을 위한 종단적 연구

우종옥,김범기,허명,김찬종,양일호,최관순,김태선 한국교원대학교 과학교육연구소 1999 청람과학교육연구논총 Vol.9 No.1

본 연구에서는 우리 나라 초·중·고등학교 학생들의 과학 탐구 능력에 대한 종단적 추이를 분석하였다. 1997년에는 우종옥 등(1998)이 개발한 검사지를 사용하였으며, 1999년에는 이를 일부만 수정하여 사용하였다. 조사 대상은 성별, 지역별 등을 고려하여 표집하였다. 조사된 자료는 각각 횡단적으로 분석하고, 이를 바탕으로 학생들의 과학 탐구능력이 어떻게 변해 가는지 종단적 추이를 분석하였다. 조사 결과 초등학생들의 과학 탐구 능력은 유의미한차이가 없었으나, 중·고등학생들의 과학 탐구 능력은 유의미하게 향상된 것으로 나타났다. 학교 과학 교육의 질을 과학적으로 관리하기 위해서는 교육과정이 추구하는 교육 목표의 달성이 성공적으로 이루어지고 있는지를 국가수준에서 주기적으로 측정하여 부진의 원인을 진단하고, 개선 방안을 계속 연구하여야 할 것이다. The longitudinal trend of elementary and secondary students' science process skills were investigated to monitor the progress of science learning. Science process skill test, developedin an earlier study on developing a national science process skills assessment system, was revised and administered for the study on March, 1999. Subjects were sampled nation wide according to sex and region. The results of this assessments were compared to those administered on February, 1997. The results showed little difference on science process skills among elementary school students. However, secondary students showed marked increase in science process skills. More systematic and long-term research for assessing science process skills should be planned and performed periodically to provide empirical and foundational data for educational policy making.

과학교사에 관한 선행연구 분석

우종옥,정진우,홍성일 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

There were many studies on the science teacher. Also, there were many researches on the science teacher education. What seems to be needed is more analysis and synthesis of these results. In this study, the results of preceding-research were analyzed and categorized. The study subjects were preceding-researches published on the 'Journal of the Korean Association for Research in Science Education' and the 'Science Education' of America. The results of this study were as follows: The trend of research on science teacher and teacher education became more various and diverse. The domain of research were categorized in three: (1) Teacher Character(of Cognitive and Affective), (2) Teacher Education(of in-service and pre-service), (3) Professional Practice (of Teaching). The implication of this study was that it was more necessary to investigate on the teacher's teaching strategies.

대학 수학능력 시험의 수리· 탐구 영역중 지구과학 교과에 관련된 탐구능력 측정을 위한 행동 요소의 추출과 평가 목표의 상세화 연구Ⅰ

우종옥,이경훈,이항로 한국과학교육학회 1991 한국과학교육학회지 Vol.11 No.1

The purpose of this study is to construct the evaluative objectives of science inquiry skills specificationaly. Specification of evaluative objectives will be able to serve as evaluative criterion for development of a test of the integrated science process skills. The results in this study are as follows ; (1) The selections of science inquiry skills from the previous developed taxonomies are observation, measurement, formulating hypothesis, designing an experiment and controlling variables, inference, predicting(including intrapolation and extrapolation), organizing data and interpreting, defining operationally, formulating a generalization or model, drawing a conclusion. (2) The definitions of the selected science inquiry skills are made operationally. (3) Evaluative objectives relating to the selected science inquiry skills are spcified with the previous developed items. Based on the above results, total 9 science inquiry skills are selected and 72 evaluative objectives are specified.

과학과 수업 방법의 요인분석 연구

우종옥,정진우,홍성일 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

The purpose of this study was to find out and analyze the science teacher's teaching methods. A total of 35 teaching methods were abstracted from the previous studies and the relating literatures. An instrument to measure the frequencies of using methods was developed and then tested to middle school science teachers. The Results of two factor analysis methods were compared. The results are as follows: The instruments's reliablity coefficient(Cronbach α) was 0.7707. The teaching methods which middle school science teachers have used frequently were represented as the proposing of the learning objectives, the deductive teaching, the experimental activities by teacher's guide, the summarization after explanation, the reading text etc. Also, it was revealed that they have not use the diagnostic evaluation, the formative evaluation, the experimental activities by student's design, the instructional medium. By confirmatory factor analysis, the 1st factor included 13 teaching methods and 2nd and 3rd factor included 9 and 7 methods respectedly. The meaning of 1st factor was interpreted to stimulate student's learning motives. And the other's were about the development of instruction. In exploratory factor analysis factors were overlapped or more fined.These were due to the structure of factors.

과학 관련 태도의 타당한 측정을 위한 연구 (I)

우종옥,이경훈 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

The use of attitude as a psychological concepts dates back to 1918(Thomas and Znaniecki). Assessment of attitudes has been conducted by a number of researchers since then in a wide range of contexts: religion, government, industry, community interrelations, and education; and sociology and psychology. In science, the number of research summaries and meta-analyses points to the significance of the concept of attitude toward science. However, in spite of the wide spread use of attitude assessment in science, many of the existing instruments have severe limitations. Those limitations serve as the rationale for the construction of a new instrument to assess attitudes toward science The term "attitude" and "science" are somewhat ambiguous taking on different meanings for different people in different contexts. Very often an assessment includes several dimensions of attitude and, therefore, provides no clear idea of what was really measured. As a result there is no consistency with respect to the construct among attitude instruments. To clarity this issue, Gauld(1982), Munby(1983a, 1983b), Blosser(1984) and Haladyna and Shaughnessy(1982) offer some guiding descriptions. Attitude as it relates to science is divided into two areas-scientific attitude and attitude toward science. Scientific attitude refers to a particular approach a person assumes for solving problems, for assessing ideas and information, and for making decisions. It includes such scientific methods and predispositions as objectivity, suspended judgement, critical evaluation, and skepticism. Munby(1983a, 1983b) characterized scientific attitude as thinking as scientists do, that is, acting on evidence in a disciplined way. Attitude toward science. on the other hand, may address scientific attitudes, scientists, scientific careers, methods of teaching science, scientific interests, parts of curriculum, or the subject of science in the classroom(Blosser, 1984). It may refer to belief about processes, theoretical products, technological products, or the science-technology relationship(Munby, 1983).

과학적 탐구 능력 성취의 종단적 연구

우종옥,이경훈 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

The purpose of this study was to examine the longitudinal achievement of Science Inquiry Skills. The study compared two data sets collected in May 1992 and April 1993 using the TSIS(Test of Science Inquiry Skills). TSIS consists of 36items which measure 12 science process skills. TSIS's reliability(K-R 20) is 0. 86 and test-retest reliability is 0. 7822.