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유준희,정구흥 韓國生物敎育學會 1993 생물교육 Vol.21 No.2
Inspite of students' curosity and social need for genetic engineering there are not actual experiments related with it in biology textbook of high school. A basic laboratory manual of recombinant DNA technology was developed to understand concepts of genetic engineering. The laboratory manual consisted of contents including basic microbial technology to manupulation of DNA. Using developed laboratory manual, it was applied to biology teacher of secondary school, Through activities of many experiments, they showed significant increase in understanding of concepts(p=0.000). Teachers agreeded with the need of experiments of recombinant DNA technology in science high school, However, comparing to scientifically gifted high school students biology, teachers were lower in achievement and interests about experimental activity. It suggests that teacher group need enough explanations and experimental time to understand concepts of recombinant DNA technology.
과학 고등학교 학생을 대상으로 한 DNA 재조합 기술 적용의 탐색
유준희,김학현 韓國生物敎育學會 2004 생물교육 Vol.32 No.4
The rapid developments of a biotechnology in 20 century have resulted in enormous changes of our society as well as science. We have been living in the science-based society, and a genetic engineering among the biotechnology especially has affected various areas of our life. However, science high school students, anything but general high school ones, have not had chances of performing experiments for genetic engineering. Therefore, experiments related with recombinant DNA technology, a core of genetic engineering were applied to science high school students for 5 days in their school by their teacher not a professional researcher. All experiment were generally well done and students showed a significant increase of achievements (p<0.05). After doing all experimental procedures, they showed a high interest in a genetic engineering and an usual understanding in procedures of experiments. A little understanding for the experiments may be due to absence of pre-concepts about recombinant DNA and a little experimental experience of teacher. I suggest a proper time for performing the recombinant DNA experiments is after high school students fully obtaining basic concepts of recombinant DNA. Especially, plasmid isolation, DNA electrophoresis and transformation experiments among all procedures were more effective in science motivation and they are thought to be very important and useful within experimental courses for recombinant DNA technology. Therefore, I recommend the three experiments as core courses of recombinant DNA technology.
제 3 차 수학 , 과학 학업 성취도 국제 비교 반복 연구 ( Timss - R ) 결과 중 물리 영역 성취도 분석을 통한 교육과정 개선 연구 과제의 추출
유준희 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.4
The purpose of this study is to analyse the Korean 8th students' achievement in physics-related areas of the Third International Mathematics and Science Study-Repeat (TIMSS-R), and to find implications for revising the physics-related areas in the national curriculum. Comparing with the TIMSS-R frame, the "force and motion", and "electricity and magnet" were more emphasized in Korean National Curriculum, while the "light" and "energy" areas were less emphasized. The students' achievement in "force and motion" area was not satisfactory, though it has been much emphasized in the national curriculum. The students' achievement in "electricity and magnet" was high as expected. But their achievement in "light" and "energy"w as not satisfactory. Through analysing the contents of TIMSS-R items, the implications in researches are extracted as follows. First, the composition and portions of the physics areas in the curriculum should be reflected and researched to reach to the aims of the science in common curriculum. Especially the reductions of "force and motion" and "electricity and magnet", and the expansion of "light" and "heat and energy" needed to be considered. Second, researches in the syllabus and level description of attainment targets should be performed for the spiral organization of the curriculum. For the "light", "fluid", and "energy", the level descriptions are essential, because the understandings over the all aged students' learning is short. Those areas had been introduced only once or twice up to the 10th grade until the 6th National Curriculum. Third, the new ways of teaching methods and contexts should be pursued. For the "force and motion" and "energy", researches in integrated and systematic approaches are needed. Also for the most areas, the researches and developments in the proper everyday contexts are needed. The macroscopic and microscopic researches in physics learning and teaching should be performed complimentarily.