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조선형,유효진 청주교육대학교 과학교육연구소 2001 科學과 數學敎育論文集 Vol.22 No.-
The preconception is socalled the naive theories was made according to the general experience, direct investigation, wrong explanation on textbook or bibliography material and different of culture. By Champagne and klopfer(1983) find out that the preconception are latent in those blains long time, so they cause serious influences to the general teaching method without special healing. The researches on the air unit in primary school are first, the concept of air volume and its weight, secondly the difference of concepts between urban and local area, and third the distinction of sex. In this work, there are formed preconception in the third grade children primary school, urban children thought are more than local, and last male children have more right thought than female both urban and local area.
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趙璇衡 淸州敎育大學校 敎育大學院 2003 論文集 Vol.7 No.-
In 1967, the science of education study group was organized by the science faculty members whom were prof. Kim, Sang-ok, prof. Kim, Young-dae, prof. Choi, Byung-mun, full time lecturer Cho, Seon-hyeong(joined in 1970), full time lecturer Moon, Chan-ho(joined in 1972), and prof. Park, Tae-woo at Dept. of Education at the Cheongju National Education College. The others were teacher Lee, Bu-young at the Attached Elementary school of Cheongju National Education College and Neil Woodruff, a United States Peace Corp member in 1970. They imported the Science Curriculum Improvement Study(SCIS, Berkeley team head Karplus, University of California, 1965) program materials which were textbooks, teachers guides, teaching materials and others in 1967. And then We translated the SCIS textbooks and the teacher's guides and the teaching materials manuals on korean language, and prepared or bought teaching materials for one class. The study group put the SCIS program materials into experiment classroom in attached primary school of Cheongju National Education College, step by step, from first to fifth grade which class were nether changed and nor mixed for 5 years from 1968 to 1972. In 2002 and now after 30 years have passed, the author studies the trace research according to students who learned in the SCIS science curriculum in primary school, but too many years passed to analyzed things at that time. The result of this study are as follows: First, SCIS Program showed no significant effect to improve students' learning achievement under the National Curriculum at the time. Second, the program showed significant effect on improving the ability of scientific thought and the formation of scientific concept which was supported by the previous researches. Third,, for the students who were experienced in the Program inspite of became middle school students, but in case of high school students decreased the students preference of science. Fourth, the efforts of SCIS Program in elementary school showed no significant effect of the students decision of their high school or university course. Fifth, the SCIS Program had an effect when the students who had formed the ability of scientific thought and the scientific concept, and experiencing in the Program learned middle school science. Sixth, the SCIS Program didn't have an influence on the decision of job and social life of the students' who had experienced the SCIS Program. It was showed the Third National Curriculum in Korea which had been effected by SCIS Program was a disparate curriculum on the problem solving of real life. Seventh, The students thought The SCIS Programs about 30 years ago are too many influence to social life and got jobs in these days.
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과학 포트폴리오 체제의 적용이 초등학생의 사회심리학적 교실 환경에 미치는 효과
조선형,김찬종,김혜정,김철영,김범기 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.3
The purpose of the research is to investigate the effects of a portfolio system on students' socio- psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively, The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre-and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.
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과학 포트폴리오 체제의 적용이 초등학생의 사회심리학적 교실 환경에 미치는 효과
조선형,김찬종,김범기,김철영,김혜정 한국교원대학교 과학교육연구소 2001 청람과학교육연구논총 Vol.11 No.1
The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre-and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.
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조선형 淸州敎育大學校 1971 論文集 Vol.7 No.-
This study is about metamorphic rock composition of the Okcheon region, 127。15'∼127。45' E, 36。10'∼36。40' N. The Okcheon region contains Kiemyungsan, Moonjuri, Changri, and Marjeon geologic formations plus other smaller structures. On a field trip, many rock samples were collected in these regions which were of unknown age. Thin sections of the calcareous material of these samples were prepared and their composition minerals and structures were observed under a polarizing microscope. The metamorphic phases in each formation and their relationship to nearby formations were studied and finally a quantitative analysis was performed. 1. There were 8 results from the quantitative analysis of calcareous materials which are distributed in this region. 2. The limestone samples contained calcite, quartz, and muscovite as the main minerals, and accessories were tremolite, epidote, magnetite, and biotite, and a smaller quantity of other minerals. 3. A Shistosity structure was present in the limestone samples. 4. Its metamorphosis is in the Sanidinite phase as determined by Eskola analysis. 5. It was shown by field and microscopic observations that dynamic metamorphism acted on the formation of this region. 6. The specimens contain a large amount of Wallastonite and quartz as viewed under the microscope and this will be applicable to the Sanidinite phase.
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自然과 敎育課程의 問題 : 地球科學 分野 中心 Based on Earth Science Areas
趙璇衡,寓鍾玉 한국교원대학교 과학교육연구소 1992 청람과학교육연구논총 Vol.2 No.1
This paper aims at studing an important general issue in Earth Science curriculum policy and planning, and making an approach to the issue in relation to an area of the curriculum which is of particular current concern to Earth Science education in elementary science. First, it has analyzed the science education system, its curriculum, the teaching status, the pre-and in-service for science teacher, historical science education, and new science programs in 1970's. Secondly, it has also analyzed earth science curricula of elementary school science in Korea, in the United States(Holt's), and in Japan(Kelinggan's) for purpose of making a comparison between them in its learning objectives, its structure and application, its scopes and sequences, the ratio of the earth science area to other science area, the concepts of the air units. Thirdly, an analysis of earth science curricula of three country textbooks has been made. It is as follows: the study is an the competency goals and performance indicators, detail studies of them for the compilation purposes, the structure and application, scopes and sequences, the comparison of the earth science areas, and the method of evaluation. According to the contents presented inquiry learning is dealt with almost equally both in Korea and Japan, but some differences can be found in the textbook of the United States, where a lot of explanation can be found. The number of pages of the text from first to sixth grade is different from each other country. The elementary science is divided into four main sequence areas of physics, chemistry, life science and earth sciences in Korea and Japan, but there are three sequences of life science, earth sciences, and physical sciences in the United States. As for concept analysis of earth science area, the Holt Science has 315 concepts, Korea has 200, and Japan's has 108. The level of contents in earth science in Holt Science is higher than Korea's, while they are presented by the type of playing games in Japan's textbooks. The sequence orders according to the grades are different from each other in chapter of the Earth Changing in the three country texts. As for the form of article narration in the texts, they are somewhat different in that there are many question forms in Korea's and Kelingan's science in Japan, but in the United States definition forms are mostly found in the Holt Science instead. Especially, Holt Science has related its contents with human life at the end of each chapter; for example, "people and science" for the lower graders, and "careers" for the higher graders. They have answers to activities at the end of each chapter, and a few Korean chapter have a similar activity sections. As for the factors of inquiry process, there are 8 with which almost the same factors are used in Korean textbooks, 13 factors (according to SAPA program) in the United States, and none in Japanese texts what they are believed to be topic centered.
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