http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
"신기한 스쿨버스" 만화영화 도입이 식물의 구조와 기능에 대한 초등학생의 개념 이해와 흥미에 미치는 영향
최섭 ( Seop Choi ),김희백 ( Heui Baik Kim ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.4
The purpose of this study was to examine the effects of animation-based instruction on elementary students` level of understanding and interest on a plant`s structure and function, using “Magic School Bus(Joanna Cole, Bruce Degen, 1986)”. The understanding and interest measurements were administered to 99 fifth grade students at a elementary school located in Seoul. The study examined the changes in understanding and interest through pre-test and post-test of the two groups. Intensive interviews were conducted to find factors that enhance understanding and interest. Three key findings were revealed from the results. First, the animation-based instruction enhanced the level of understanding in the experimental group compared to the control group. Second, animationbased instruction made high-achieving students enhance their interest in topic component and attitude component. And, animation-based instruction did not led low-achieving students to increase their interest in the topic component and attitude component. We suggest that animation-based instruction positively influences students` understanding, but its effects on students` interest are dependent on their conceptual understanding of the topic.
대학수학능력시험에 출제된 생태계 관련 문항에 대한 학생들의 응답 분석 -시스템 사고를 중심으로-
송경선 ( Kyoungsun Song ),최섭 ( Seop Choi ),김희백 ( Heui-baik Kim ) 한국생물교육학회 2022 생물교육 Vol.50 No.1
The purpose of this study is to analyze student’s responses to ecosystem-related questions presented in the College Scholastic Ability Test and discover difficulties in their learning of the ecosystem. A total of 108 second-year students were asked to solve 21 questions in the ecosystem unit presented in the College Scholastic Ability Test since 2014 to 2020. And they were requested to draw a concept map concerning the ecosystem to evaluate their system thinking. First off, one-way Anova was conducted to find out difference in the level of system thinking between high and low scoring groups. Then, questions with significant gap in the level of system thinking between groups who answered right and wrong were selected to analyze why the students answered wrong. Research findings showed that the low scoring group had significantly low level of system thinking, specifically in ‘Synthesis’ and ‘Implication’, compared to high scoring group. In addition, it turned out that students answered wrong in some selected questions since they could not handle high-dimensional system thinking, while the others could not for special factors given to the questions.