大學 修學 能力 試驗의 自然科學 探究 能力 評價를 爲限 行動 要素의 抽出과 評價 目標의 상세화 硏究 II

禹鍾玉,李杭魯,李京勳 한국교원대학교 과학교육연구소 1992 청람과학교육연구논총 Vol.2 No.1

The purpose of the study is to specify the evaluative objectives of science process skills and to serve as an evaluative criterion for the development of university competency test. The followings are the results of this study. (1) Five steps as a teaching and learning model of science are suggested for the improvement of science inquiry skills. (2) Three dimensional taxomony was presented to evaluate the science process skills of university competency test. (3) Sixteen behavioral elements were selected from the science process model and defined operationally. (4) 146 evaluative objectives were specified according to each behavioral element based on the results presented above, the science inquiry model and the evaluative objectives will be contributed to teaching and learning strategies for the improvement of science process skills including basic concepts and contents, and problematic situation in science.

대장암 환자에서의 담즙 암태아성 항원(CEA)

김종우,박용태,정철운,권성원,장항석,손석우,안대호,이경포 대한대장항문학회 2000 Annals of Coloproctolgy Vol.16 No.6

고등학생의 지구과학 탐구능력 측정을 위한 평가도구 개발

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

Since the late of 1960,s, the improvement of science inquiry skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop a valid and reliable instrument for evaluating science inquiry skills. The purpose of this study is to develop a valid and reliable instrument for evaluating science inquiry skills for high school students. The instrument is developed through R & D procedure, which includes two field trials of the instrument. This study has formed a clear definition of the elements of science inquiry skills (formulating a hypothesis, controlling variables, designing an experiment, numeric calculation, graphing experimental data, inference, determining relationship, determining causalities, predicting experimental results 〈including interpolation and extrapolation〉, drawing a conclusion, formulating a generalization or model), and established the goals of assessment and developed the items of assessment. The instrument, Test of Earth Science Inquiry Skills, consists of 33 items which measure 11 science inquiry skills. There are content-free items for each science inquiry skills. This study has selected 11 science inquiry skills which are considered appropriate for being evaluated by paper-and-pencil test with SIEI (Hur, 1984). The content validity of items, objectivity of the scoring keys and clarity of the items were checked by six experienced specialists in science education. At the same time, the two field trials has been executed and produced the reliability of the instrument, item difficulty index, and the effectiveness of distracters. The first field trial was performed using a sample of 304 high school students, and the second one using a sample of 872 high school students. Because the content validity is 84% and the reliability (K-R 20) is 0.84, the developed instrument in this study is considered valid and reliable. The difficulty index is 49.4%, answer ratio 59.1%, the discrimination index 0.47 and the effectiveness of distracters evenly distributed, which also suffice the criteria of good instrument. The developed instrument in this study can diagnosis the well-developed science inquiry skills and the ill-developed science inquiry skills of the students, and trace the degree of the improvement of science inquiry skills.

과학교육학 목표에 관한 연구

우종옥,이항로,이경훈 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science educational goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows: 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativity domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

科學 探究能力 評價 問題 類型 變化에 關한 縱斷的 硏究

우종옥,이항로,구창현 한국교원대학교 과학교육연구소 1996 청람과학교육연구논총 Vol.6 No.1

This study investigated the literature about science process skills' evaluation to analyse transition of evaluation objectives before and after a Scholastic Ability Test for College Entrance. In the literature survey the researcher established a 3 dimensional science assessment framework with X axis as science concept, Y axis as science process skills and Z axis as problem context. In order to analysis and compare each items the researcher selected 210 items from the 1st to the 7th trials and 138 items from the 1st to 4th Scholastic Ability Test for College Entrance and sampled 2873 science achievement test items from 10 high schools. In accordance with this taxonomy the researcher analysed and compared science process skills item forms. The following results were drawn: The items were evenly distributed in all the four areas(Earth Science, Biology, Physics and Chemistry) of the science concept domain, but they were heavily concentrated on data analysis and drawing a conclusion in science process domain. In the domain of problem context school context was the majority. In spite of distribution like this the ratio on science process skills measurement items and science achievement test items was increased after the Scholastic Ability Test for College Entrance was given. Also the ratio on item expression type was increased. Item form was almost 5 options selection type in the national level test. Although there were 4 options selection type, 5 options selection type, short answer type, essay type in school level test, rising from 33.1% to 65.5% on 5 options selection type is exhibited. This study showed that the school level item form was better various than the nation level. This point like this is the evidence for the improvement toward the science process skills test and influenced by Scholastic Ability Test for College Entrance. The ratio on the item which joined with the 3 axes had a mean of 99.3% in nation level test and mean 44.9% in school achievement test level. But the ratio in the school achievement test level increased after the Scholastic Ability Test for College Entrance was given. In view of this study we must furthermore study the item types which can evaluate validately science process skill's five stage each and evaluation method by the high school students' problem solving patterns and features in scientific inquiry on all science process skills elements.

계통도를 이용한 중·고등학생의 지구와 달의 운동에 관한 개념 유형 연구

우종옥,이항로,민준규 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

In spite of school science learning, the students' conceptions have not been changed easily. Therefore, to make students overcome their non scientific conceptions has been an important issue in science education. The purpose of this study was to identify the conceptions of students and teachers on the motion of the earth and the moon. The instrument was developed for estimating students' understandings of the concepts related to the motion of the earth and the moon. The validity of the instrument was examined by the specialists in Science Educator and Astronomer. At the same time, the two field trials had been executed, and the items were modified. Also, it consists of 12 items including 9 two-tier multiple choice items and 3 multiple choice items. The population of this study consists of 250 eighth-, 299 tenth-, 292 eleventh-grade students, 134 science teachers in secondary school. SPSS/PC+ was adopted for the statistical analysis. The type of misconceptions possessed students were as follows: 1) At 12:00 noon, the sun is directly overhead. 2) First quarter moon is a half of overall surface of the moon. 3) Air don't rotate with the earth surface because it keeps apart from the earth surface. 4) Summer is warmer than winter, because the earth is nearer from the sun in summer. 5) Whenever season is changed, the direction of rotation axis of the earth is changed. 6) The moon is the brightest at the position of new moon, because the distance between the moon and the sun is the shortest and the moon is received strongest sunlight. 7) The moon is not seen at the position of real full moon, because it is covered with shadow of the earth. 8) When the moon is not seen in the earth, sunlight is not reached at the moon. The major findings were as follows: 1) The middle school students had more misconceptions than those of high school students. And female students had more misconceptions than those of male ones. 2) The rate of correct answer and the type of conception in the tenth grade students were very similar with eleventh grade students. 3) The higher cognitive level, the better development of scientific conception and the less misconception. Also, the correlation coefficient between scientific conception score and GALT score was 0.57. 4) The students in scientific part had higher the rate of correct answer than those of students in human part and the former had less misconception than the latter. 5) The rate of correct answer about model and figure items was lower than descriptive ones, because they did not understand about figures itselves. These types of misconceptions will be used for science instruction and studies of other conceptions need.

과학 실험 평가 도구 개발을 통한 탐구 능력 평가의 타당화에 관한 연구

우종옥,이항로,김승훈 한국교원대학교 과학교육연구소 1997 청람과학교육연구논총 Vol.7 No.1

The purpose of this study is to develop a valid and reliable instrument, applicable to high school Earth Science class experiment. In advance of developing items, I was selected 14 inquiry process skills and specified evaluative objectives for each of them to develop scales and criteria for them. I developed 28 evaluation items for 5 experiment subjects among those of high school Earth Science class. The first field trial was performed a sample of 5 high school students, and the second one using a sample of 25 high school students. The results are as follows. (1) The content validity and reliability(Cronbach α) of the developed items were 82.7% and .86, respectively, the developed instrument in this study is considered valid and reliable. (2) The average difficulty index was .69 and the discrimination index was .30. (3) Answer sheets based on the reported results were rated 5 teachers and Inter-rater Reliabilitiy and Inter-rater Consistency were analyzed, its indices were .80 and .76, respectively. (4) The developed items show a low coefficient of .45 with TESIS, a set of paper-and-pencil test items developed by Lee, Hang-Ro(1991). That the experiment assessment is solely subject to the rater's viewpoint has been one of the major problems raised concerning the matter. This research, however, shows that a set of more specified scales and criteria for the evaluation will make it more valid, reliable and efficient.

노령인구의 통계적 분석

이현우 釜山水産大學校 1994 論文集 Vol.50 No.-

하치조신경을 포함하는 발육성 타액선골결손

한진우,최항문 대한구강악안면방사선학회 2004 Imaging Science in Dentistry Vol.34 No.3

The present study reports a case of developmental salivary gland defect. On panoramic examination, large radiolucent lesion surrounded by a sclerotic wall was noted in the right posterior mandible. On CT examination, large lingual bone concavity with extra-osseous course of the inferior alveolar nerve bundle was detected. In atypical cases, it is suggested that confirmatory imaging using CT or MRI should be taken.

염색폐수처리에서 유동성 메디아를 사용한 산소활성슬러지법의 평가

김우항,박영규 木浦海洋大學校 2000 論文集 Vol.8 No.1

The dyeing wastewater containing biologically recalcitrant and color producing compounds such as dyes and surfactants, is generally considered to be one the most complex wastewater with regard to treatability. At present, the activated sludge process following the chemical coagulation process is being usually used for the treatment of dyeing wastewater. Thus, it is necessary to develop the more simple treatment process to treat refractory organic pollutants color form the effluent. Oxygen activated sludge process with fluidized midia (OASFM) was tested to evaluate design parameters. In this study, the complex dyeing wastewater containing average COD_(Mn) 660 mg/l and BOD 1730 mg/l were treated by the OASFM process which operated at nearly constant MLSS 5000 mg/l. Hydraulic retention time of this process was changed from 12 to 24 hours. The effluent COD of OASFM process was 124-175 mg/l less than 161-225 mg/l of OAS process. In the OASFM process, the optimum conditions were 20 % of media packing rate and 30℃ of temperature. At that condition, the BOD removal efficiency was 99% and COD removal efficiency was 77%.