초등 과학에서 STS 주제에 대한 수행 평가 도구의 개발과 적용

임채성,김은진,심주옥 부산교육대학교 과학교육연구소 2004 科學敎育硏究 Vol.29 No.-

In this study, we developed an elementary science performance assessment tool on STS theme and applied it in science instruction. It is constituted with performance task, students' response format, scoring system, and it has various objective domains such as science knowledge applying, ICT using, communicating, reflective thinking. It offers teachers a tool by which they can assess students' abilities on a whole. The task is made with the motivation evoked content, that is "no smoking". It is constructed an the activity of writing a Letter to father not to smoke. The students' response format is made by problem solving process, and the scoring system is matched with the steps of students' response. As according to the results of applying it, there were statistically significant improvement for overall several science process skills, for aspect of the understanding of science knowledge, and many students were aware of it positively as well.

자연 동굴 토양 방선균의 속 다양성 분포

임채영,권오성,김판경,박동진,이동희,김창진 한국산업미생물학회 1996 한국미생물·생명공학회지 Vol.24 No.5

국내에 소재 하는 자연 동굴 중 충청북도의 고수굴, 천둥굴, 노동굴, 강원도의 고씨굴, 경상북도의 성류굴, 제주도의 협재굴, 쌍용굴, 만장굴 등 8개 동굴의 내부에 존재하는 토양 방선균 분포를 조사하였다. 그 결과 전체적인 속 수준의 분포로서는 Streptomyces가 52.5%, Micromonospora가 16.3%, Nocardioform 22.8% 정도 분포하고 있었으며 Kineosporia, Actinomadura, Nocardiopsis, Streptosporangium의 순서로 방선균이 0.3~1.4% 정도 분포하고 있었다. 지금까지 보고된 일반적인 방선균 분포와 비교해 볼 때 특히 Streptomyces의 분포 비율이 낮고 상대적으로 Micromonospora, Nocardioform이 많이 분포하고 있었다. 한편 노동굴 지역을 대상으로 동굴 내부와 외부로 나누어 방선균 분포를 비교해 보았다. 그 결과 동굴의 내부에는 Streptomyces가 52.0%, Micromonospora가 16.8%, Nocardia가 32.0% 정도 분포하였고 외부에서는 Streptomyces가 75.8%, Micromonospora가 10.7%, Nocardia가 7.1% 정도 분포하였다. 따라서 동일 지역 내에서도 동굴의 내부와 외부에 따라서 큰 차이를 나타내고 있었다. 그리고 분리된 방선균 중에서 Streptomyces속 균주의 형태적인 특징을 조사한 결과, 기균사의 색에 있어서는 회색 계열 45.7%, 적색 계열 7.8%, 황색 계열 2.3%, 녹색 계열 13.2%, 백색 계열 27.1%, 불량 3.9%의 분포를 나타내었다. 일반적으로 Streptomyces속 방선균에서 잘 분리되는 회색과 적색 계열의 분리 비율은 크게 낮아 졌으나 희소한 녹색과 백색 계열은 분리 비율이 크게 증가하였다. 그리고 성류굴에서는 황색, 녹색, 백색, 계열등 다양한 계열의 Streptomyces속 방선균이 많이 분리되었다. 포자 연쇄의 형태에 있어서는 retinaculiaperti 형태가 35.7%, spirales 형태가 12.4%, rectiflexibiles 형태가 51.9%로 나타났다. Total 276 soil actinomycete strains were isolated from 46 soil samples collected at domestic natural caves; the Kosu, Chundong, and Nodong caves at Chungbook province, the Kossi cave at Kangwon province, the Sungruye cave at Kyungbook province, the Hyupjae, Ssangyoug, and Manjang caves at Cheju province. All of these isolates were identified to the genus level based n morphological and physiological characteristics. As the result, 52.5% of those isolates were Streptomyces, 16.3% were Micromonospora, 22.8% were Nocardioform group, 1.1% were Actinomadura, 0.3% were Nocardiopsis, 0.3% were Streptosporangium, 0.3% were Nocardioides, 1.4% were Kineosporia, 4.7% wee the others. Streptomycete strains were the most abundant, but were relatively less comparing to general distribution pattern. Nocardioform and Micromonospora strains were quite abundant, and other rare actinomycete groups were somewhat abundant comparing to general distribution pattern previously reported. Especially Nocardioform strains were highly abundant at almost of the natural caves.

隣接科目 設定에 關한 調査 (Ⅰ) : 實役畢 學生을 中心으로 Concentrating on Veteran Student

林尙景,金晋坤,白雲采 진주산업대학교 1980 論文集 Vol.18 No.-

우러 겨례는 항시 공산군의 침략적인 야욕을 북으로부터 이중적 위협, 즉, 직접침략과 간접침략의 본질을 인식함으로써 이를 근본적으로 대처하고 분체할 수 있는 노력을 범 국민적으로 경주해야할 것이며 국토 방위의 임무에는 너, 나가 따로이 있는 것이 아님을 깨달아야 하겠다. 전략론의 저자인 B.H 리틀 하아트는 “평화를 원하거든 전쟁을 이해하라, 아는 것이 준비하는 것이다.” 라고 하였다. 이것은 진정한 평화, 즉, 전쟁을 싫어하자면 국방을 튼튼히 하고 외세의 침략을 초기에 분체할 수 있는 힘을 길러서 자주국방을 튼튼히 해야 한다는 것이다.

생물 야외 탐구 학습을 통한 초등 예비교사의 생물 교수 효능감의 변화

임채성,배진호,김은진 부산교육대학교 과학교육연구소 2004 科學敎育硏究 Vol.29 No.-

In this research we took a lesson of the biology outdoor inquiry with preservice elementary teachers and investigated the science and biology teaching efficacy belief of theirs and analyzed it comparing with pre and post-lesson efficacy beliefs, their detailed major in university, their departments in high school, taking a course of applied biology Ⅱ in high school. The following results were obtained. First, preservice elementary teachers' science and biology teaching efficacy belief was changed positively after the lesson of the biology outdoor inquiry. Second, preservice elementary teachers' detailed major in university wasn't related with their science teaching efficacy belief of pre and post-lesson significantly in statistics, but related with their biology teaching efficacy belief of post-lesson significantly in statistics. Third, preservice elementary teachers' departments of high school wasn't related with their science and biology teaching efficacy belief. Fourth, taking a course of applied biology Ⅱ in high school wasn't related with science teaching efficacy belief, but related with biology teaching efficacy belief of pre-lesson significantly in statistics. However, That wasn't related with biology one of post-lesson significantly in statistics. That is, who haven't taken a course of applied biology Ⅱ in high school had not biology teaching efficacy belief before the lesson of the biology outdoor inquiry, but acquired much biology teaching efficacy belief after the lesson.

초등 과학 생명 영역 내용에 대한 학생들의 의문 유형과 해결방법에 관한 연구

임채성,최은아,박정인,이수진 부산교육대학교 과학교육연구소 2004 科學敎育硏究 Vol.29 No.-

In this study, the frequencies and types of questions about LIFE areas of the Science Curriculum of elementary school students were investigated through in-depth interviews with twelve 4th and 5th graders. The results of the research can be summarized as follows: (1) In conjectural question, the proportions of 'object exploration question' and 'object verification question' were high in all of the 4th graders and the students of low achievement level. (2) The numbers of causal questions generated by the 4th graders were much higher than those of the 5th graders. (3) The frequencies of the predictive, methodological, applicative questions were very low both in 4th and 5th grade students. (4) The numbers of conjectural questions were more in all students except the low achievement level of 4th graders at not-yet-taken contents than at already-taken ones. (5) The numbers of causal questions were more in all students except the low and middle achievement levels of 4th graders at not-yet-taken contents than at already-taken ones. (6) The numbers of the predictive, methodological, applicative questions of the 4th graders were more at not-yet-taken contents than at already-taken ones, whereas opposite trend in the 5th graders. (7) The numbers of students' curriculum-related questions were more in all students except the low and middle achievement levels of 4th graders at not-yet-taken contents than at already-taken ones. (8) As ways for solving or seeking answers about questions, the 4th graders suggested methods of consulting experts or teachers (23.9%), internet searching (21.6%), and books or science-related encyclopedia (20.3%), while the 5th graders suggested the internet searching (36.5%), consulting experts or teachers (24.8%), and books or science-related encyclopedia (17.7%). Based an these results, we suggest several ways for improving the question-posing abilities of the students and adequate use of students' questions in the process of science teaching learning.

초등학교 학생의 과학학습양식과 과학태도와의 관계

이진희,임채성 부산교육대학교 과학교육연구소 2002 科學敎育硏究 Vol.27 No.-

The purpose of this study was to investigate relationships between the science learning styles and science attitudes of elementary school students. In this study, 39 sixth grade students took two questionnaire designed to reveal their the science learning styles and science attitudes, then the data were analyzed. The major results are as follows: First, the proportion of the students classified into the Doer Type (Quadrant One in 4MAT System) was the highest and that of the Thinker 'Type (Quadrant Four in 4MAT System) was the lowest. Second, the scores in attitudes toward science of the Feeler ( Quadrant Three in 4MAT System) which prefer active experiment and Doer Type were higher than those of the other Types. Third, the degrees of taking behavior scientifically when confronted with certain situation were revealed in the order of Thinker, Feeler, Watcher (Quadrant One in 4MAT System), Doer Types. Analysis of subelements of scientific attitude revealed that the Thinker and Feeler Types have more positive attitude. These results imply that teachers should consider students' learning styles and science attitudes as important factors when they plan and implement their science instruction

교육대학원에 있어서 초등 과학교육 영역의 중요성과 그 운영방안

오진태,옥치율,한영욱,이형철,김용권,임채성 釜山敎育大學校 1994 부산교육대학 논문집 Vol.30 No.1

The future society is expected to be rapidly change in all areas, that is, the length of change time is becoming much smaller than that of generation time. It is very important to prepare the citizens who possess scientific literacy which actively cope with the rapid changes and specialization of society. The sources of rapid changes may be due to the developments in science and technology. Therefore, the importance of science education will be increasingly high. Scientific literacy should be improved basically and systematically from the early stages of formal education. Teachers who are responsible to educate children should be able to research in the areas of science education as well as science itself, and to have capacity to transmit them to the classroom. To do this, the graduate course and the science education within the system beyond the level of college education are essential parts of teacher education. In the graduate course, it is important that science itself and pedagogy of science should be balanced.

수분 조건에 따른 수종 식물의 기공 분포 변화

오진태,임채성 부산교육대학교 초등교육연구소 1995 초등교육연구 Vol.6 No.-

This study examined the changes of stomatal distribution(density, frequency) in a few plants with the variation of changes in soil-water. Commelina communis L., which is one of C_3 plants, have anomocytic type of stomata. Digitaria sanguianalis Scop. which belongs to C_4 plants, and Portulaca oleracea L. which is CAM plants, have paracytic, and anisocytic types of stomata, respectively. In C. communis L., the stomatal size of upper side of leaves was greater than that of lower parts. In both of D. sanguianalis Scop. and P. oleracea L., this trend was opposite. As the moisture in soils decreased, the stomatal size was decreased. The stomatal densities in these three species were greater in lower sides than those of upper sides. Finally, the stomatal densities of these plants showed trends of more stomata per unit area as the moisture of soil decrease. These results suggest that the plants adopt the efficient water-use strategies.

비내시경을 이용한 안와 내벽 골절 정복 2예

김진국,남태욱,임채형,김재영,김정석 건국대학교 의과학연구소 2001 건국의과학학술지 Vol.11 No.-

Traditional surgical approaches to orbital medial wall fractures are either extraocular skin incision or indirect bicoronal flap. However these methods can leave remarkable orbital scar or scalp alopecia with possible complications. Endoscopic intranasal visualization of the medial orbital wall and lamina papyracea is a technique familar to otolaryngologists. This endoscopic view allows confirmation of fracture of medial orbital wall and herniation of orbital contents. Good visualization of the fracture can facilitate the anatomic reduction of orbital contents and the proper placement of orbital implant. Two cases of medial orbital wall fracture repaired by intranasal endoscopy using silastic sheet are reported.

제7차 교육과정기의 초등 과학교과 현장학습 실태조사

김은진,임채성 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.2

The purpose of this study was to investigate about current status of science field study in elementary schools. A total of 72 elementary teachers in Busan and Gyungnam districts were involved and the data from questionnaire was gathered. The questionnaire was comprised two parts: items on general level include the epistemological aspect and actual condition and items on concrete level according to chapters of elementary school science curriculum. The major findings are as follows: 1. May teachers cognize the requirement of science field study in 7th Korean elementary school science curriculum is larger than 6th one. But they respond the actual number of science field study in 7th curriculum is nearly equal to 6th. 2. In analysis to grades, the actual number of field study decrease as grade is high. 3. In the science content aspects, the requirement of field study is the largest on biology domain and earth science domain. 4. Many teachers have pointed out "the difficulty of administration for field study" and "inappropriated surrounding their school" as the problems of science field study in elementary school.