다중지능을 활용한 과학 수업에 대한 초등학교 아동의 기억 유형과 기억의 지속도와의 관계

임채성,최윤정 부산교육대학교 과학교육연구소 2001 科學敎育硏究 Vol.26 No.-

To investigate the relationship between the type and degree of persistence of memories of elementary school children on the science instruction that primarily used multiple intelligence (MI) activities, we analyzed quantitatively and qualitatively their memories on the science topics covered at instruction. Children of experimental group experienced various MI activities and those of comparison group on received traditional instruction. The results are as follows. First, the most improvement of MI in individual learners appeared at the area of intrapersonal intelligence and the least improvement appeared at naturalist intelligence. Second, in the experimental group, the amount of semantic and emotional memories of the instruction was significantly higher than that of comparison one. Also, the degree of persistence of those memories showed such trend. Thirdly, for the aspect of learner's interests, the children showed more interest and more amount of memories, furthermore they had more memories at seven days after the instruction. These findings provide some important implication of MI activities in science instruction for both teacher and learner, that is, teachers should provide experiences and create environments which encourage the children to use their various intelligences in their learning of science.

인체기능의 일주기 리듬과 과학 교수·학습

임채성 부산교육대학교 과학교육연구소 1994 科學敎育硏究 Vol.19 No.-

Daily rhythms of human in many behavioral, physiological, biochemical and cognitive functions are generated by endogenous oscillators that function as internal 24-hour clocks. Under natural condition, these rhythms are synchronized to the daily environmental cycles such as light and darkness. In constant conditions, these rhythms free-run with unique period of the individuals. It has been revealed that the center of these daily rhythms is suprachiasmatic nucleus(SCN) located in hypothalamus. Sleep-activity rhythm is the most distinctive one, and most of the proteins used in a daily activity are synthesized during the period of REM sleep. Many types of memory also show daily function. Educational implications of these were discussed.

두뇌기능에 기초한 열린 과학교육 : Some Implications to Open Education

임채성,왕경순 부산교육대학교 과학교육연구소 1997 科學敎育硏究 Vol.22 No.-

Although much about the six concepts from recent brain research and their relationships to the scientific thinking processes are contradict to the practices of the educational system that we have inherited, implementing them in the face of a system that is so brain-antagonistic in so many ways in indeed a challenge. In this paper, to support open education recently widely spread throughout our nation, we suggest a few approaches based on these brain research. When we deal with each brain-compatible elements, we should keep in mind their close relationship to the brain research. Achieving brain-compatibility for children is not the result of following a check list. It will only come through full understanding of the brain research and the richness of its implications. When we consider recent findings of the brain research and their implications to science education, both of the open activities and experiences, and the open thinking should be reflected in open education for children. Also, teachers should not biased either sides, and can practice the appropriate balance of them.

자연과 수업시 교사가 아동에게 제공하고 있는 뇌친화적 요소에 관한 연구

임채성,김병철,류양순,이영아 부산교육대학교 과학교육연구소 1999 科學敎育硏究 Vol.24 No.-

Educational practices should be based on the sound information about the structure and function of human brain. Recently, with the result of advancement in technology, inner workings of our brain were sufficiently accumulated to actually apply to the educational practices. The eight brain-compatible elements suggested by Kovalik & Olsen(1994) were based on these knowledge about brain. This study was undertaken with the purpose of providing insights into science teaching-learning based on the brain-compatible elements derived from several brain-based learning principles. To accomplish this purpose, we explored how the elements were provided to children by teachers in science instruction. The results as follows. The levels of appreciation of the elements by teachers were high. Especially, the appreciation element of cooperation in science teaching was relatively higher than those of others. Furthermore, they had attitudes to have children relate the science subject to their real lives. For one particular element, that is, enriched environment, it was found to be relatively less appreciated, probably because of the lack of resources such as books, videos, CD, pictures, regularly scheduled guest speakers, and the others to support science contents. These findings provide a basis for understanding the roles of the brain-compatible elements in learning science. The results also highlight the need for teachers to aware of and implement the elements to create environments which encourage the maximization of the brain potentials of children when teach science subjects.

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.

마취통증의학에서의 마그네슘 사용

성채림,지대림 영남대학교 의과대학 2009 Yeungnam University Journal of Medicine Vol.26 No.2

The use of magnesium sulphate has recently increased in anesthesiology and pain medicine. The roles of magnesium sulphate are as an analgesic adjuvant, a vasodilator, a calcium channel blocker and reducing the anesthetic requirement. These effect are primarily based on the regulation of calcium influx into the cell and antagonism of the N-methyl-D-aspartate receptor. We discuss here the clinical effects of magnesium sulphate on anesthesiology and pain medicine.

아동의 사고 능력과 자연과 학업 성취도

임채성 부산교육대학교 과학교육연구소 1996 科學敎育硏究 Vol.21 No.-

This study examined the constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that a general pattern of hypothetico-deductive reasoning is necessary for the acquisition of novel domain-specific concepts. It was predicted that reflective (hypothetico-deductive) thinkers would acquire the concepts while intuitive (empirico-inductive) thinkers would not. Children who more skilled at this reasoning patter more acquired the concepts. Also, this reasoning ability was highly correlated with achievements in science (χ2 = 46.94, p<0.00001). This results was interpreted to be supportive of the constructivist hypothesis. The Educational implications of this study are discussed.

초등 과학 교수학습에서 다중지능의 활용 유형에 관한 연구 : 생명 영역을 중심으로 On Life Areas of Science

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

To explore the ways of effective uses of multiple intelligences (MI; linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic intelligences) of elementary school students, the related research results were critically examined and integrated, then a theoretical background was constructed and specific activities for science teaching and learning were developed. The results could be summarized as follows: (1) In teaching and learning of elementary school science, the types of using MI were categorized and defined as Linear, Composite, and Separate Approaches. (2) For 6th graders, in unit of 'Comfortable and Pleasant Environment', various MI activities for the subject of 'Food Chain and Food Web' were developed and their ways of using and assessment were presented. On the basis of these results, educational implications for further research and ways of applying to school instruction were discussed.

과학 학습 유형에 따른 초등학생의 과학 수업에 대한 감성 상태와 기억 유형에 관한 연구

임채성,김분숙 부산교육대학교 과학교육연구소 2001 科學敎育硏究 Vol.26 No.-

To investigate the relationship between emotional states of the 6th grade children and types of memories, we analyzed the memories on school science with regard to the emotional states of them, then classified them according to the instructional modes used: experimental, observation, discussion, and lecture. The results are as follows. First, the children displayed much more positive emotional states for the instructional mode of observation that they could actively participate through hands-on activities rather than teacher-directed instruction. Children had more memories when they perceived the instruction positively than they did negatively. Second, the amount of memories on the instructional modes of discussion, experiment, observation which primarily let learners participate actively was much higher than that of lecture which was teacher-directed. Especially, in the modes of observation and experiment which emphasized hands-on activity of children, higher amount of semantic, episodic, emotional memories appeared. Finally, for the degree of persistence of memories on each instructional mode, those of semantic, episodic, and emotional memories were decreased from immediate to seven days of the instruction implemented. These findings provide a basis for understanding the roles of emotion in learning science. The results also highlight the need for teachers to provide experiences and to create environments which encourage the positive emotional states of learners when teach science subjects.

초등학교 아동의 인지양식과 협동활동이 과학적 사고에 미치는 영향

임채성,김대현 부산교육대학교 과학교육연구소 1998 科學敎育硏究 Vol.23 No.-

This study examined the influences of cognitive styles of children and cooperative activities performed by groups with different sizes on scientific thinking in fifth grade. Field-independent children's scientific thinking is different from that of the field-dependent. The scores of field-dependent children measured with the Classroom Test of Scientific Reasoning(CTSR) developed by Lawson were higher than those of the field-dependent. This implies that cognitive styles of children should be considered for effective cooperation. In cases of items of CTSR with higher difficulty level, differences of improvement scores between the groups of individual and cooperative activities were significant. This suggests the importance of cooperation when the children solve difficult or complex problems. In scientific thinking, the effects of cooperation were different with group size. The improvement scores in groups of six children were most large. This result has a import implication in the construction of small groups for science instruction. There was no significant interaction effect between the cognitive styles and group sizes. More careful examination is needed in this aspect. In addition, further research for the effects of cooperative activities which deals more comprehensive consideration of the characteristics of learners, such as learning styles, as well as cognitive styles, are needed.