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RISS 인기검색어
- 검색키워드
- 저자 : ( Phil Seok Oh ) (검색결과 97 건)
- 무료
- 기관 내 무료
- 유료
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The Nature of Scientific Methods and its Implication for Inquiry Activities in Science Classrooms
Oh, Phil-Seok 이화여자대학교 사범대학 교과교육연구소 2004 East west education Vol.21 No.-
In this article, the nature of scientific methods was examined in terms of four methodological aspects of science, including getting data, discovering a law, inventing a theory, and predicting and testing. The investigation revealed that although the inductive and deductive logics played some roles in the course of scientific inquiry, the abductive method was employed in the process of discovering a law and inventing a theory. Based on this, it was suggested as an implication for science education that the abductive method should be used as a model for organizing student inquiry activities in science classrooms.
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A Descriptive Study on Students' Talk During the Presentation of Their Science Projects
Oh, Phil Seok 한국과학교육학회 2005 한국과학교육학회지 Vol.25 No.1
Based on the Vygotskian perspective that a learner's thinking is constituted in his or her talk and the assumption that student talk in the classroom may occur in more than one way, this study examined discursive practices of students in Korean high school science classrooms. Data came from 11th grade earth science classrooms where the Group Investigation (GI) method was implemented. Data source included verbatim transcripts developed from video recordings of class sessions in which students presented their science projects to the whole class and exchanged questions and answers during the presentations. The analysis of the videotape transcripts revealed five different modes of student talk, including 1) retrieving information, 2) reformulating information, 3) building on one's own experience, 4) elaborating current understanding, and 5) negotiating meanings with others. Considering that each of the five modes had different value for learning science, it was recommended that the teacher should engage students in more active modes of discourse and guide them into more sophisticated understanding of science.
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Student Perceptions of Peer Assessment in an Action Research Context
Phil Seok Oh,Myeong-Kyeong Shin,Robert E. Yager 한국지구과학회 2004 韓國地球科學會誌 Vol.25 No.3
A peer assessment method was implemented as part of an action research project where the primary goal was to create constructivist science classrooms. Student reflective writings, which had been created in the process of action research, were analyzed to examine the perceptions of the students concerning the peer assessment method employed in their earth science classrooms. Five perception categories and thirteen statements were developed from the student writings. These indicated that the students appreciated the positive nature of peer assessment and the effects of it as an alternative method for promoting learning. It was also revealed, however, that some students displayed inappropriate behaviors toward peer assessment which led to negative perceptions of the new assessment method. Implications for future use of peer assessment in science classrooms are discussed. Limitations founded in the present study as well as possible solutions are provided.
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( Phil Seok Oh ),( Todd Campbell ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.3
This study explored how teachers and students in different countries discursively interact to build ``Classroom Science Knowledge`` (CSK) - the knowledge generate situatedly in the context of the science classroom. Data came from publicly released 8th grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different form the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.
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과학 교육에서 정서 연구의 역사와 최근 동향에 관한 고찰
오필석 ( Phil Seok Oh ),한문현 ( Moonhyun Han ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.2
본 연구의 목적은 과학 교육에서 정서 연구의 역사를 살펴보고 최근 연구 동향을 탐색하여 발전 방향을 모색하는 것이었다. 이를 위하여 관련 문헌들에 대해 고찰하고 그 내용을 연구 문제에 따라 정리하였다. 그 결과, 과학 교육에서 정서 연구는 여러 가지 개념이 혼재된 상태에서 출발하여 과학적 태도와 과학에 대한 태도가 구분되면서 좀 더 체계적인 면모를 갖추게 되었고, 이후 과학 학습에 관련된 긍정적 정서 및 부정적 정서에 관한 연구로 이어져 왔음을 알 수 있었다. 하지만 인지와 정서 사이에는 복잡한 관계가 있으며, 정서를 과학학습에 영향을 미치는 외부적인 요인으로만 취급하는 이분법적인 시도에 제한점이 있음을 확인할 수 있었다. 이와는 달리 최근 인식적 정서에 관한 연구는 과학적 실천에 정서가 동반되고 인지와 정서가 서로 영향을 주고받으며 통합되어 있다는 새로운 관점을 제공하고 있었다. 따라서 과학적 실천을 통해 과학을 공부하는 학생들이 경험하는 다양한 정서를 이해하고 부정적인 정서까지도 교육적으로 적절히 대응하기 위한 연구가 필요함을 논의하였다. The purpose of this study is to investigate the history of and recent trends in science education research on emotion and explore the direction of future development. A comprehensive review of literature was conducted, and the results were organized according to research questions. Science education research on emotion began in the state of confusion because a number of concepts coexisted and overlapped in the concept of affect. More systematic approaches were then used when science-related attitudes were divided into the two categories of scientific attitudes and attitudes toward science. The research continued to study on positive and negative emotions relevant to science learning. However, the complex relationship between cognition and emotion and the limitation of the dichotomy dealing with emotions as external factors influencing student learning were revealed. By contrast, the recent research on epistemic emotions were based on the new perspective that scientific practices are accompanied with emotions and that cognition and emotion are integrated into the practices, influencing each other. Therefore, research should be carried out in ways that can help science educators understand a variety of emotions emerging in learning science through scientific practices and respond appropriately to even negative emotions of students.
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오필석 ( Phil Seok Oh ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.2
본 연구의 목적은 ``좋은`` 과학 수업에 관한 중등 과학 교사들의 사고의 특징을 밝히고, 교사들의 사고 구조를 표상할 수 있는 개념을 발견하는 것이었다. 연구 참여자는 내가 2011년 1학기에 서울 소재의 한 대학원에서 진행한 질적 연구에 관한 강좌를 수강하는 총 20명의 현직 또는 예비 교사들이었다. 이들은 대학원 수업 중에 본 논문과 동일한 연구 주제를 가지고 질적 연구 실습을 하면서 다양한 형태의 자료를 수집·분석하였으며, 그것을 포토폴리오로 정리하였다. 본 연구에서는 교사들의 포트폴리오와 나의 현장 일지를 함께 읽으면서 연구 문제에 대한 답을 찾아가는 과정을 내러티브적으로 재구성하는 것이 주된 분석 작업이 되었다. 그 결과, 과학 수업은 모종의 가치를 실현하고자 하는 일이며, 교사들이 과학 수업을 통해 실현하고자 하는 가치들이 매우 다양하고 그들 사이에는 갈등 관계가 존재하기 때문에 ``좋은`` 과학 수업을 정의하기 어렵다는 것을 알 수 있었다. 또, 다종다양한 가치들이 수업 상황에 따라 서로 다르게 관계 맺어지기 때문에 과학 수업은 본질적으로 부단한 가치 선택의 과정을 수반한다는 것을 논의하였다. 이렇듯 다차원적이고 역동적인 교사들의 사고 구조를 여러 개의 진동면을 가진 ``푸코 진자``에 비유하여 개념화하였으며, 이러한 개념이 과학 교사 교육과 과학 교육 연구에 시사하는 바를 이야기하였다. The purpose of this study is to explore the characteristics of secondary science teachers` thoughts on ``good`` science teaching and to find a concept that can represent the way the teachers think. Participants were twenty pre- and in-service teachers who were enrolled in a graduate course. I taught at a university located in Seoul in the first semester, 2011. The participating teachers collected and analyzed a variety of data and created portfolios while they were training, as part of the course on qualitative research methods with the same research questions as those of this study. In the current study, the process in which the teachers and I found answers to the research questions was narratively reconstructed based on the teachers` portfolios and my field notes. It was revealed that science teaching was perceived as a task aiming at realizing some kind of values and that because the teachers pursued various values in the science classroom and there exist conflicting relationships among different values, it was hard to define ``good`` science teaching. It was also discussed that science instruction was inherently accompanied with the ongoing process of selecting values as the relationships among the values were ever-changing within the contexts of the classroom. This multi-faceted and dynamic structure of the teachers` thoughts on ``good`` science teaching was conceptualized analogically as ``Foucault`s pendulum,`` which has multiple planes of oscillation. Implications for science teacher education and science education research were suggested.
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연구논문 : 초등 과학 교사들의 교사 공동체 내에서의 학습의 특징과 인식적 믿음의 변화
오필석 ( Phil Seok Oh ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.4
The purpose of this study was to explore the characteristics of teacher learning and changes in teachers` epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate school of ed cation participated in the study, and learning activities in the teachers` beginning learning community provided a context for the study. Data sources included field notes produced by the researcher who engaged jointly in the teacher learning community as a coach, audio-recordings of the teachers` narratives, and artifacts generated by the teachers during the process of teacher learning. Complementary analyses of these multiple sources of data revealed that epistemic beliefs of the three elementary teachers were different and that each teacher made a different plan of science instruction based on his own epistemic belief even after the learning experiences within the teacher community. It was therefore suggested that science teacher education programs should be organized in consideration of the nature of teachers as constructivist learners and their practical resources.
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