初等 科學敎育의 問題點과 그 解決方案

金倫杰,趙璇衡 淸州敎育大學校 科學敎育硏究所 1980 科學과 數學敎育論文集 Vol.5 No.-

It studied on the students at the first grade(freshmen course) in the Cheong Ju Teachers College and the teachers were at tended to the primary school teacher reservice trainning course in the science education and qualify the teacher for first grade. There are firstly mensioned on the grounding test to the freshmen students in our college, about the ratio of the literary course and science in high school, completion curricula of science(physics, chemistry, biology and earthscience), the selected curricula of science at the test of preliminary inspection for "the college interance examination, the credits on the preliminary inspection and grade at the class in high school. Secondly, a few grounging test on the experiments in the earthscience to the freshmen, naming of instruments in the experiment, analysis and treatments of data and conclusion and discusion of experiment. Thirdly, responses of primary school teachers in Choong Buk province, those are the field of curriculum of science education, teaching materials, administration of inquiry process, coaching children study of science, and evaluation and system of administration. The conclusion and suggestion are : 1. In our college case, there are 87.3 percentages of students of literary course in high school, it is too hard to teach them science education. It needs the ordery of recruitment literary, science and art for return to normal condition in the science education at the teachers college. 2. There is problem to teach only two curricula of science in high school and many high school and many high school don't teach physices and earthscience. 3. It is big problem at the test of preliminary inspection for the college enterance exam. is only one curriculum to the students of the literary course, especially, the 67.4 percentages of girl students chosen biology in our college. 4. The credit however is very high at the test of preliminary inspetion, but the students didn't learn all of science curriculum in high school. 5. The student's graduation at standing on the class of high school is very high. 6. The studying of exprements in the science were not learned in high school. the freshmen course student neither know the names of instrument nor deal with data of experiment in science. 7. The students of freshmen course neither analysis of the experimental conclusion nor apply science method into practice. 8. It s too hard to teach children the primary science education, the curriculum of science education in primary school will recognize in the future, there would be changed many parts, and hope that the system of exclusive responsibility of science or the method of invitation to have charge of same grade class during a few years. 9. The teaching materials, the sooner the better, distribute and they would be made the kits of well selection. 10. It needs the science reservice trainning course for all of teachers in primary school. 11. Understanding in science, it must train the administrator in the primary school. 12. On the evaluation, all at once or monthly test impede the inquiry teaching method so that the evaluations of process possibely could be checked.

옥천지향사대내(沃川地向斜帶內)에 분포(分布)하는 종암화강암(鍾岩花崗岩)의 암석학적(岩石學的) 연구(硏究)

조선형,Cho, Seon Hyeong 대한자원환경지질학회 1977 자원환경지질 Vol.10 No.4

This paper is the result of a petrochemical study on the Jongam granite mass which intruded metasediments of Ogcheon zone, locating about 10km northwest from Miweon town, and the mass is $2.5km^2$ in area. In this study, the granite was petrographically analysed in such ways, modal analysis, myrmekite analysis, petrochemical study analysis and tectonic analysis of joint system. The findings are as follows: 1) The area of the granite distributed is a basin surrounded by metasediments. The granite is magma origin. 2) The major mineral composition of the granite are quartz, plagioclase, microcline orthoclase and biotite, and accessaries are muscovite, sericite, magnetite, zircon and sphene. 3) In triangles of $Qu-K{\cdot}fp-PI$, Bi-Or-Hb+Mt and Qu-Ab-Or, the data point areas are similar to those of the NW zone of D.S. Lee (1971) 4) The granite mass can be divided into three granites; quartz monzonite, granodiorite and biotite granite, by petrological aspect in detail. 5) It shows inverse ratio of content between quartz and plagioclase. 6) The myrmekite-texture of the granite are stem type and dominating in northern part. 7) In the tectonic analysis of joint, the strikes are almost constant in direction, N-S direction of dominant joints 8) The geological age of the granites estimated to be Jurassic in age. 9) According to the mineralogical distribution and joint systen, the intrusion direction of the granite magma was infered as from north to south.

일방향 섬유강화 플라스틱 복합재의 점도에 미치는 성형인자의 영향

조선형,안종윤,윤성운 韓國工作機械學會 2000 한국생산제조학회지 Vol.9 No.6

The Compression molding process is widely used in the automotive industry to produce parts that are large, thin, light-weight, strong and stiff. Compression molded parts are formed by squeezing a glass fiber reinforced polypropylene sheet, known as glass mat thermoplastic(GMT), between two heated cavity surfaces. In this study, the an isotropic viscosity of the Unidirectional Fiber-Reinforced Plastic Composites is measured using the parallel plastometer and the composites is treated as an incompressible Newtonian fluid. The effects of molding parameter and fiber contents ratio on longitudinal/transverse viscosity are also discussed.

初·中·高等學校 科學 敎科書의 海洋敎育 內容 連繫性에 관한 硏究

조선형,김귀선 淸州敎育大學校 科學敎育硏究所 2002 科學과 數學敎育論文集 Vol.23 No.-

The ocean area of earth surface is about 70% that 350 million Km^2 and use repository of human and vital every things foods or transportation and others, especially, my country blessed with natural resources is three sides surrounded with sea. Nevertheless, this 21 century is so-called oceanic century we all nation have to gp out on large ocean with big spirits likely king of marine commerce Changpogo in Silla dynasty about 1300 years ago. The purpose of this study is to investigate the effects of connection of ocean education contenes on elementary, middle and high school science textbooks in Korea. The suthor analysed chapters of ocean education divided four sections ocean physics, ocean chemistry, ocean biology according to : 1) There are connected many parts of the contents which are sea water nature, sea water pollution in ocean chemistry. 2) In ocean geology from elementary to high school levels, sea bottom terrain, continents draft and others treat deepen. 3) There are largely increasing only the ocean physics and ocean biology contents in middle school, but not connencted among elementary and high school levels. 4) Recently, The points of syntheisi are founded natural and social phenomenon in earth science education. 5) And then the contents of ocean education are less among meteorology, astronomy and geology and, they have to increase much more.

섬유강화 플라스틱 복합재의 압축성형에 있어서 인장 / 전단 점성비를 고려한 3차원 유한요소 해석 ( Three-Dimensional finite Element Analysis of Compression Molding with Extensional / Shear Viscosity ratio for Fiber Reinforced Polymeric Composites )

조선형,윤두현,김형철,김이곤 대한기계학회 1998 대한기계학회 춘추학술대회 Vol.- No.-

自然科 學習資料 運營의 實態調査 : Centering around the primary school in Choong Buk Province

文燦祜,趙璇衡 淸州敎育大學校 1975 論文集 Vol.11 No.-

The science teaching materials in primary schools are very important to stimulate the curiosity of the children, and to advance their science inquiring process, and especially to educate effectively the children who are in the stage of concrete operations. This thesis is an analysis of the research on the actual state of administration of the science teaching materials in primary schools in Choong Buk Province. According to the analysis, the administration of the science curriculum is found difficult, that is, only 32% of the required materials had been prepared a very poor ratio. In addition, the difference of the preparations between city and rural schools is very significant is, 39% in city and 25% in rural. Between the city and rural schools, the correlation coefficient of the order difference(Spearman's ρ) is 0.49%. (the order is determined according to the great ratio of each prepared material to required). Therefore, We can tell that there is no great difference of the order according to the territory. We know that the preparation of new science teaching materials for use in the classroom is at a lower rate than the preparation of other teaching materials, whereas, the preparation is going to large in its degree according to their use, year by year. It appeared that most schools do not consider not only the using frequencies of the teaching materials, but also the needed amount of materials in a class. When retraining coursework opens, We will instruct the primary schoolteachers in the importance of the science teaching materials and in the differentiation of their usage. Lastly, the school administration should be assisted financially for the least quantity of materials necessary, and studied further for the methods of effective use.

自然科敎育의 새로운 動向

조선형 淸州敎育大學校 科學敎育硏究所 1997 科學과 數學敎育論文集 Vol.18 No.-

모의 환경학습이 환경보전 의식 및 학업성취에 미치는 영향

오웅진,조선형 淸州敎育大學校 敎育大學院 2000 論文集 Vol.2 No.-

Environmental education must develop students' habit of mind to preserve our environment through the Intel-nationalization of value about environmental preservation. The purpose of this study is to develop and administer simulation instruction in order to internalize the value of environment preservation and foster the habit of mind to preserve the environment. Two 6th-grade classes are randomly sampled from an elementary school located in Chongju-shi. One class is assigned to experimental group and the other to control group. Experimental group is exposed to simulation instruction, and control to traditional instruction. Pre- and post-test was administered to both groups. Pre- and Post test consist of three inventories; academic achievement on environment preservation, the awareness of environmental issues, and the level of internalization of values on environmental preservation. Teachers' instructional practice on environmental education was also investigated with a questionnaire developed by the researcher. The major findings of the study are as follows. Teachers reported the lack of instruction material, and teaching plan on environmental education. Teaching plan was developed based upon five step instructional model, problem identification, exploration, responding, revising, and advancement. Simulation activities are given in the final stage, advancement. The effects of simulation instruction are as follows. First, students showed changes from direct and sensory to perceptive responses though simulation instruction. Simulation instruction seems to enhance students thinking abilities on environmental issues, hence to help them exploring the solution to environmental problems. Second, The mean score of experimental group is higher than control group by 14.3% on the test of the level of internalization of values on environmental preservation. Third, the experimental group showed higher increase than control group in the score of academic achievement especially in the sub-domain of thinking skills. As a conclusion, the simulation instruction make students be placed in various roles, hence foster their judging abilities through value-conflict experience. Students perception on environmental issues changed positively, and their academic achievement was also increased.

과학 포트폴리오 체제의 적용이 초등학생의 사회심리학적 교실 환경에 미치는 효과

조선형,김찬종,김혜정,김철영,김범기 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.3

The purpose of the research is to investigate the effects of a portfolio system on students' socio- psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively, The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre-and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.

과학 포트폴리오 체제의 적용이 초등학생의 사회심리학적 교실 환경에 미치는 효과

조선형,김찬종,김범기,김철영,김혜정 한국교원대학교 과학교육연구소 2001 청람과학교육연구논총 Vol.11 No.1

The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre-and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.