제오차 교육과정에 따른 고등학교 생물교과서의 비교 분석 연구

정완호,차희영,정유순 韓國生物敎育學會 1990 생물교육 Vol.18 No.1

For the purpose of serving the valuable information far the biology banks of senior high school to be applied from 1990 educational year, the contents of the experiments and observations contained in 8 different kinds of 'general science I' and 7 different kinds of 'biology' books of senior high school developed by the new fifth curriculum. were analyzed, and the obtained conclusions are as follows: 1. Average frequency scores of the experiments and observations among 8 different kinds of biology books are 11 times in 'general science I' and 13 times in 'biology', and there are great differences of those. 2. The requiting domains an their experiments arid observations are emphasized on observations and confirmation for principles and theories, and main contents are physiology. 3. Total 43 different kinds of material organisms are used, and especially vertebrates and vascular plants are repeatedly served, The order of using frequencies of their material organisms are human, frog arid onion. 4. The importance for the evaluation of experiments and observations is increased, but the viewpoints and criteria of objective evaluation are insufficient.

식물의 생장에 대한 국민학생들의 개념

정완호,허명,박문규 韓國生物敎育學會 1993 생물교육 Vol.21 No.1

According to the constructivist, students have preconceptions or misconceptions related concepts to be learned, and the students' conceptions have not changed easily. 'therefore, teachers should identify students' conceptions before the science teaching. The purpose of this study was to identify the elementary students' conceptions about the growth of plants. For this study, a total of 58 students from infants to 5th grade were sampled. Data were obtained by the 'individual interview' procedure. The major results of this study are as follows ; Firstly, students' conceptions about growth are 1. A very small number of students, 4%, responded reforming or reorganization of materials about the mechanism of germination and growth inside the seeds. 2. Almost all students confused between conditions necessary for germination and growth. Water and sunlight were mentioned by many students, while air and temperature were mentioned by a few students as the condition. 3. Only 12% of the students shows that growth occurs continuously. Many students explained occurrence of growth about plants and animals related to the night, morning, or evening. 4. Many young childrens showed tendency of the egocentric and human-centered view of the world, students' scientific concepts increased significantly with Rage. Many students' conceptions depend on the context-specificity ideas.

인체의 구조와 기능에 관한 국민학생들의 개념 조사

정완호,김용화 한국과학교육학회 1995 한국과학교육학회지 Vol.15 No.1

The purpose of this study is to investigate elementary school 6th grade children's preconception on body's digestion, circulation, breathing and excretion. By means of questionnaire, teacher is presented with misconception which students may have. On the basis of this way, firstly they draw up and put in free-concepts were investigated from objective test and sought after misconception which student had and inquired whether the result of response made difference by sex and areas or not. The result of study is as follows: 1. In the course of investigating and analyzing mis-preconecptios, teacher had misconceptions partially, as like stunts. 2. Many a student have misconceptions: nourishment in made for itself in body. 3. In circulation range most of students know that heart is making blood, and they don't make conception that blood is nourishment which was eaten from food. 4. They know the breath is only physiological function : they breathe to live. All air-breathing is necessary. 5. They are not relevant blood in course of urine and sweat formation they have non-scientific conceptions which water eaten is so. They know that all of sweat and urine and ordure is excretion. To sum up, many student have misconceptions as for digestion and circulation and breath and excretion of body especially. Circulation and excretion is more so. if inspection in a field of sex, they will know male had less misconceptions than female, in a field of region, student from rural are as had more misconceptions than the one from urban areas.

생물과 개념 구조에 관한 연구

정완호 韓國生物敎育學會 1984 생물교육 Vol.12 No.2

The study results of the curriculum in connection with various theories and practices concerning the structure of biological concepts are as follows; 1. Various scientific facts develop through the process of hypothesis, theory and principle W hat are accepted as biological concepts constitute the conceptual scheme. 2. The syllabi of primary, junior high and senior high school constitute a conceptual scheme to be a spiral curriculum. 3. The concept maps derived from the curriculum analysis and basic concept from textbooks are of account as instructional materials and evaluation materials as well and of great help to the next curriculum development. 4. One of major aims of conceptual scheme is to encourage students to integrate their knowledge and not to think in terms of unrelated information. 5. Life science is not a mere subject of memory, but structure for concepts constituted through an inquiry process. 6. In the field of biology, especially the units $quot;The structure and the function of living things, and The continuity of life$quot; can be Comprehended easily in parts and as a whole, on1y when they are approached through their conceptual structures. 7. The results of extracting the lower-level concepts from the curriculum and five kinds of biological textbooks and classifying them are as follows; (1) The whole concept map regarding life science are to show the relationship and structure of the five units and the basic concepts of biology. (2) In the unit $quot;The diversity of living things$quot; a lot of concepts of protists, animals and plants are structured on the basis of concepts of species. (3) $quot;The structure and the function of living things$quot; is a unit in which TCA cycle, calvin cycle and ornithine cycle, which are the key concepts of biology, are mainly structured, and the functions of enzyme and ATP are added to that. (4) The unit $quot;Regulation and homeostasis$quot; is structured in connection with homeostasis and biological regulation on the basis of the function of nervous system and hormone. (5) In the unit $quot;the continuity of living things$quot; reproduction, development and heredity are basically structured an the basis of the structure of nucleic acid, self-replication, protein synthesis, operon theory and so on. (6) In the unit $quot;Living things and environment$quot; the public pollutions such as pollution of atmosphere, water and soil are structure on the basis of the structure and the function of ecosystem.

한국의 중.고등학교에서의 환경교육

정완호 한국환경교육학회 1990 環境 敎育 Vol.1 No.1

생식과 발생에 대한 고등학생들의 오개념 (誤槪念)

정완호,차희영,이재인 韓國生物敎育學會 1994 생물교육 Vol.22 No.1

This research was one part of the whale .research which have been designed far the purpose of investigating korean high school students' misconceptions on biology. As previously reported by Chung et al.(1992), korean biology teachers stated that korean students had many biological misconceptions. The previous study was a pilot study of this study. This study was to identify high school students' misconceptions about reproduction and development of organism. For this study, a free-answer form questionnaire consisted of twenty-one items, was specially developed through analysis of high school biology curriculum shout reproduction and development, developed and sent to fifty four high school students lived in Seoul. Their responses were collected and analyzed qualitatively. The results of the analysis of the students' responses will be used essential data for the following questionnaire development.

고등학생들의 생태학적 (生態學的) 오개념 (誤槪念)

정완호,최진복,차희영 韓國生物敎育學會 1994 생물교육 Vol.22 No.1

Since the research findings about ecological misconception of korean pupils have not represented until now, the primary purpose of this research was to identify high school students' misconceptions on ecology, At first, in order to find out high school students' misconceptions on ecology, a free-answer form of questionnaire, specially designed through analysis of high school biology curriculum, particularly ecological content, was developed and sent to ninety five high school students who had lived in Chungju area. Their responses were collected and analyzed qualitatively. As the results of the analysis of the data, the summary of this research are as follows. 1. High school students have remembered at the point of ecological terminology or simple knowledge than understood dynamic relations among ecosystem about ecology, These results were same with foreign pupils'. 2. They confused the output of plant respiration to oxygen. Especially, they recognized that invisible microorganisms, example far zoo plankton or fungi, didn't do gas exchange. 3. Although many students usually misundertood that bacteria is toxic organism, they thought correctly the bacteria in ecosystem as decomposer was not toxic. 4. There were several misconceptions arose from biological terminology such as red blooming, red algae and winter migratory birds.

대학 입학 학력고사의 생물 문항 분석 연구

정완호,권용주,김영신,봉회근 韓國生物敎育學會 1994 생물교육 Vol.22 No.1

Not only in science but also in all subjects, the management of high school curriculum in Korea is received the influence of National Testing for the University Entrance Examination, And this influence has more negative aspects than positive ones. In this view point, this study is to analyze the domains of content, behavior, and context, find out the controversial problems, and make some suggestions for the improvement of the National Testing for the University Entrance Examination. The materials of this study are consist of 372 items in the National Testing for the University Entrance Examination from 1969 to 1992. The tool of this analysis is the $quot;three-dimensional analysis tool of science education$quot; which was set up for this study by means of correcting the fifth NAEP Assessment Frame (NAEP, 1984). To keep the validity of study, $quot;the objectivity of the analysis$quot; was measured before the analysis, and the measured objectivity index of analysits is 90.8% According to the result of this analysis, in the domain of content many items have been set eon the area of $quot;development and genetics$quot; and $quot;structures and functions of organs$quot; and the area of $quot;ecology$quot; is increasing its importance. In the domain of behavior, the items about the knowledge and comprehension covered 70.7% and the items about the science process took only 8.3% in spite of the emphasis in the science curriculum. The domain of value and responsibility of biological science hasn't been treated in the items. This analysis shows the fact that the National Testing for the University Entrance Examination have an influence on the way of the normal management of the curriculum and the achievement of educational objective. In the domain of context, the items of National Testing for the University Entrance Examination pay no attention to the area of context such as technological, social, and individual context. This will lead the science education in high school to ignore important educational function of the problem-solving learning and decision-making and this will inevitably result in the danger of cultivating scientifically illiterate people. On the basis of these analysis, when the National Testing for the and University Entrance Examination is taken into consideration on the aspect of its influence on the high-school curriculum, it should take the following into consideration. First, in the domain of content, it should focus on both the application of the area of bioecological aspect such as 'environmental biology'. 'conservation biology', 'behavioral biology' and the area of technogical aspect such as 'cell biology', 'molecular biology', 'microbiology'. Second, in the domain of behavior, scientific process, the value of science, and the application of science in the technological and social aspects should be considered. Third, in the domain of context, the items about the technological, social, and individual context should be treated. Finally, besides all these suggestions, the introduction of the system for previous problem analysis, the consideration study on the validity, difficulty, and discrimination should be conducted.

국민학교 과학영재 선발 준거에 관한 연구

정완호,서형두 한국과학교육학회 1993 한국과학교육학회지 Vol.13 No.2

This stady was carried out to define Gifted student for science, model for selection, the tools and methods and related theory for the selection of the Gifted students for the science in primary school level. Also the developed tools and materials are applied to student and analysed the results to generalize the methods for the selection of Gifted students for science. The definition of Gifted students for science was carried out by the three-ring conception model by Renzulli(1982) and Lee Jong-Sung which defined the characteristics as three parts such as above average ability, creativity and tesk comitment. The Gifted students for science upper 2 percent which have three characteristics at the same times, namely overlapping three characteristics. The model for the selection of Gifted students consist of four step; such as screeing, selection, differentiation, judgement. The materials for the selection are input at each stage, analysed the results and standard for the selection are made. In the first stage screening, 202 students are selected from the 5060 of 4th and 5th graders according to their achievment, intellecture ability and observation of students activity. In second selection and third differentiation stage, 65 students are seletted according to their achievement. In this study it is approved that the Gifted students in science have to be selection by various test such as achievement, intellectual ability, aptitude in science, inquiry activity, manual skill etc, rather rather then simple test such as achievement and intellecture ability. Also it is important to select upper 2 percent who have general abilites overlapping three characteristics mentioned in definition of Gifted students in science and selections model.

效率的인 實驗指導를 위한 實驗目標 詳細化에 따른 指導方法 凱旋에 관한 硏究

鄭玩鎬,金明心 한국교원대학교 과학교육연구소 1992 청람과학교육연구논총 Vol.2 No.1

The aim of this study is to specify the experiment objectives in the biological field of Middle School Sciences (Ⅰ) changed according to the textbook revision in '84 School year and to develop the effective experiment-oriented teaching and evaluating methods, making use of these specified objectives. The specific objectives of this study are as follows; 1) to specify each experiment objectives in accordance with the general objectives of science subjects. 2) to apply the specified experiment objectives to criterion-referenced experiment classes. 3) to develop the proper evaluation methods and test items according to the specified objectives. The research design of this study is composed of three stages; First, in the above-mentioned objective 1), the objectives of biological lessons in the first grade of middle schools are specifically presented. Second, to examine the students performance changes and interest response in order to achieve the objective 2) Third, to develop the test items appropriate to the new evaluation methods of each unit and present their best usages in order to attain the objective 3). The results of this study can be Summarized as follows: 1) To develop the specified experiment objectives and grasp the picture of how the experiment lessons in each unit are distributed in the fields of prcess skills such as observing, classifying, measuring, inferring, predicting, formulating hypothesis, variable controlling, etc. 2) To develop a new experiment lesson plan and its guide report, applying the specified objectives. 3) The conventional evaluating methods were inclined to emphasize the cognitive domain, but here, the new test items are developed to evaluate not only the experimental skills but also the psychomotor domain and affective domain. The evaluating area consists of the cognitive domain (60%), the affective domain (20%) and the psychomotor domain (20%). 4) The most part of the process skills in these experimental lessons prove to belong to observing and classifying. 5) The students in the experimental class show the more increase of 15% in their interest response and higher marks by 13 in their summative test than those in the controlled class.