탐구적 과학 교수 - 학습 개선에 미치는 요인과 그 활용

한안진 仁川敎育大學校 1995 論文集 Vol.29 No.1

A number of researches and attempts have been carried out by science educators in order to improve the effect of teaching/learning science in the classroom, but most of those researches were concentrated on a single factor. It may help improving the effect when factors such as operational question, open-ended question, wait-time effect, operational definition, and meaningful reception learning were utilized in the process of teaching/learning science based on constructivism. There fore, the purpose of the study is to identify these factors which may affect improving the teaching/learning of inquiry science and try to utilize them in the process of teaching science in the classroom. The study reviewed first the concepts and characteristics of inquiry science, constructivism with teaching/learning model, hands on/minds on science teaching, scientific literacy, second two questioning types such as operational question and open-ended question in relation with wait-time effect and operational definition and finally meaningful reception learning. The study draw several meaningful conclusions on utilizing questioning types in relation with teaching techniques of science which intended to maximize constructivism and hands on learning

初等敎育 專攻者의 自然科學 知識水準에 關한 實驗硏究 : With Emphasis on General Physics 一般物理學을 中心으로

韓安震 仁川敎育大學 科學敎育硏究所 1976 科學敎育硏究所論文集 Vol.3 No.-

探究的 科學 敎授一學習 效率化에 관한 理論的 硏究

韓安震 仁川敎育大學 科學敎育硏究所 1974 科學敎育硏究所論文集 Vol.1 No.-

ESS 初等科學의 指導에 關한 實驗硏究

金顯宰,韓安震 仁川敎育大學校 1970 論文集 Vol.5 No.-

He-Ne Gas Laser 를 이용한 실험활동 제작에 관한 연구

한안진 仁川敎育大學 科學敎育硏究所 1980 科學敎育硏究所論文集 Vol.7 No.-

Experimental Activities of General Physicsor basic Optics are developed by means of He-Ne gas laser in this study for college students including students of junior teachers college who select science as a major. The results are as follows; 1) Many optical experiments can be carried out rather simply when He-Ne laser is used with stone optical bench made of small stones grinded on carbrundum instead of expensive commercial optical bench. 2) In case of experiments such as Quality test of stop signs attaced to the bicycles and/or auto-bicycles, Measuring diametr of fine materials, Testing accurate angle of right or 45 degree prisms and Measuring wedge angle of plate glasses, one can use those methods not only for experiments of optics education but also for quality tests at the producing factories. 3) Students are able to understand the characteristics of Metrologic He-Ne laser tubes by means of observing lasing and not lasing tubes. And measuring wave lenth of He-Ne laser by Michelson Interferometer is easier than measuring that of other monochromatic lights because of specific collimation and brightness of He-Ne laser.

과학 학습과 읽기 자료 활용의 효과

한안진,이해순 인천교육대학교 과학교육연구소 2001 과학교육논총 Vol.13 No.-

이 연구의 목적은 과학 학습에 과학사나 과학자의 일화, 과학 이야기, 시사 과학용어 등의 내용으로 구성된 읽기 자료를 투입·활용하여 학생들의 과학 학업성 취도 및 과학에 관련된 태도 면에서 그 효과를 알아보는데 있다. 이와 같은 목적을 달성하기 위하여 4가지의 연구문제를 설정하고 전통적인 교 수기법으로 처치되는 통제집단과 읽기 자료를 과학 학습에 적용한 실험집단을 선정하여 5개월간의 실험처치를 한 후 사후 검사를 실시하였다. 검사 결과는 SPSS/PC+로 통계처리 하여 t-검증을 하였고, 그 결과는 다음과 같다. 첫째, 과학 학업성취도에 있어서 읽기 자료를 활용한 실험집단은 통제집단에 비하여 통계적으로 유의미한 차이를 보여(p<.05), 과학 학습에 읽기 자료 활용 이 과학 학업 성취도 향상에 효과가 있다고 볼 수 있다. 둘째, 과학에 관련된 태도 중 '과학의 사회적 의미'와 '과학적 태도' 영역에서 읽기 자료를 활용한 실험집단이 통제집단보다 통계적으로 유의미한 차이를 보여 (p<.05), 전체적으로 과학에 관련된 태도의 개선에 효과가 있다고 볼 수 있다. 셋째, 과학 학습에 읽기 자료의 활용은 학생들의 독서습관에도 긍정적인 영향 을 미치는 것으로 나타났다. 학생들의 과학에 관한 도서의 독서량이 연구 초기에 ㄴ는 남학생의 경우, 월평균 0.7권이었으나, 연구 후에는 3권으로 증가되었도, 여학 생은 월평균 독서량이 0.9권에서 1권으로 증가한 것으로 나타났다. 따라서 위의 연구결과에서처럼 과학 학습에 과학사나 과학자 일화, 과학 이야기, 시사과학용어 등의 내용으로 구성된 읽기 자료를 활용한다면 '흥미가 진작되었을 때 학업 성취도가 향상된다' 말과 같이 학생들에게 과학 교과나 과학 학습에 흥미와 호기심을 갖게하여 긍정적인 태도가 형성될 뿐만 아니라, 강한 성취 동기가 작용하여 과학 학업 성취의 향상으로 연결되는 효과가 있는 것으로 생각되므로 과학 학습에 적절한 읽기 자료의 활용이 필요하다고 하겠다. The purpose of this study is to examine whether elementary school students' academic achievement in science and their attitude toward science can be improved when they are exposed to extra reading materials such as science history, biographical stories of the world-famous scientists, science news and introduction to new technologies in science. Subjects were eighty boys and girls of the sixth grade in Anyang area. Half of them were exposed to various science-related reading materials for five months; the remaining half were treated as control subjects. Science achievement test and science attitude test were administered to all subjects before and after the science reading program was implemented. The results of the study were as follows: 1) Students of the science reading group showed a significantly larger increase in the science achievement test score than control group ones. Boys showed a larger improvement in science achievement than girls. 2) Science reading program improved students' attitude toward science. Students who read various materials showed more positive attitude on "social values of science" and on "scientific attitude". Science reading program was again more effective for boys than for girls in improving their attitude toward science. 3) Science reading program had a positive effect on students' reading habit. For boys, the average number of books that were read for a month was increased from 0.7 to 3.0. For girls, it was increased from 0.9 book to 1 book. The present study suggested that science reading program may be effective in developing interests in science among elementary school students and may motivat their science learning.

국민학교 아동을 위한 과학실험 영상자료(VTR)개발 및 적용

한안진,박범익,권치순 한국초등과학교육학회 1994 초등과학교육 Vol.13 No.2

科學指導가 Piaget 의 物理的 因果關係에 關한 槪念形成에 미치는 效果

金顯宰,韓安震 仁川敎育大學校 1985 論文集 Vol.19 No.2

초등학생의 자연과 수행평가 실태조사 및 자연과 초등학교 자연과 수행평가도구의 개발 Ⅰ

한안진,조혜경,송민영,박현주,홍석인,김은진,강호감,노석구,임영득 한국초등과학교육학회 2000 초등과학교육 Vol.18 No.1

한국과 미국에서 개발된 몇몇 초등과학 프로그램 비교

한안진 한국초등과학교육학회 1993 초등과학교육 Vol.12 No.2

The elementary science curriculum is a blueprint which leads children to learn and appreciate their surrounding world and to have positive attitudes toward it. Therfore, both federal and state goverments and many other foundations have supported a large amount of money in other to develop more quality elementary science curricula. Early in the era of space development, a number of new elementary science programs were developed in several countries. In the United States of America, Science-A Process Approach (SAPA) was developed by the American Association for the Advancement of Science, Elementary Science Study(ESS) by Education Development Center, Science Curriculum Improvement Study(SCIS) by the University of California, Berkeley, etc., respectively. These programs have their specific characteristics and common features which emphasize child centered learning and hands on experiences with materials that promote problem solving and concept development. Both state and district boards of education provide either science curriculum frames or units so that teachers may teach them in the classroom because there is no national science curriculum in the United States. Also teachers are key persons who select subjects to be taught in the classroom. National Survey of Science and Mathematics Education showed that K-3 teachers taught science an average of 19 minutes while 4∼6 teachers did 35 minutes per day. The teachers indicated that science is a subject they spent the least amount of time on, which comes after reading, mathematics, and social studies (Weiss, 1978). In reality, many teachers and principals do not afford hands on science be-cause of one reason or another. These data are corroborated by the finding of the National Assessment of Educational Progress (NAEP) report The Science Report Card (Mullis and Jenkins, 1988). More recently the American Association for the Advancement of Science (AAAS) has initiated Project 2061, (Science for All Americans), a long-range multi-phase effort designed to help the nation achieve scientific literacy after considering the fact that the 5. education is failing to adequately educate too many students and hence failing the nation (AAAS. 1989). American educators In Michigan, Maryland and California used Science for All Americans(SFAA) to develop their states' educational goals and provide elementary science frameworks, which lead to the phase for elementary science education in the United States. On the other hand, influenced by the innovation movement of science curriculum started in the United States, the Korean government developed the first inquiry oriented primary science curriculum by means of trial teaching in 1973, which is followed by fifth innovation up to now. And that she prepares for sixth innovation in order to implement it from 1995. Therefore, it may be timely to compare selected elementary science programs developed recently in the United States with that of Korea and give suggestions for better science for all Koreans.