환경교육프로그램의 학부모 참여 효과

김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.7

The consciousness of environmental education has increased for the last decades, and schools make efforts for education in the systematic environment. To keep pace with trends such as the open school and the open class, students, teachers and parents are actively participating in environmental education programs. Parents` active participate in environmental education programs will provide excellent basis to operate environmental education efficiently and advise fruitful operation of environmental education programs. In addition, as parents play an important role of deciding the students` life habits or attitudes about environment, their participation is greatly meaningful. This study was conducted to 203 fourth and fifth graders in M elementary school in Ulsan city that operated the model school for protecting the forest from March to December, 2009 and their parents in order to examine the effects of parents` participation in environmental education programs, and the results are as follows. First, the student group with parents who participated in environmental education programs showed higher interest in surrounding environment of the school. Second, the student group with parents who participated in environmental education programs showed higher environment sensitiveness and environmental practice intention. Third, the parent group who participated in environmental education programs showed higher environmental sensitiveness and environmental practice intention. Fourth, the parent group who participated in environmental education programs showed higher satisfaction about the program. As the result of the study, environmental education programs with parents` participation attracted their active interest and participation about school environment problems, and a lot of conversation and attention between students and parents who participated in environmental education programs improved the students and their parents` environmental sensitiveness and environmental practice intention.

환경에 대한 반성적 글쓰기 활동이 초등학교 학생들의 환경민감도와 실천의지에 미치는 효과

김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.1

연구논문 : 환경콜라주 제작수업이 영재학생들의 환경인식에 미치는 효과

김순식 ( Soon Shik Kim ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.8

워크시트를 활용한 환경수업이 초등학생들의 환경인식 및 환경행동에 미치는 효과

김순식 ( Soon Shik Kim ) 한국환경과학회 2011 한국환경과학회지 Vol.20 No.5

This study aims to find out an effect of 3 types of environment worksheets used for 5th elementary graders`s environmental class on their environmental perceptions and behavior. 104 of 5th graders in M elementary school in Ulsan Metropolitan City were selected and divided into A group(35), B group(34) and C group(35) for this study, and to A group, a class used worksheet of the photo taken clean, unpolluted environment, and to B group, a class used worksheet of the photo taken polluted environment and to C group, a class used worksheet of only text without photo were carried out. The worksheet used class was conducted 5 times, and then after the classes, the student``s change in environmental perceptions and behavior by group was put into verification Below are the study results. First, the worksheets used for the environment class have incurred significant differences in student`s environmental perceptions by their types. A. B groups were higher than C group in their post-test environmental perceptions score, a statistically significant differences. Meanwhile, statistically insignificant differences appeared in environmental perceptions score between A and B groups. Second, the type of worksheet used for environment class represented considerable differences in he students`` environmental behavior. A group was higher than B. C groups in post test environment behavior score, the difference of which was statistically significant. While statistically insignificant difference represented in environmental behavior between B, C groups. Third, the both types of worksheets of the photo of positive environment and that of negative environment appeared to be effective statistically in changing the elementary students` environmental behavior, while the worksheets of the photo of positive environment appeared to be effective statistically in their environmental behavior.

자연참사활동이 과학고 학생들의 환경인식에 미치는 효과

김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.3

영재 지도 교사들의 개별탐구학습 지도전략이 과학영재 학생들의 탐구 수준 및 만족도에 미치는 영향

김순식(Kim, Soon shik) 한국영재교육학회 2010 영재와 영재교육 Vol.9 No.1

본 연구는 울산광역시 U영재교육원 중3 과학반 학생들이 수행한 개별탐구학습에 있어서 영재 지도 교사의 지도전략이 탐구 수준과 만족도에 어떤 영향을 미치는지를 조사한 것이다. 연구의 대상은 2008학년도와 2009학년도에 울산광역시 U영재교육원 중3 과학반에 재학한 120명의 학생 및 9명의 지도교사를 대상으로 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 개별탐구학습의 주제선정 주체에 따라서 영재학생들의 탐구만족도가 다르게 나타났다. 하지만 개별탐구학습의 주제선정 주체에 따라서 영재학생들의 탐구수준에는 유의미한 차이가 나타나지 않았다. 둘째, 개별탐구학습을 지도하는 교사의 역할모델에 따라 영재 학생들의 탐구수준과 탐구만족도가 다르게 나타났다. 교사의 역할에 따라 분류한 참여자 모델, 안내자 모델, 지시자 모델 중에서 지도교사가 참여자 모델인 조의 탐구수준과 탐구만족도가 가장 높게 나타났다. 셋째, U영재교육원 개별탐구 학습을 수행한 팀들의 탐구방법에 따라서 영재학생들의 탐구만족도가 다르게 나타났 다. 하지만 탐구수준에는 유의미한 차이가 나타나지 않았다. 귀추적 방법을 적용한 팀들에서 탐구만족도가 상대적으로 높게 나타났다. 넷째, 영재 학생들이 제출한 개별 탐구학습보고서의 구성요소 중에서 탐구에 참가한 영재학생들의 실제 탐구활동과 관련된 보고서 페이지 분량은 영재학생들의 탐구만족도에 영향을 미쳤지만 탐구수준에는 유의미한 차이를 나타내지 않았다. 다섯째, U영재교육원 주요 교육과정 중 개별탐구학습의 중요성에 대한 인식에서 영재 학생들은 개별탐구학습을 영재수업과 거의 동일한 수준으로 중요하게 인식하는 반면, 영재지도 교사들은 영재 수업이 개별탐구 학습보다 상대적으로 더 중요하다고 생각하는 것으로 나타났다. This study was conducted to find out an effect of instruction strategy of the teachers in gifted education on the research results & satisfaction of the students in the 3 grade science class of junior high school at U-Institute for the gifted in Ulsan Metropolitan City in relation to the individual research conducted by those students mentioned previously. 120 students who were in the 3 grade science class of junior high school at U-Institute for the gifted in Ulsan Metropolitan City in 2008 and in 2009 & guidance teachers were selected as the subjects. Following are the study results. First, the team that students selected the theme of individual research for themselves showed high satisfaction with their own research. However, it didn't have an meaningful influence on the research results who selected the theme of the research. Second, the scores of research assessment and satisfaction of the gifted students were different in accordance with the role model of the teachers instructing individual research. Among the participant model, guide model, indicator model, participant model drew out the research results and satisfaction of the students to the utmost. Third, the team conducted individual research learning used abductive method most in relation to research method and inductive method, deductive method followed in order. Students were most satisfied with inductive method in research satisfaction. There wasn't any significant correlation between such method of research science and the research scores, satisfaction of the gifted students. Fourth, the elements consisting the report of individual research submitted by thegifted students showed that the more they did research activity, the higher their satisfaction were, there wasn't any significant different in the scores of research assessment. Fifth, in the recognition of the importance of major education course of the institutes for the gifted students, the gifted students recognized the individual research and the study for the gifted students as the same level, while the teachers in gifted education thought the education for the gifted student more important than individual research.

연구논문 : 생태체험장 봉사활동이 영재학생들의 환경민감도 및 상태-특성불안에 미치는 효과

김순식 ( Soon Shik Kim ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.5

역량중심 초등과학 영재교육 프로그램 지구과학 영역 분석

김예빈,김순식,Kim, Ye-Bin,Kim, Soon-Shik 대한지구과학교육학회 2021 대한지구과학교육학회지 Vol.14 No.2

영재교육 프로그램은 복잡한 문제를 해결할 수 있는 종합적인 역량을 지닌 인재를 요구하는 4차 산업혁명 시대에 맞게 핵심역량 중심 프로그램으로 개편되었다. 이에 영재교육종합데이터베이스(GED)에서 제공하는 역량중심 초등과학 영재교육 프로그램은 2015 개정 과학과 교육과정의 과학적 사고력, 과학적 탐구능력, 과학적 문제해결력, 과학적 의사소통 능력, 과학적 참여와 평생 학습 능력의 5가지 핵심역량에 따라 개발이 이루어졌다. 본 연구는 GED에서 제공하는 역량중심 초등과학 영재교육 프로그램 중 지구과학 영역에 초점을 두어 개발된 3개의 프로그램에 과학과 핵심역량이 어떻게 나타나고 있는지 정량 분석 및 정성 분석하고 논의한다. 이 연구가 영재수업에 역량중심 지구과학 영재교육 프로그램을 활용하고자 할 때, 학생들이 길러졌으면 하는 핵심역량에 따라 주제를 선정하는데 지침이 되고자 한다. 또한, 앞으로의 역량중심 지구과학 영재교육 프로그램 개발이 나아가야 할 방향을 제시하는데 도움을 주는 목적으로 한다. 본 연구의 결론은 다음과 같다. 첫째, 역량중심 지구과학 영재교육 프로그램에서는 과학적 의사소통 능력과 과학적 사고력의 반영 비율이 가장 높고, 과학적 탐구 능력, 과학적 문제해결력 순이며, 과학적 참여와 평생학습능력은 상대적으로 반영 빈도가 낮다. 둘째, 역량중심 지구과학 영재교육 프로그램에서 하나의 활동이 여러 핵심역량을 포함하는 경우가 많다. 본 연구가 영재수업에 역량중심 지구과학 영재교육 프로그램을 활용하고자 할 때, 학생들이 길러졌으면 하는 핵심역량에 따라 주제를 선정하는데 도움이 될 정보를 제시하였다는 점에서 의의가 있다. 또한, 역량중심 지구과학 영재교육 프로그램을 개발할 때 반영 빈도가 낮았던 역량을 보완함으로써, 영재 학생들이 영재교육 프로그램으로 과학과 핵심역량을 골고루 함양할 수 있을 것이라 기대한다. The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

생태 박물관 전시물과의 커뮤니케이션을 강조한 환경교육 프로그램이 영재학생들에게 미치는 효과

이용섭 ( Yong Seob Lee ),김순식 ( Soon Shik Kim ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.10

In this study, we developed the environmental education program focused on the communication with the exhibits at the ecological museum applicable to the environmental education for gifted students. For this study, we chose 60 gifted students attending U Institute of Education for the gifted, and classified these students into two groups, then applied newly developed program to the 30 experimental group students, and applied general environmental education program to the 30 comparative group students. Below are the study results: First, the environmental education program focused on the communication with the exhibits at the ecological museum was much effective in increasing environmental sensitivity of gifted students as compared to the general environmental education program. Second, the environmental education program focused on the communication with the exhibits at the ecological museum was much more effective in increasing the willingness to environmental act for gifted students as compared to the general environmental education program Third, the satisfaction of the gifted students about the environmental education program focused on the communication with the exhibits at the ecological museum was higher than the general environmental education program.

자유 탐구에서 과학 탐구 노트를 활용한 ASI 모듈 개발 및 적용 효과 -지구와 우주 영역을 중심으로-

이상균 ( Sang Gyun Lee ),김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.1

The purpose of this study was to understand the teaching effects after conducting ASI module in the open inquiry activities of the elementary science class. in order to understand the effects of ASI(Authentic Scientific Inquiry) module application using science research notes in open inquiry activities to students` science research ability, The results of this study were as follow. First, the after test results were covariance-analyzed to be the effects to science process skills were statistically significant in 0.5 significance level. Second, in the covariance analysis of the after test of the study group and the comparative group, the effects to scientific creative problem solving skills were statistically significant in 0.5 significance level. Third, the covariance analysis of the after test in the effects of ASI module application using science notebooks to students` scientific attitude revealed that the two groups` average difference was statistically significant in 0.5 significance level. In conclusion, application of the ASI module using science notebooks had a positive effect on improvements of students` science process skills, science creative problem solving ability and scientific attitude. Therefore, the ASI module using science notebooks is hopefully to be provided as an effective instructive strategy in the open inquiry activities courses in school in the future.