당선소감_김형미

김형미 고요아침 2017 열린시학 Vol.22 No.3

[당선작_김형미] 검은 꼬리지느러미 심해어 외 3편

김형미 고요아침 2017 열린시학 Vol.22 No.3

예비 생물교사의 SSI 글쓰기에 나타난 담화요소와 담화클러스터 분석

김형미,강경희 한국생물교육학회 2020 생물교육 Vol.48 No.3

The purpose of this study was to analyze discourse elements and discourse clusters in SSI writing of pre-service biology teachers. For this purpose, we analyzed the results of writing of 16 pre-service biology teachers at the College of Education of J University. The three SSI writings were composed of the themes of direction for animals and humans to live together, the influence of artificial intelligence and human life, and environmental pollution caused by the issuance of ozone warning. Focusing on how argumentation activities are carried out in the SSI context, discourse elements and discourse cluster analysis were analyzed. In the discourse cluster analysis, students set up the direction of writing by confirming the issues of the problem through exploration of the situation presented by the problem, and tried to make a convincing choice such as presenting the basis through various perspectives and data searches and expressing their thoughts and opinions. The change of discourse elements was followed by the presentation of perspectives through empathy, taking into account various perspectives and making reasoning based on evidence. In particular, it showed the characteristics of presenting the argument considering the ethical aspects of SSI-related writing, or expressing responsibility and willingness to practice through empathy and empathy. Through this SSI writing program, I think that the pre-service biology teachers would have broadened the scope of SSI teaching and learning methods in terms of scientific approach to our social problems and finding solutions to them. It is expected that if the SSI writing program for pre-service biology teachers becomes more active, it will provide learners with a writing process to enhance the basic competency of SSI-related thinking and problem solving.

미래지향의 환자식 디자인

김형미 한국식품영양학회 2015 한국식품영양학회 학술대회논문집(학술심포지움) Vol.2015 No.12

지역사회 연계 모의의회 참여 고등학생의 SSI(Socio-Scientific Issues) 논증활동 분석

김형미,강경희 한국생물교육학회 2019 생물교육 Vol.47 No.3

The Socio-Scientific Issues (SSI) education is a process centered on controversial topics that reveal the social and ethical aspects of science, and aims to cultivate the knowledge as a citizen through the recognition and moral development of students. This study sought the possibility of using SSI education based on the agenda submitted by high school students who participated in the high school simulated assembly contest held by the Jeju Special SelfgoverningCouncil and the discussion data. The simulated council contest is held from the first convention in 2013 to the 6th convention in 2018, and a total of 132 agendas were submitted during this period. Among them, 40 SSI-related items accounted for 30% of the total, and a wide range of items such as the activation of electric vehicles for carbon free islands, the protection of Jeju intertidal zone and the regulation of landfill of shared waterfront, the installation of companion animal crematoriums, and the ordinance on the acceptance of refugees in Jeju were submitted. In particular,23 SSI-related issues were extracted from 2016 to 2018 inthe last three years, and the argumentation activities on these agendas were analyzed through discourse elements and discourse cluster analysis framework focusing on how the argumentation activities in the SSI context unfolded. In the analysis of discourse elements, students were exchanging opinions on agenda through reasoning based on evidence inthe structure of approval and opposition, and they were arguingin the direction of collecting opinions from each other and strengthening opinions so that agendas could be passed in a better direction. High school students’ argumentation about social issues related to science in the actual community ismeaningful in that they have the experience of understanding the problems of the community themselves and deriving aplan for solving the problems. If the program related to the community is used more actively in connection with SSIeducation in the future, students will be able to directly experience the process of understanding various issues of the region and collecting opinions through discussions.

CPW에 삽입된 T자형 DGS

김형미,이범선,Kim Hyung-Mi,Lee Bom-Son 한국전자파학회 2004 한국전자파학회논문지 Vol.15 No.10

본 논문에서는 CPW에 식각된 T자형 DGS를 제안하고 전송이론을 이용하여 전파 방사를 포함한 손실률, BW(3-dB fractional bandwidth) 등을 closed-form 형태의 수식으로 유도하고 이의 영향에 대해 분석한다. 제안된 T자형 DGS 구조는 기존의 아령형 DGS 구조보다 약 5.5배정도 큰 커패시턴스(C) 조절 특성을 가진다. 또 DGS 등가회로의 R, L, C값과 손실률, BW, 저지대역 공진 각주파수($\omega_0$)의 상관관계를 정량적으로 이끌어낸다. In this paper, we propose a T-shaped DGS for CPW and provide the closed-form solutions for power loss rate, and bandwidth of the DGS. The proposed T-shaped DGS structure has a range of capacitance(C) 5.5 times wider than the dumbbell-shaped DGS structure. In addition we also analyze relations between R, L, C values of the DGS equivalent circuit and total loss rate, BW, $\omega_0$ of the DGS.

글쓰기 활동이 중등 생물영재의 창의적 문제해결력에 미치는 영향

김형미,강경희 한국생물교육학회 2018 생물교육 Vol.46 No.4

The purpose of the study was to analyze the effect of writing activities on the creative problem-solving abilities of biological gifted and talented middle school students. To this end, 10 students at the Institute for Science and Technology Education conducted a 13th period science writing class. The students’ writing output was analyzed based on a creative problem-solving analysis framework. The writing of gifted students was analyzed based on scientific content, scientific thought, structure of expression, and scientific expression. In the first writing, creative problem-solving skills improved significantly from an average of 54.3 points to 68.5 points in the second. In particular, the average score of writing teaching was 18.2 to 19.5 in science, from 17.2 to 19.5 in scientific thinking, and from 14.7 to 17.6 in expression. This shows that writing has a positive effect on improving the creative problem-solving power of biological agents. The results suggest that scientific writing helps their solve problems, express themselves creatively, and broaden their thinking.

건강하게 여름철 나기 프로젝트

김형미,Kim, Hyeong-Mi 대한에이즈예방협회 2006 레드리본 Vol.71 No.-

무더위에 지치고 입맛이 떨어지기 쉬운 여름철에 우리 감염인들은 특히 음식에 신경을 많이 써야 한다. 끼니를 소홀히 하거나 거를 경우 신체가 영양적 불균형상태가 되어 저항력이 떨어져 쉽게 지치고 병에 쉽게 걸릴 수도 있으며, 또한 더위에 음식물이 쉽게 상할 수 있어 위생관리에 많은 주의가 필요하기 때문이다. 따라서 여름철에는 기력을 돋우는 고단백 음식으로 식단을 짜고, 규칙적으로 골고루 그리고 위생적으로 안전하게 식사하는 것이 가장 중요하다.

창의적 문제해결력 함양을 위한 중등 생물영재 대상 SSI 글쓰기 교수-학습 자료 개발 및 적용

김형미,강경희 한국과학영재교육학회 2023 과학영재교육 Vol.15 No.1

In this study, we developed and applied SSI writing teaching-learning lesson plans for middle school biology gifted students on the subject of plastic waste problem, seed war, etc. In this process, we aimed to solve students’ given problems creatively. In this study, a systematic teaching-learning process was presented through the development of a teaching plan, and a series of curriculums such as teaching-learning-evaluation were carried out by performing SSI writing in the evaluation process. The theme of the first teaching-learning lesson plan is ‘Plastic Age, How to solve it’, and the reason for the selection is to recognize the seriousness of environmental pollution caused by discarded plastic through the recognition of the problem of plastic items that are easily used and discarded, and to seek experimental and social countermeasures to solve them. The class was conducted by exploring the current status of plastic appliances, starting with plastic, and finding ways to solve problems through the study of larva eating plastic. The learning objectives were to recognize environmental and social problems caused by plastic, to find ways to reduce plastic waste, and to present scientific methods for problem solving through argumentation. The second subject of the teaching-learning lesson plan was selected as ‘Seeds, Dominate the World’, and the reason for the selection is to examine the seed patent rights of multinational corporations and analyze the problems caused by them, and ultimately to think about why biodiversity is important between the universal interests of mankind and the interests of specific companies. The class established the concepts of species diversity, biodiversity, seed banks, and life patents, identified the current status and problems of agriculture around the world due to patented seeds, and established their own claims through advocacy or refutation of seed bank establishment. The purpose of the study was to identify the current status and problems of the cotton industry in India, identify the seed industry in Korea, identify the status of GMO seeds in the United States, and identify the problems of life patents in multinational companies such as Monsanto. In SSI writing, or evaluation after teaching-learning, students were aware of given social science problems, sought ways to solve problems, and presented scientific methods for problem solving through argumentation. 이 연구에서는 중등 생물영재를 대상으로 플라스틱 쓰레기 문제, 종자 전쟁 등을 주제로 SSI 글쓰기 교수학습수업지도안을 개발하고 적용했다. 이 과정에서 학생들이 주어진 문제를 창의적으로 해결하는 것을 주요 과제로 삼았다. 연구에서는 수업지도안 개발을 통해 체계적인 교수-학습 과정을 제시했으며, 평가 과정에서 SSI 글쓰기를 수행함으로써 교수-학습-평가 등 일련의 교육과정을 수행했다. 첫 번째 교수-학습 수업지도안의 주제는 ‘플라스틱 시대, 어떻게 해결할 것인가’로 선정했다. 수업은 플라스틱에 대한 현황 탐구, 플라스틱 시작과 현재, 플라스틱을 먹는 애벌레 연구를 통한 문제해결 방안 모색을 중심으로 수행했으며, 플라스틱으로 인한 환경적, 사회적 문제 인식, 플라스틱 쓰레기를 줄여나가기 위한 방안 모색, 문제해결을 위한 과학적 방법을 논증을 통해 제시하는 것을 학습목표로 삼았다. 두 번째 교수-학습 수업지도안 주제는 ‘종자, 세계를 지배하다’로 선정했다. 수업은 종다양성, 생물다양성, 종자은행, 생명체 특허 등에 대한 개념을 정립하고, 특허 종자로 인한 전 세계 농업의 현황과 문제점을 파악하는 내용으로 구성되었다. 이어 종자은행 설립의 옹호 또는 논박을 통해 자신의 주장을 정립하도록 했다. 학습 목표로는 인도의 면화산업의 현황과 문제를 파악하고, 한국의 종자산업과 미국의 GMO 종자 현황 파악, 그리고 다국적 기업의 생명체 특허가 가지는 문제점을 파악해 궁극적으로 종자은행 설립에 대한 자신이 의견을 제시하고, 문제해결 방안을 고려하도록 했다. 교수-학습 이후 이뤄진 SSI 글쓰기, 즉 평가에서 학생들은 주어진 사회 과학적 문제에 대해 인식하고 있었고, 문제를 해결해 나가기 위한 방법을 모색했으며, 문제해결을 위한 과학적 방법을 논증을 통해 제시하는 모습을 보였다.

2015 개정 교육과정 생명과학 I 교과서 글쓰기 문항 분석 및 교수-학습 자료 개발

김형미,강경희 한국생물교육학회 2019 생물교육 Vol.47 No.2

The importance of science writing is emphasized in the 2015 revision curriculum. Various teaching materials should be developed to encourage students to express themselves more creatively. Therefore, the purpose of this study is to develop teaching-learning materials for the class of writing at high schools based on the 2015 revision curriculum. The teaching-learning materials were developed based on the key concepts and sections of Life Science Iunder the revised curriculum in 2015. Prior to this, we analyzed materials suggesting scientific writing in eight types of textbooks, including 2015 revision Life Science I. The analytical framework was divided into descriptive and demonstrative formats, which were subdivided into nine formats. The analysis results showed that the most explained forms of science writing were presented in descriptive form, and among the analytical framework, the most descriptive sub-categories of task resolution, causal presentation. Based on the analysis results, the 2015revision to the section of Life Science I Life Sciences Itopresent various forms of science writing was developed. We hope developed materials will be utilized for practical learning, so that students can use them as Life Science writing materials for creative problem solving. Future research is expected to produce a suitable science writing and learning material in junior high school Science along with Life Science II textbooks.