예비초등교사의 과학교수효능감과 과학 정의적 특성의 상관관계

김효남,명전옥 이화여자대학교 사범대학 교육과학연구소 2009 교육과학연구 Vol.40 No.2

This study is about the science teaching efficacy and science affective characteristics of pre-service elementary teachers. Science teaching efficacy is considered a characteristic of teachers which affects science teaching in elementary classrooms. 64 pre-service elementary teachers participated in this study. The Science Teaching Efficacy Belief Instrument-Form B developed by Enochs and Riggs(1990) was translated into Korean and used for data collection in April 2008. The Science Affective Characteristics Instrument was developed by Kim, Chung and Jeong (1998) of the Korea National University of Education and used for data collection during the same period. Chronbach alpha coefficient of science teaching efficacy is .84 and science affective characteristics, .94. Science teaching efficacy score of pre-service elementary teachers is 3.77 on Likert's scale of five choices. Science affective characteristics score is 3.68 on Likert's scale of five choices. Science teaching efficacy shows a statistically significant difference between high school tracks such as science and non-science, and no statistically significant difference according to gender, and science-related and non-science-related tracks in university. The correlation coefficient between science teaching efficacy and science affective characteristics is .64, which indicates a strong correlation. 이 연구의 목적은 예비초등교사들의 과학교수 효능감과 과학 정의적 특성은 어떠하며, 배경변인에 따라 과학교수 효능감과 과학의 정의적 특성이 차이를 나타내는지 알아보고, 과학교수효능감과 과학 정의적 특성은 어느 정도의 상관관계가 있으며 하위 범주에 따라 상관관계에 차이가 나는지를 알아보는 것이다. 연구 대상은 교사 양성기관에서 초등 과학교수법 강의를 수강하는 예비 초등 교사 64명이었다. 검사 도구는 과학교수효능감 검사지 STEBI-B형(Enochs & Riggs, 1990)과 과학 정의적 특성 검사지(김효남, 정완호, 정진우, 1998)이다. 두 검사 도구의 문항은 모두 5점 리커트 척도로 구성되었다. 검사는 2008년 4월에 실시되었다. 연구결과는 다음과 같다. 첫째, 예비초등교사들의 과학교수효능감은 평균이 3.77이었으며 하위 범주인 개인 효능은 3.92, 결과기대는 3.62이었다. 과학 정의적 특성 은 3.68이었으며, 하위 범주인 인식은 4.10, 흥미는 3.41, 태도는 3.54이었다. 둘째, 예비초등교사들의 과학교수효능감과 과학 정의적 특성은 성별과 대학 심화과정에 따라서 차이가 없었으나 고등학교 계열에 따라서는 통계적으로 유의한 차이가 있었다. 셋째, 예비초등교사들의 과학교수효능감은 과학 정의적 특성과 통계적으로 유의한 높은 상관관계를 나타내었다. 상관계수는 .64이었다. 개인 효능과 결과 기대는 서로 다른 특성을 보여주었는데, 개인 효능은 과학 정의적 특성의 하위 범주와 모두 통계적으로 유의한 상관을 나타내었지만, 결과 기대는 과학 정의적 특성의 하위 범주 중 인식과만 통계적으로 유의한 상관관계를 나타내었다.

관찰에 의한 국민학교 3 , 5학년 자연과 수업의 목표 분석

김효남,고세환 한국과학교육학회 1991 한국과학교육학회지 Vol.11 No.1

This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instrutional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows : 1. Results from analysis of the instruction in the third grade are as follows : knowledge and comprehension(A. 0) objectives are found to be pursued, about 40%, scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives, about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as Follows : knowledge and comprehension(A. 0) objectives are found to be pursued, about 31%, scientific inquiry process(B. 0-E. 0) objectives, about 38%, application of scientific knowledge and methods(F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows : Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives, 8%, manual skills(G. 0) objectives, 9.5%, scientific attitudes and interests(H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.

증발과 응결에 대한 국민 학생들의 개념 조사

김효남,신인철,최병순,강순희 한국과학교육학회 1993 한국과학교육학회지 Vol.13 No.1

1. 요약 1) 증발에 사용된 어휘 연구 결과에 의하면, 국민 학교 아동들은 수조의 물에서는 '없어졌다' , 옷 말리기에서는 '말랐다'는 어휘를 지배적으로 사용하고 있으며, 종이 타월의 손 모양 찍기에서는 '말랐다'와 '없어졌다' 를 같이 사용했다. 이와 같이, 아동들은 상황에 따라 어휘 사용에 큰 차이를 나타내는 상황 의존적(Context Dependence)개념을 가지고 있었다. 수조의 물에서 사용된 '없어졌다'라는 어휘는 비물질화된 느낌과 보이지 않는 마지막 상태를 나타내는 애매모호한 느낌이 드나, 후에 비나 이슬로 돌아온다고 하여 보이지 않는 마지막 상태를 나타내는 것으로 생각된다. 2) 증발된 물의 소재 많은 아동들은 상황에 관계없이 증발된 물은 하늘로 올라갔다고 언급하는 상황 독립적(Context Independence) 개념을 가지고 있었다. 전체적으로 차지하는 비율은 적으나, 고학년이 증발된 물의 소재에 관해서 좀 더 과학적 개념을 가지고 있었다 3) 증발의 요인 대부분의 아동들은 상황에 관계없이 물의 증발에 영향을 미치는 요인으로 열이나 공기/바람/통풍 중 어느 하나를 언급하였으며, 고학년의 일부 아동이 열과 공기/바람/통풍을 모두 언급하였다. 따라서 증발의 요인에 관해서는 아동들이 비교적 상황 독립적(Context Independence)개념을 가지고 있다고 말할 수 있다. 전체적으로 차지하는 비율은 적으나, 고학년이 좀 더 과학적 개념을 가지고 있었다 4) 증발된 물의 회수 증발된 물이 돌아올 수 있다고 생각한 아동들은 저, 중, 고학년에서 각각 25%, 13%, 63%로, 비, 안개, 이슬로 순환되어 돌아오는 과정을 이해했으나, 전체 아동들 중 69%, 75%, 38%는 증발된 물이 돌아올 수 없다고 응답했다. 5) 물의 변화에 관한 생각 대부분의 아동들은 물이 순환 과정에서 상태는 변하더라도 보존된다는 사실을 이해하고 있었으나, 물의 물리적 변화를 인식하고 있는 아동들의 비율은 저, 중, 고학년에서 각각 28%, 62%, 69%로 저학년에서는 낮으나, 중, 고학년에서는 비교적 높은 편이었다. 2. 결론 지금까지 논의한 증발과 응결에 대한 연구 결과를 종합해 보면 다음과 같다. 1) 증발과 응결에 대한 학생들의 선입 개념은 다양하고, 고학년일수록 과학적 개념을 가지고 있었으나, 전반적으로 과학적 개념을 갖고 있는 비율은 낮았다. 물의 증발을 설명하는 어휘의 사용에서 '없어졌다' , '말랐다', '위로 갔다' , '하늘로 갔다' 등을 사용하고, 증발된 물의 소재로 '공기 중', '하늘', '구름', '태양'을 언급하여 선입 개념이 다양했다. 증발된 물의 소재로 과학적 개념인 '공기 중'은 저, 중, 고학년이 각각 6%, 5%, 20%를 나타냈으며, 물의 증발에 영향을 미치는 요인에는 저, 중, 고학년에서 열원을 58%, 73%, 79%, 공기/바람/통풍은 6%, 4%, 29%를 나타내어 고학년일수륵 과학적 개념을 가지고 있었다. 그리고 증발된 물의 순환 과정에서 증발된 물이 돌아을 수 있다고 한 아동들은 저, 중학년이 각각 25%, 13%, 고학년이 63%를 나타내어, 고학년이 비교적 과학적 개념을 가지고 있었으며, 물의 증발 현상에서 물리적 변화를 인식하고 있는 아동들은 저학년이 38%, 중, 고학년에서 각각 63%, 56%를 나타내어 중, 고학년이 비교적 과학적 개념을 가지고 있었다. 2) 물의 증발을 설명하는 어휘의 사용은 상황에 따라 큰 차이를 보여 상황 의존적 경향을 보였으나, 증발된 물의 소재와 증발 요인에 대해서는 상황에 관계없이 특정 선입 개념을 가지고 있는 아동들이 많아 상황 독립적 경향을 보였다. 일반적으로 아동들이 자신의 일상 경험과 관련이 깊은 개념에 대해서는 비교적 선입 개념이 다양하고 상황 의존적이었으나, 생소한 개념에 대해서는 선입 개념이 특정 사고 유형에 집중되는 상황 독립적 경향을 보였다. The purpose of this study was to investigate and analyze the conception of elementary school students on evaporation and condensation, and then to verify the types of the conception. Forty-eight children from six elementary schools were sampled by stratified random sampling in Seoul and other provinces. They responded to the questionaire and the interview. This study was carried out according to the process of the basic study, the preliminary study, and the main study. The materials collected were classified and analyzed according to the types of children's ideas. The findings of this study were as follows. 1. The vocabulary used to describe the evaporation phenomena varied according to the situations, and the scientific term "evaporation" was more frequently used by the older groups. 2. Most children answered that the last location of water were air/sky/cloud. Air/cloud which represents the scientific conception of the location of water were mentioned by children of all ages. The higher the grade of the children were, the more scientific conception the children mentioned, however. 3. Most children referred to the heat as the factor of evaporation. Wind, on the other hand was mentioned by less than 10% of lower graders, and by about 30% of higher graders. 4. The result of asking children whether they thought it was possible to get the evaporated water back showed that about 70% of lower graders denied the possibility of the water being reversible. About 60% of higher graders, however, recognized that the water will be returned as rain or condensation. This increase may be associated with formal teaching of water cycle. 5. In the ideas of evaporation and condensation, some of the children have supernatural ideas and animism, which are most younger chilren's characteristics.

초·중·고 학생들의 과학 정의적 특성 추이 분석을 위한 종단적 연구

김효남,정완호,정진우,양일호,김영신 한국교원대학교 과학교육연구소 1999 청람과학교육연구논총 Vol.9 No.1

이 연구는 우리 나라 학생들의 과학의 정의적 특성의 성취 수준을 종단적으로 분석하여 국가 수준에서 과학교육 성과를 가늠해 봄으로써, 과학교육의 질을 향상시킬 수 있는 과학교육 정책의 기초자료를 제공하는데 그 목적이 있다. 이를 위하여 1997년 2월에 초중고학생 3603명, 1999년 3월에 초중고학생 4737명을 대상으로 과학의 정의적 특성을 조사하였다. 본 연구의 결과는 학교급별 과학의 정의적 특성의 성취 수준이 초등학교에서 중학교까지 통계적으로 유의미하게(p<.05) 하락 한 후 고등학교에서 상승하는 것으로 나타났다. 또한, 남학생이 여학생보다 통계적으로 유의미하게 높게 나타났다(p<.05). 남녀간의 성취수준의 차이는 학년이 올라갈수록 감소하는 것으로 나타났다. 지역별로는 소도시보다 대도시가 높게 나타났으며, 시간이 지날수록 그 차이가 커지는 것으로 나타났다. 1997년과 1999년의 성취 수준을 비교해보면 1999년의 성취수준이 통계적으로 유의미하게 낮게 나타났다. 또한, 국가수준의 과학에 대한 성취도를 분석할 수 있는 모니터 과정이 계속적으로 이루어지길 기대한다. The purpose of this study was to longitudinally analyze Korean students' trend on science-related affective characteristics and provide descriptive data for improving the quality of Korean science education. In this longitudinal study, 3603 students and 4737 students were sampled in elementary and secondary schools, respectively in January 1997 and March 1998. The result showed that students' affective characteristics were decreased with statistical significance(p<0.05) during elementary and junior high school periods, but students' affective characteristics were increased during high school period. Affective characteristics of male were significantly higher than those of females' (p<0.05). Difference on affective characteristics between female and male students was being decreased by increasing grades. Students' affective characteristics in metropolitan areas were significantly higher than those in regional areas and difference between them was increased in 1999 comparing to 1997. The students' affective characteristics in 1999 were lower than those in 1997 totally.

국민학교 아동의 과학개념에 대한 실태조사 및 교정을 위한 방법 연구

김효남 한국교원대학교 과학교육연구소 1991 청람과학교육연구논총 Vol.1 No.1

The objectives of this study are to find out the research methodology about misconception, the types of scientific concepts to be misconcepted, the analysis methodology of causes of misconception, and remediation methodology of misconception. The research methods of this study are descriptive questionnare, interview, classroom observation and curriculum analysis. The results of this study are: ○ The descriptive questionnaire is sufficient to obtain children's ideas. ○ The types of science concepts to be misconcepted are 'the invisible natural phenomena,' 'the vague Understanding', 'the contents of teachers' lecture', 'the lack of children's cognitive development,' and 'the influence of nursery stories.' ○ The cause analysis methods of misconception are that the analysis of the cognitive level of the questionnaire items, the examining the item concepts are taught or not and the investigation ahout the agreement of the cognitive level between questionnaire item and children. ○ Remediation methods are visualijation and instrustion of invisible natural phenomena, concrete presentation of the scientific concepts, and acceleration of the cognitive development.

관찰에 의한 국민학교 3, 5 학년 자연과 수업의 목표 분석

김효남,고세환 한국교원대학교 과학교육연구소 1991 청람과학교육연구논총 Vol.1 No.1

This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instruional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows: 1. Results from analysis of the instruction in the third grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued, about 40%, scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives, about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued, about 31%, scientific inquiry process(B. 0-E. 0) objectives, about 38%, application of scientific knowledge and methods (F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows: Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives, 8%, manual skills(G. 0) objectives, 9.5%, scientific attitudes and interests(H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.

개념도에 의한 초등과학 교과서중 인체에 관한 분석

김효남 한국초등과학교육학회 1992 초등과학교육 Vol.11 No.1

Human body concepts written in three kinds of elementary science textbooks of the USA, Japan and Korea are analyzed by concept mapping. The properties of the concept map are that hierarchical structure, progressive differentiation and integrative reconciliation. Scoring criteria for concept maps are that valid liras score 1 point; one level of the hierarchy scores 5 points, valid and significant cross links score 10 points and valid examples score 1 point each. Score of the concept map about human body of Korean elementary Science textbook are 137; the USA, 158; and Japan, 80. Japanese elementary Science textbooks contain lees number of concepts and moss links about human body than the USA and Korea.

정성적 연구방법에 의한 미국 국민학교 과학 수업 분석

김효남 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1

Several American elementary science instructions are analyzed by the author. The research period is August, 1993∼May, 1994. Eight elementary classes are observed and five elementary teachers are interviewed. And several written materials are analyzed. All in all, a characteristic of American elementary science instructions is a diversity in terms of contents of instruction, class periods, teaching methods, and financial supports.

협력적 과학논의활동에서의 초등학교 학생들의 상호작용과 개념변화

김효남,양일호,이미선 한국초등과학교육학회 2019 초등과학교육 Vol.38 No.2

The purpose of this study was to identify the aspects of elementary school students’ interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. ‘Food web and Ecosystem’ and ‘Change of Moon shape’ were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the 6th graders. The small group’s dialogue was recorded. The students’ activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups’ interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.

일본 5학년 理科 교과서 내용 분석

김효남,이영미 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

Content analysis of Science textbook is a good method to find out the objective of science education pursued by textbook authors and authorities of education. Japaneese 5th grade science textbooks-upper and lower volumes are analyzed. Analysis form is consisted by knowledges and inquiry processes. Knowledge is divided by fact, concept and rule. Inquiry processes is divided by 13 subcategories such as problem cognition, variable control, observation, measurement, prediction, inference. The result of analysis is as follows: 1. In analysis of knowledge, facts are greatly emphasized and a little of concepts and rules are appeared. 2. In analysis of inquiry process, observation, prediction, problem cognition, experimental planning are greatly emphasized. 3. In units of 'plant growth' and 'dissolution of matter', observation and prediction are tried to pursue. 4. In units of physical science areas, measurement is appeared more than biological area. 5. In units of 'birth of human and animal' and 'sun and moon', knowledge is greatly appeared comparing with other units.