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중학(中學) 과학교육(科學敎育)의 탐구학습(探究學習)에 대한 평가문항(評價問項) 개발(開發)(Ⅲ)
민경덕,권병규 ( Byung Kyu Kwon ),여환진 ( Whan Jin Yeo ),박덕규 ( Duck Kyu Park ),안병호 ( Byung Ho Ahn ),정원우 ( Won Woo Chung ),이병교 ( Byung Kyo Lee ) 경북대학교 과학교육연구소 1986 科學敎育硏究誌 Vol.10 No.-
This is the consecutive study of development of evaluation items for inquiry Learning of middle school science (Ⅰ) and (Ⅱ) which were conducted to improve the Evaluation methods for inquiry learning in the middle school science education by the Science Education Research Institute, K. N. U. during the year 1983-1985. In this atudy, we developed evaluation I tems of scientific laboratory learning In the3rd grade middle school science according to the methods of previous studies. Evaluation i tems were made by the paper and pencil test items and performance test Items. Application of these items were carried on in the 5 classes of 3rd grade of Middle school. The paper and pencil test was conducted after study of wxperimental And observational learning, and performance test was conducted by tester evaluation, Peer evaluation and self ecaluation. The results obtained from the analysis of paper and pencil test I tems show that The validity of the items aer considerd as the most effective in practicing students` Scientific inquiry skills dur to ite, diffculty (70 to 85) and item discrimination considered more desiracle than peer and self evaluations, but peer and silf evalua-tions make possible the perfect learning by feedback. Therefore, skill of the inquiry abilities in experimental and observational learning can be evaluated correctly through the performance test.
고재걸,민경덕,최종락,오대섭,권병규,변창진,여환진,정원우 경북대학교 과학교육연구소 1988 科學敎育硏究誌 Vol.12 No.-
The purpose of this study is to develop models and instruments for teaching and assessing scientific experiments and practices. General objectives for teaching and evaluating scientific experiments and practices in secondary schools were analyzed and categorized into three domains:they were inquiry skill, scientific thinking skill, and scientific attitude. The sub-categories for each domain were constructed, and specific objectives for each general objective were also stated in terms of behavioral objectives according to Mager's suggestion. The tables of specification (content×behavior) were developed in order to assist secondary school teachers to teach and evaluate scientific experiments in class. In addition, we introduced some useful assessment techniques which can be adopted to evaluating learning outcomes of each specific objective. The sample test items corresponding to each objective were listed for practical usage in class.