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백남권 晋州敎育大學校 科學敎育硏究所 1996 科學敎育硏究 Vol.22 No.-
The study focused to find out the types of elementary education major students' conceptions related to eletric current, and then to point out how differ from to the students' characteristics(sex, course). The identified types, those were called student's model, were monopole model, clashing current model, current consumption model, current sharing model, sequential reasoning model, constant current model. Among those, constant current model, sequential reasoning model, current consumption model were frequently observed. And then the identified types varied according to sex, course. The study concluded that considerable perentage of elementary eduation major students also possess similar comceptions that appears in elementary school level and college level. The conceptions related to electric current were strongly influenced by problem context.
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마인드 맵을 활용한 과학과 학습 활동이 아동의 과학적 창의성에 미치는 영향
백남권,정영숙 晋州敎育大學校 科學敎育硏究所 2001 科學敎育硏究 Vol.27 No.-
The purpose of this study is to find the effects of science learning activities using Mind Mapping on the Children's Scientific Creativity I selected 119 students in four classes of the 6th grade elementary students at Geochanggun. To compare the difference of learning methods, experimental group learned by Mind Mapping activities and controlled group learned by traditional activities. As for the test of the Scientific Creativity, modified Kim hyun-A's Creativity scale were used. The instrument of statistical analysis was SPSS 8.0 windows. The results of the study were as follows: 1. In terms of the whole grades of Scientific Creativity, Science learning using Mind Mapping activities showed statistically significant difference(P<0.01). 2. Science teaming using Mind Mapping activities showed statistically significant difference in the Scientific creativity sublevel items like openness, flexibility, fluency, and organization(P<0.01). Therefore, it seemed that science learning with Mind Mapping activities was effective in children's Scientific creativity development Considering the results of this study, it seemed that science learning using Mmd Mapping activities was effective in children's Scientific creativity development.
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한·일 초등학교 과학 교과서의 삽화에 나타난 성역할 고정관념 비교·분석
백남권 한국일본교육학회 2008 한국일본교육학연구 Vol.12 No.2
본 연구에서는 한?일 초등학교 과학교과서에 나타난 삽화분석을 통한 성역할 고정관념적인 요 소를 비교함으로서, 2007년 2월에 고시된 교육과정에 따라 2010년부터 연차적으로 적용될 새로운 과 학교과서의 삽화의 방향 설정에 시사점을 주고자 하였다. 분석대상은 우리나라 교과서는 제7차 교육 과정의 3, 4, 5, 6학년 과학교과서(2002년도판) 총 8권과 일본의 교과서는 大日本?書 출판의 3, 4, 5, 6학년 이과 교과서(2005년도판) 총 7권 이었다. 그 결과는 다음과 같았다. 1) 전체적인 활동을 나타 내는 삽화에서는 한국 과학교과서보다 일본 과학교과서가 거의 대부분을 학습활동에 치중하고 있는 특징을 보였고, 학습활동의 탐구영역별 분석에서도 한국보다 일본이 다양하게 분포되어있는 것으로 나타났다. 2) 한?일 양국의 과학교과서에 등장하는 행동특성 중 학습 활동에서는 한국보다 일본이 더욱더 적극적으로 참가하는 것으로 나타났다. 3) 한국의 여성에게 직접적인 가사활동이 더 많이 부 여되고 있었고, 가정 외 생활에서는 양국 모두가 남성이 3~4배 정도 많이 등장하고 있었다.
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제6차 교육과정에 따른 초등학교 자연과 교과서의 물리단원의 STS 내용 분석
백남권 晋州敎育大學校 科學敎育硏究所 1997 科學敎育硏究 Vol.23 No.-
STS has been concerned with a reform in science education as a new direction and goal for science education. In Korea, STS was introduced in the Fifth Curriculum and it was more emphasized in the Sixth Curriculum. The purpose of this study was to examine physics chapters of elementary science textbooks published by the Sixth curriculum to analyze STS material, activity, and space devoted to STS. The results of this study indicated that STS topics in physics chapters of elementary science textbooks are related to applications of science and social problems and issues. They also revealed that 7.0% of the total page space in average was devoted to STS material. And the activities of STS materials that were analyzed by SATIS student activities were structured discussions and investigations.
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온실효과, 오존층 파괴, 산성비에 대한 예비 초등교사들의 개념
백남권 한국환경과학회 2003 한국환경과학회지 Vol.12 No.4
The focus of this study was to identify and describe environmental preconceptions held by pre-service elementary teachers about three issues : greenhouse effect, ozone layer depletion and acid rain. Two hundred and twenty nine pre-service elementary teachers participated in this study. A 36 question survey was created by one of the authors. The questions focused on the cause, effects, and interactions of three environmental issues : greenhouse effect, ozone layer depletion and acid rain. Pre-service elementary teachers answered the questions on a Likert scale. An analysis of the survey data indicated that the majority of pre-service elementary teachers possess an array of incorrect conceptions about the causes and effects of the greenhouse effect, ozone layer depletion, and acid rain, and also many pre-service elementary teachers thought that there were causal relationships among the increase in greenhouse effect, the destruction of ozone layer, and the increase of acid rain.
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초등학교 교사들이 과학과 에너지 영역 실험수업에서 겪는 문제
백남권,박종호,정수현 진주교육대학교 초등교육연구소 2005 科學敎育硏究 Vol.28 No.-
This research was conducted to 450 teachers at the elementary school in Kyungnam region with regard to the definitive issues occurring in science laboratory instruction in respect of Energy Domain from the 3rd grade to the 6th grade on the basis of the experience of teachers in the field. The result is as follows: Firstly, as a result of the examination of the frequency in the issue occurrence per unit, units such as 'Electromagnet(6-1)' , 'Weight and pressure in the water(6-2)' 'Mirror and lens (5-1)' showed high number of response. Secondly, as a consequence of the observation on the issue occurred in the experiment class for science and energy per each subordinate area, the total number of response showed the highest in the order of power and exercise, electromagnetism, and light and sound. Therefore, I would like to propose some systematical methods to solve the issues in the field shown through a result of this study in terms of supporting a teacher as follows: Firstly, several issues in science laboratory instruction in respect of Energy Domain should be periodically investigated and the cause or solution on the issue including the relevant background knowledge should be thoroughly probed into in order to develop teaching materials which teachers in the field could utilize. Secondly, with regard to the cause and solution for the issues, etc. in science laboratory instruction in respect of Energy Domain that teachers in the field experience, a re-educational program for teacher should be handled in depth.
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