제 6 차 제 7 차 초등학교 3 , 4 학년 과학 교과서의 내용과 삽화의 비교 , 분석

백남권(Nam Gwon Back),서승조(Seung Jo Seo),조태호(Tae Ho Jo),김성규(Sung Kyu Kim),박강은(Kang Eun Park),이경화(Kyung Hwa Lee) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.1

The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

웹기반 학습 프로그램의 투입 시기가 초등학생의 과학탐구능력, 과학적 태도 및 학업성취도에 미치는 효과

백남권 ( Nam Gwon Back ),안영학 ( Young Hack An ) 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.2

This study is aimed at exploring the effects on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students according to the Input time of Web-Based Instruction Programs. As the object of the study, seventy-two students were selected from three classes in the fifth grade of Y Elementary School located in the city of T, Gyungsangnam-do. They were classified into the three groups such as Group A (Class 1), Group B (Class 2) and Group C (Class 3). The author threw web-based instruction programs into the begining of a unit, during a unit, the end of a unit to each group, and explored the effects. The results of this study were as follows: First, for the learning effect of science inquiry ability, it was indicated that there was the highest effect in the case of throwing web-based instruction programs into during a unit, but the effect reduced a little in the case of throwing them into the end of a unit. Secondly, the scientific attitudes tended to be reduced in the case of throwing them into during a unit, but there did not occur statistically significant improvement. Thirdly, the degree of improvement of the science achievement tended to be highest in the case of throwing them into the end of a unit. Such findings indicated that the time of throwing in web-based instruction programs affected science inquiry ability, scientific attitude and science achievement of elementary school students. Thus, it will be said that teachers need to teach their students with the class strategies of considering various scientific elements revealed at the time of throwing in web-based instruction programs.

초등학교 아동들의 환경인식 조사

박춘배 ( Chun Bae Park ),백남권 ( Nam Gwon Back ) 한국환경과학회 2011 한국환경과학회지 Vol.20 No.5

The sense of crisis on seriousness of earth environment is gradually getting greater and the importance of environment education followed by this trend is being highlighted. As an environment friendly New Environmental Paradigm opposed to the human Dominant Social Paradigm on the existing environment is on the rise, the environment education considers not only the perceptive field, but the definitive field and behavioral pattern to follow as important values. Accordingly, the basic awareness of students on environment was found out in order to perform a proper environment education and tried to find out the behavior pattern that the students have on environment on this basis . For the research tool of this study, the one that has revised the Revised NEP Scale for elementary school students which Geum, Ji Hun·Kim, Jin Mo have validated the feasibility and reliability while the test paper was prepared by dividing into recycling behavior, energy preservation behavior and source of information. The target of this study was 600 students in sixth grade of elementary school residing in Kimhae, Gyeongsangnamdo while the mean, average, standard deviation, independent t-test and correlation analysis were performed using SPSS 15.0 statistics program for a total of 462 copies including 235 copies from male students and 227 copies from female students. The results of this study are as follows. First, everyone had high pro-NEP tendencies on the environmental problem with 4.14. On the other hand, the anti-NEP did not have high awareness standard with 2.98. Second, the awareness level on resource recycling was shown as being quite high with 4.05. Between NEP and resource recycling, a positive correlation of r=.155 was shown so that the awareness level on resource recycling was getting quite high as the awareness on environment problem was getting higher. Third, the awareness level on energy saving activity was shown as being very high with 3.0. Between NEP and resource recycling, a positive correlation of r=.210 so that the awareness level on energy saving was getting quite high as the awareness on environment problem was getting higher. Fourth, for the source of information on environmental problems of region, our country and global village, the television and internet were shown as main sources of information while the ratio of positive answers on teachers and region as sources of information was shown as quite low.

보편적 학습 설계를 적용한 과학 수업의 학습 성과에 관한 구조적 관계 분석

이경란 ( Kyoeng Ran Lee ),백남권 ( Nam Gwon Back ),박종호 ( Jong Ho Park ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.1

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

초등학생의 빛의 성질 개념에 대한 학습 발달과정의 개발

이경란 ( Lee Kyoeng Ran ),박종호 ( Park Jong Ho ),백남권 ( Back Nam Gwon ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.3

The purpose of this study is to devise the concept of properties of the light on learning progressions for 3-6 grade students in the elementary school. For the purpose, this study creates a construct map of the properties of the light. Ordered multiple-choice items were developed in view of the construct map and presented to 200, 3~6 grade students in the elementary school. A partial credit model of Rasch model was used to analyze the results of those items, and the learning progressions was devised from the analysis results. The study can be summarized as follows: the construct modeling approach was used to devise the properties of light on learning progressions. As a result, the concept was selected for the core standards of construct map. Based on the construct map, the multiple-choice items were developed for students’ conceptual understanding. The items were analyzed using the partial credit model, and the analysis findings showed that they were appropriate to assess students about their level of understanding of the properties of light. Finally, learning progressions were devised with the use of item analysis results.

초등학생들의 빛과 그림자에 대한 개념 조사

박소연 ( Seo Yon Park ),박종호 ( Jong Ho Park ),백남권 ( Nam Gwon Back ) 서울敎育大學校 初等敎育硏究所 2014 한국초등교육 Vol.25 No.3

본 연구에서는 초등학생의 빛과 그림자에 대한 개념 유형을 알아보기 위해서 초등학교 3 학년과 6 학년 초등학생 각각 30명씩 총 60명을 대상으로 ‘빛과 그림자’에 관련된 문항을 제작하여 설문조사하였다. 설문조사는 초등학생들이 자신의 생각을 글이나 그림으로 자유롭게 표현하여 답하도록 하였으며 글과 그림만으로 표현의 어려움을 느낄 경우 직접 교사와 면담을 통하여 설명할 수 있도록 하였다. 초등학생이 가지고 있는 빛과 그림자에 대한 개념의 계열성을 고려하여 설문 내용을 분석하였다. 초등학생의 빛과 그림자 개념에 대한 유형을 3가지로 분류할 수 있었으며 각 유형에서는 초등학생들이 빛과 그림자 개념을 갖게 된 경로를 3 가지로 나누었다. 또한 단계별 응답내용을 바탕으로 초등학생들의 빛과 그림자에 대한 인식의 경로를 유형별로 도식화 하였다. ‘유형 1’, ‘유형 2’, ‘유형 3’에 속하는 초등학생들은 각기 다른 경로를 거쳐 빛과 그림자의 관계를 인식하였다. 빛과 그림자에 대한 초등학생들의 개념을 조사한 본 연구의 결과는 조사된 대부분의 초등학생들이 현재 빛과 그림자에 대한 올바른 개념을 가지고 있는 초등학생들도 그 개념을 이끌어낸 바탕이 경험적이거나 막연한 이해로 인한 것이었다. 빛과 그림자에 대한 올바르지 않은 개념을 가지고 있는 초등학생들도 다양한 경험과 생각의 경로를 통해 현재의 빛과 그림자에 대한 개념을 가지게 된 것으로 분석되었다. A questionnaire study was performed to 60 students, including 30 persons of 3rd grade, 30 persons of 6th grade of the elementary schools J located at the G-region, to examine their concepts of a light and shadow and to compare the concept. We set up a standard, and according to our the standard, we grouped the students` conceptions of light and shadow into three types: a type1, a type2 and a type3. The correct answer rate for the concept of light and shadow showed difference between grades. For the concept of light and shadow, the correct answer rate varied from highest to lowed an follows: 6th grade, 3th grade. Most students failed to provide correct explanation about how the light acted and how we could see the shadow. Students had insufficient capacity to explain the reason of light and shadow by using scientific terms or conceptions and, provided only intuitive answer within the limit of their own experiences. This research could be helpful to understand light and shadow conceptions for elementary school student, and could be used as learning materials for the students who have understood the light and shadow uncorrect concepts. Therefore, teachers may be understand the various types of the unscientific conceptions of the students, and various teaching methods must be developed and supplied to teachers.

과학 학습 부진 유형에 따른 맞춤형 학습 지도의 효과

김상윤 ( Sang Yun Kim ),이경란 ( Kyoeng Ran Lee ),백남권 ( Nam Gwon Back ),박종호 ( Jong Ho Park ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.5

중재반응 모형을 적용하여 예방차원의 효과적인 중재를 제공하는것을 목표로 한다. 학습부진 요인을 인지적 요인, 정의적 요인, 환경적 요인으로 나눠 학습부진 유형을 파악하고, 과학 교과의 특성을 고려하여 과학 탐구 능력 및 과학적 태도 검사를 실시하여 학습부진아에 적합한 지도방안을 모색하고 학습부진 유형별 맞춤형 프로그램을 개발 및 적용하였다. 교육과정 중심측정 및 학업 성취도 검사를 실시하여 학습부진아의 수행수준 및 진전도를 파악하고 과학에 대한 태도 및 과학학습동기 검사를 사전-사후 실시하여 과학에 대한 정의적인 측면에서 맞춤형 학습부진아 지도의 효과를 알아보았다. 수집된 자료의 효과를 검증하기 위해 학업 성취도 검사 및 교육과정 중심 측정 검사를 실시하여 단일 회귀분석 중 선형분석을 이용하였다. 연구 결과는 다음과 같다. 첫째, 1단계 일반 교수를 적용하여 과학학습부진아의 수행수준과 진전도를 보면, 수행수준과 진전도에서 진전을 보였으나 학년수준에 미치지 못하는 아동과 수행수준과 진전도에서 변화를 보이지 않는 아동이 있었다. 둘째, 2단계 맞춤형 학습 부진아 지도를 적용하여 과학학습부진아는 학업능력이 크게 향상되었다. 셋째, 과학 학습 부진 유형에 따른 맞춤형 학습 부진아 지도가 과학학습부진아의 과학에 대한 태도 및 과학 학습 동기에 긍정적인 영향을 미쳤다. 이와 같은 연구 결과를 통해 과학 학습 부진 유형에 따른 맞춤형 학습 부진아 지도 프로그램을 과학학습부진아에 적용하여 학업 성취도 및 과학에 대한태도, 과학학습동기에 긍정적인 영향을 미쳤음을 알 수 있다. Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.

예비 및 현직 초등교사의 STS 상호작용에 대한 신념

서승조(Seung Jo Seo),조태호(Tae Ho Jo),백남권(Nam Gwon Back),박강은(Kang Eun Park),김성규(Sung Kyu Kim),신명주(Myeong Joo Shin) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.2

The purpose of this study is to consider pre-service and in-service elementary school teachers` beliefs about STS (Science-Technology-Society), by investigating their opinions on STS interactions. 222 of the seniors in Jinju National University of Education, namely pre-service elementary school teachers, and 185 of the active teachers in Kyung-Nam Province were selected as the objects for researching these matters. Their beliefs about STS interactions were examined. The results were analyzed with a percentage as an examining tool of TBA-STS(Teachers` Beliefs about Science-Technology-Society). The results were as follows; First, on the nature of science, most of them showed simple opinions. On the nature of technology, most of them also showed simple opinions. most of them recognized the interactions among science, technology, and society affirmatively. They showed simple opinions on the interactions between science and technology. In fact, they didn`t recognize the interactions between science and society, but they knew the influence of technology on society relatively concretely. Second, if one consider the cognitive situation or the distributing route of STS, he can easily find that most teachers never or little know it. At present, pre-service teachers learn STS from the lectures in their universities, and in-service teachers get information about it from science magazines/newspapers and training.

열 현상에 대한 초등학생들의 개념 분석

강은주(Eun-Ju KANG),박종호(Jong-Ho PARK),백남권(Nam-Gwon BACK),박강은(Kang-Eun PARK),조태호(Tae-Ho JO) 한국수산해양교육학회 2019 水産海洋敎育硏究 Vol.31 No.6

초등학교 과학 교과서에서 사용되는 단위에 대한 아동들의 이해도

김성규 ( Sung Kyu Kim ),서승조 ( Seung Jo Seo ),조태호 ( Tae Ho Jo ),백남권 ( Nam Gwon Back ),박강은 ( Kang Eun Park ),공정선 ( Jung Sun Kong ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2

This paper aims to find out how did elementary students understand scientific units in science textbooks. The subjects were 191 students of the 6th grade from 7 elementary schools in 3 different areas, consisting of 70 from 4 village schools of, 64 from 2 town schools of Gyeongnam province, and 57 from one city school in Ulsan Metro City. A test was developed based on the analysis of scientific units in the science textbooks and teacher`s manuals constructed according to the 6th and 7th National Science Curriculum. The understanding of elementary students` on the scientific units(Temperature, Length, Weight, Volume, Speed, Plane Angle)were surveyed. The result are as follows: Regarding the temperature unit, the students generally well understand why to measure and how to read temperature, but had some problem in recording it, in confusion with the plane angle sign. As for the length unit, they obtained high scores in understanding the purpose of measuring length as well as recording and reading it. Which indicates that they are well aware of and use the unit appropriately. With respect to the weight unit, they got high scores in reading and recording weight, which means most students have no problem using the unit. However, it was found that they do not understand why to use the plate balance scale. The unit of speed is the most difficult one for children`s of science to understand, presumably, because it is an derived unit from two basic units. It is also assumed that the students got the highest score in the plane angle unit because they studied the unit immediately before the test. From the children`s understanding of science units above the teacher`s understanding and teaching methods presumed to play a major role for children to understand and use the science units properly.