과학관련 정의적 영역 검사도구에 대한 조사 연구

신영준 ( Youngjoon Shin ),강훈식 ( Hunsik Kang ),곽영순 ( Youngsun Kwak ),김희경 ( Heekyong Kim ),이수영 ( Soo-young Lee ),이성희 ( Sunghee Lee ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.1

The goal of this study is to explore the components of students` achievement in affective domains by analyzing test tools that assess students` affective achievement in science education. In order to achieve this goal, we extracted 116 research articles on science-related affective characteristics from `Journal of the Korean Association for Research in Science Education` and `Journal of Korean Elementary Science Education` published for the past 10 years, from June 2006 to May 2016. Six experts majoring science education categorized and analyzed these research articles in light of science-related attitude, science learning motivation, science-related self-concept, emotion, and career aspiration. According to the results, previous studies used 11 test tools measuring science-related attitude with 18∼70 test items, 12 test tools measuring science learning motivation with 35 ∼78 test items, 4 test tools measuring science-related self-concept with 25∼36 test items, 8 test tools measuring science emotions with 24∼36 test items, and 2 test tools measuring science-related career aspiration and science & engineering career motivation with 4∼32 test items. Discussed in the conclusion are the necessity of standardization of affective achievement assessments, and ways to develop affective achievement test tools that reflect the scope of affective achievement and the range of test items for the appropriate school levels.

기후변화교육 관련 연구 동향 분석 : 에너지기후변화교육학회 학술지를 중심으로

신영준(Shin, Youngjoon) 에너지기후변화교육학회 2021 에너지기후변화교육 Vol.11 No.1

The aim of this study analyzes the research trends in climate change education using keyword network analysis. For the study, I analyzed the abstract content of the papers of ‘Journal of Energy and Climate Change Education’, the official journal of the ‘The Korean Society of Energy and Climate Change Education’. For analysis, 93 climate change-related papers were selected based on the selection criteria from a total of 212 papers published for 10 years from 2011 to 2020. The results are as follows. First, through the analysis of the degree centrality of the keyword network, a network with ‘climate change’, ‘education’, ‘perception’, ‘application’, and ‘energy’ as a large hub is formed between keywords. Second, Even in ‘Betweenness Centrality’ analysis, it is possible to know that the keywords with higher ‘Degree Centrality’ are keywords that simultaneously play the role of an intermediary that connects other keywords. Third, in ‘Eigenvector Centrality’ analysis, ‘attitude’ and ‘primary school’ were newly classified as high-ranking keywords, unlike in ‘Degree Centrality’ and ‘Betweenness Centrality’. This means that there is a lot of research on attitudes toward climate change education research in primary schools. 본 연구는 키워드 네트워크 분석을 이용하여 기후변화 교육의 연구 동향을 분석하는 것이다. 연구를 위해 2011년부터 2020년까지 에너지기후변화교육학회의 학술지에 게재된 기후변화 관련 논문을 분석하였다. 분석 대상을 선정하기 위한 선정 틀을 세우고, 자료 선정 과정을 거쳐 10년 동안 게재된 총 212편의 게재 논문 중 93편의 논문을 선정하고, 단어 정제 과정을 거쳐 핵심 키워드를 선정하였다. 본 연구의 결과는 다음과 같다. 첫째, 키워드 네트워크 연결 중심성 분석을 통해 기후변화, 교육, 인식, 적용, 에너지가 네트워크의 허브로 작용하고 있었다. 둘째, 연결 중심성 상위 키워드가 매개 중심성 분석에서도 다른 키워드를 연결하는 중개자 역할을 동시에 하는 키워드임을 알 수 있다. 셋째, 태도와 초등학교가 연결 중심성과 매개 중심성에서와 달리 새롭게 상위 키워드로 분류되었다. 이는 초등학교에서 기후변화 교육 연구에 태도 연구가 많이 진행되고 있음을 의미한다.

고등학교 과학탐구실험 교과서에 기술된 적정 기술 내용 비교 분석

신영준(Shin, Youngjoon) 에너지기후변화교육학회 2018 에너지기후변화교육 Vol.8 No.1

본 연구는 2015 개정 교육과정에 따른 고등학교 과학탐구실험 교과서에 서술된 적정 기술 관련 내용을 비교 분석한 것이다. 연구를 위하여 7종류의 과학탐구실험 교과서를 비교 분석하였으며, 비교 분석의 관점은 적정 기술 관련 학습 소재, 탐구 활동 전개 방식, 핵심 역량의 반영 정도, 과정 중심 평가 방식에 대한 내용이다. 본 연구를 통해 얻을 수 있는 연구 결과는 다음과 같다. 첫째, 적정 기술 관련 학습 소재는 모두 19종류가 소개되고 있었으며, 각 교과서별로 보았을 때 2~8종류의 학습 소재가 소개되고 있음을 알 수 있다. 학습소재 중 가장 많이 소개된 학습 소재는 페트병 전구와 생명 빨대 소재였다. 둘째, 적정 기술 관련 탐구 활동은 대체로 적정 기술 소개, 적정 기술 사례 조사, 적정 기술 적용 장치 고안 등의 순으로 전개되고 있었다. 실제제작 활동까지 전개한 교과서는 한 종류의 교과서에 불과하였다. 셋째, 2015 개정 교육과정에 제시된 과학과 핵심 역량 중 참여와 평생 학습 능력은 모든 교과서에 제시되고 있으며, 과학적 문제 해결력은 6종류의 교과서에 제시되어 있다. 넷째, 평가 방식에서 가장 많이 제시된 평가 방식은 모둠 평가 형태였으며, 일부 교과서는 자기 평가 방식도 제공하고 있었다. This research compared and analyzed the appropriate technology-related content presented in the high school ‘Science inquiry and experiment’ textbook of the 2015 revised curriculum. For the research, 7 ‘Science inquiry and experiment’ textbooks were compared and analyzed in light of appropriate technology-related learning materials, deployment methods of inquiry activities, the extent of competency reflection, and contents related to the process-centered assessment method. Research results are as follows: First, a total of 19 types of appropriate technology-related learning materials are introduced, with 2~8 types for each textbook. The most frequent learning material is a liter of light and life-straw materials. Second, appropriate technology-related inquiry activities are developed in the order of the introduction of appropriate technology, investigation of appropriate technology cases, design of appropriate technology-applied devices. Only one textbook included up to real making activities. Third, life-long learning competency among science key competencies presented in the 2015-revised curriculum is presented in all textbooks, while scientific problem solving is presented in 6 textbooks. Fourth, the most frequently presented assessment method is group assessment, and some textbooks also presented self assessment method.

과학긍정경험 지표 검사를 위한 도구 개발 연구

신영준 ( Youngjoon Shin ),곽영순 ( Youngsun Kwak ),김희경 ( Heekyong Kim ),이수영 ( Soo-young Lee ),이성희 ( Sunghee Lee ),강훈식 ( Hunsik Kang ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.2

이 연구에서는 과학긍정경험 지표를 측정하기 위한 검사 도구를 개발하였다. 과학긍정경험 지표 검사 도구의 개발 과정은 문헌 연구, 검사 도구 초안 개발, 예비검사 및 검사 도구 수정, 본 검사 실시 등의 과정으로 이루어졌다. 즉 문헌 연구 및 2차례의 델파이 조사를 통하여 과학긍정경험 지표의 5가지 구성 요소(과학 학습 정서, 과학관련 자아개념, 과학 학습 동기, 과학관련 진로 포부, 과학관련 태도)를 설정한 후, 4, 6, 8, 10학년 학생 198명을 대상으로 한 예비검사와 전문가 협의회를 통하여 검사 도구를 수정보완 하였다. 그리고 개발한 검사 도구를 이용하여 4, 6, 8, 10학년 학생 1,841명을 대상으로 과학긍정경험 지표 검사를 실시하였다. 신뢰도 및 확인적 요인 분석 검사 결과, 과학긍정경험 지표 검사 도구의 문항에 대한 신뢰도와 타당도가 모두 높은 수준으로 나타났다. 그리고 과학긍정경험의 규준 분포 및 과학긍정경험지수에서 학년, 성, 지역 규모, 과학관련 활동 경험 여부에 따라 통계적으로 유의미한 차이가 나타났다. 결론에서는 본 연구의 결과가 과학교육 연구 및 학교 과학교육에 주는 시사점과 교육적 함의를 논하였다. In this study, we developed and examined the validity and reliability of the Test for Indicators of Positive Experiences about Science (TIPES) that measures students` positive experiences about science. We have developed TIPES through literature reviews, development of the preliminary version of TIPES, a pilot test and revisions of the preliminary version, and the test of the final version. Through literature reviews and Delpi methods, we developed the preliminary version of TIPES, which consists of five categories such as science academic emotion, science-related self-concept, science learning motivation, science-related career aspiration, and science-related attitude. Using the preliminary version, we conducted a pilot test with 198 students consisting of 4th, 6th, 8th, and 10th graders, and modified the first version based on the results from the pilot test and expert meetings. We then conducted a main test with the revised version of TIPES with 1,841 students consisting of 4th, 6th, 8th, and 10th graders. According to a confirmatory factor analysis, a reliability test and descriptive statistics analyses, TIPES found to have a good validity as well as reliability. In addition, there are statistically significant differences in the norm distribution and scores of TIPES by student`s grade, gender, school location, and level of participation in science-related activities. Discussed in the conclusion are the implications of this research for science education research and science teaching and learning practices in the school.

초등 과학·수학 교과서의 의사소통 표현 방식에 따른 유형 비교 분석 - 6학년 1학기를 중심으로 -

장미경,신영준,Jang, Mikyung,Shin, Youngjoon 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.3

The purpose of this research is to study and learn more features how this type of distribution for communication in $6^{th}$ grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn't consider it as a revised.

질문중심 STEAM 프로그램이 초등학생의 과학탐구능력에 미치는 효과

김민경 ( Minkyung Kim ),신영준 ( Youngjoon Shin ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.3

The purpose of this study was to find out ‘how STEAM program based on question-stimulated affect students’ science process skills’. The effects of students-centered methods of question-centered STEAM program were analyzed quantitatively. In this study, question-strategies based on the learning stages were used: state a hypothesis, design an experiment, conduct an experiment, analyze the results, make a conclusion. We set one of two classes of 5th grade from C elementary school located in Incheon metropolitan city in Korea as an experiment group and another class as a comparative group to analyse the learning effect. We made the redesigned topic-based curriculum of over two subjects mainly centered on of 『Unit 2. Acid and Base』 and 『Unit 4. Structure and Function of Our Body』 of Grade 5. We developed and implemented the Creative Design Step STEAM Model of output of products and knowledge. We compared the change of students’ science process skills between lessons of the experiment class given with the question-stimulated strategies and the comparative class with normal STEAM activities. The results of this study were as follows. It was discovered that the question-stimulated program affected the improvement of elementary students’ science process skills. It was identified that the program was more effective at developing the integrated science process skills than the basic science process skills. It was confirmed that the feature of to be attentive and sympathetic helped to raise interaction among students and to develop the integrated science process skills.

과학중심 STEAM 수업을 통한 학습자가 인식하는 21세기 학습자 역량 변화

심수민 ( Shim Su-min ),신영준 ( Shin Youngjoon ) 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.2

The purpose of this study is to examine the educational effects of STEAM class by focusing on 21^st century learner competencies based on burning and extinguishing unit. Two 6th grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using STEAM class. General class according to teacher manual was implemented for the comparison group. Elementary science class applying STEAM class was conducted for 9 lessons throughout the experimental period. The result of this study are as follows. Elementary science class with STEAM class had significant effect on 21st century learner competencies compared to traditional instructor-led classroom. Looking specifically, it was a significant difference in the three domains of the seven domains (problem solving, collaboration, flexibility). The study results indicated that STEAM class was effective in improving learners`recognition of 21st century learner competencies.

인공지능 윤리의식에 관한 횡단적 연구 : 인공지능 활용 기후변화 교육에 대비하여

김귀식(Kim, Gwisik),신영준(Shin, Youngjoon) 에너지기후변화교육학회 2021 에너지기후변화교육 Vol.11 No.1

인공지능은 산업 현장뿐만 아니라, 일상생활 전반에 들어와 있으며, 기후변화 연구와 같은 연구 현장에도 광범위하게 활용되고 있다. 또한, 학교 교육을 통한 인공지능 교육도 도입될 예정이다. 인공지능 교육의 도입에는 인공지능 윤리교육도 함께 시행될 필요가 있다. 인공지능 윤리교육에서 학생들이 가지고 있는 인공지능 윤리의식을 파악하는 것이 중요하다. 본 연구는 인공지능 윤리의식에 대하여 학교급별로 횡단적 연구를 통해 학교급 간 인공지능 윤리의식에 차이가 있는지를 알아보고자 한 연구이다. 본 연구를 위해 동일 지역에 소재한 초(198명), 중(265명), 고(114명)에 재학 중인 학생들을 대상으로 인공지능 윤리의식을 조사하였다. 본 연구의 결과, 첫째, 인공지능 윤리의식에는 로봇의 권리 범주를 제외한 나머지 7개 범주에서 학교급 간 차이가 있음을 알 수 있었다. 대체로 학령이 높아질수록 인공지능 윤리의식이 확고해지는 경향이 있음을 알 수 있다. 둘째, 학생들은 대체로 인공지능이 인간의 영역에까지 활동하는 것을 어느 정도 인정하면서, 동시에 로봇의 권리는 인간에 준하는 수준까지 인정하는 데 동의하지 않았으며, 인공지능이 차별을 유발할 가능성에 대해 우려하고 있었다. Artificial intelligence is not only in the industry, but also in the whole of everyday life, and is also widely used in research areas such as climate change research. In addition, artificial intelligence education through school education will be introduced. The introduction of artificial intelligence education requires that artificial intelligence ethics education be implemented together. In artificial intelligence ethics education, it is important to grasp the AI ethics awareness of students. The purpose of this study was to investigate the student artificial intelligence ethics awareness by cross-sectional study. Students who served as the subjects of this study were 198 primary school students, 265 junior high school students, and 114 high school students at a same geographical region. The results were as follows. First, there was a significant difference in artificial intelligence ethics awareness among schools excluding ‘Robot rights’ category. In general, it can be seen that the higher the school age, the stronger the awareness of AI ethics tends to be established. Second, students generally acknowledge to some extent that artificial intelligence is active in the realm of humans, while at the same time, they do not agree to recognize the rights of robots to a level comparable to that of humans, and are concerned about the possibility that artificial intelligence may cause discrimination.

고등학교 공통과목인 통합과학과 과학탐구실험의 적절성 평가 및 과학과 고등학교 공통과목 교육과정 개선 방안 도출

곽영순 ( Youngsun Kwak ),신영준 ( Youngjoon Shin ) 한국생물교육학회 2021 생물교육 Vol.49 No.2

The purpose of this research is to examine the status of the operation and implementation of Integrated Science and Science Laboratory Experiments courses, their effectiveness and adequacy as common courses in the 2015 revised curriculum, as well as ways to maintain these subjects as common subjects for the next curriculum revision. A survey with 157 general high schools and focus-group interviews with 10 science teachers were conducted to investigate the status of these two subjects. According to the results, most of the Integrated Sciences courses were implemented in 6-8 units over two semesters, and 2 units over two semesters for Science Laboratory Experiments courses, which is determined by the number of teachers for each subjects and their majors. Regarding appropriateness as a common subject, 66.9% of teachers for Integrated Science and 57.9% for Science Laboratory Experiments said it was appropriate as a common subject. For the need to designate common subjects in the next curriculum, 76.5% of teachers for Integrated Science and 52.9% for Science Laboratory Experiments said these two subjects are necessary to be designated as common subjects. Based on the research results, the necessity to maintain Integrated Science and Science Laboratory Experiments as common compulsory subjects for all students in the 2022 revised curriculum, strengthening the nature of Integrated Science focusing on competency education, career guiding through Integrated Science classes, realizing science literacy education through standards-based assessment, and widening of teacher certification areas were suggested.

2015 개정 교육과정 과학과 일반선택과목 교과서에 구현된 탐구실행요소 및 기능 분석

곽영순 ( Youngsun Kwak ),신영준 ( Youngjoon Shin ) 한국생물교육학회 2021 생물교육 Vol.49 No.3

This study aims to explore the reconstruction status of the 2015 revised curriculum implemented in the textbook by analyzing the inquiry practice elements and skills of science general elective textbooks. Textbooks from three publishers with a high selection rate among textbooks in Physics I, Chemistry I, Life Science I, and Earth Science I were analyzed using the textbook analysis framework suggested in the previous study. Main results include the total frequency of inquiry practice elements was Physics I 67∼89, Chemistry I 35∼72, Life Science I 35∼70, Earth Science I 34∼49, and the subject with the most inquiry-related activities in the textbook was Physics I, and the subject with the least amount of inquiry-related activities was Earth Science I. There was a large difference in the frequency of inquiry practice elements and skills presented by subjects, textbooks, and core concepts. The ratio of skills presented in the inquiry practice element showed a similar trend irrespective of subjects and textbooks. ‘Data collection, analysis and interpretation’ and ‘conclusion and evaluation’, which are traditional scientific inquiry activities, showed the highest ratio. On the other hand, recently emphasized inquiry activities such as ‘mathematical thinking and computer use’, ‘development and use of models’, ‘evidence-based discussion and argumentation’, and ‘problem recognition’ all showed a low rate of less than 10%. In the analysis of sub-elements of skill, sub-elements related to traditional inquiry activities were predominant. ‘Creative design’ and ‘scientific participation and lifelong learning ability’ showed significant differences by subject. Based on the research results, ways to reconstruct inquiry practice and skills were suggested for the 2022 revised science curriculum.