초 중등학교 교과서에 나타난 식물 학습 소재 분석 1 : 생물영역을 중심으로

여성희,장남기 韓國生物敎育學會 1998 생물교육 Vol.26 No.1

The tendancy for development of plant-related to teaching and learning materials of elementary and secondary school were presented in this paper. The textbooks of elementary and secondary school Biology were analyzed for their plant-related learning contents. Suggestions for the improvement of proper learning materials were made. 1. Among biology learning materials, 103 species were presented in elementary school and 206 in middle school, while in high school, 35 species were presented in Integral Science, 79 in Biology I and 140 in Biology II. There are less species in high school textbooks than in elementary and secondary. 2. Plant species diversity didn't trend by grades. And textbooks for the 5th grade had the most various species in elementary school textbooks. It is needed that the students are experienced practically, provided with learning materials including various species. 3. It is neccessary to allow for life-related plant materials and learning materials for proper cognitive stage in the improvement of recognition in future textbooks. From easy size to observe to small scale plant are needed to be used by increasing grades in elementary schools. And in secondary schools, it is necessary that learning concepts and materials for angiosperms be selected.

제7차 교육과정에 따른 초등학교 5학년 과학교과서의 과학 탐구 과정과 학생들의 과학 탐구 능력 실태 분석

여성희,김희령,김미경 韓國生物敎育學會 2003 생물교육 Vol.31 No.3

This study analyzes both a scientific inquiry process required by the elementary 5th grade science textbook and students' current abilities on a scientific inquiry. The samples were 306 elementary school students(5th grade) in Seoul, and a questionnaire was used for this research. The results are as follows: 1. There were total 151 elements of scientific inquiry in the 5th grade textbook. Elements of fundamental inquiry process were much more than those of integrated inquiry process. And the contents were consisted of observing, inferring, interpreting data, prediction, classifying, measuring, controlling variables, formulation hypotheses, generalizing and transforming data according to specific gravity. 2. The scores of fundamental inquiry were higher than those of integrated inquiry, and there was no significant difference between boys and girls. The students' abilities of scientific inquiry were good at predicting, measuring, classifying, observing, controlling variables, inferring, transforming data, generalizing, formulation hypotheses and interpreting data, in order. Among abilities of integrated inquiry, it is characteristic and classifying experiments. 3. Although there were few contents of measurement and expectation, students' abilities on them were better than expected. 4. Students' actual ability on interpreting data was the lowest despite its plenty in textbook, and more training is recommended accordingly.

보청기 착용자를 대상으로 문장을 이용한 소음 하 청능훈련의 효과에 관한 연구

여성희,방정화,이재희 한국청각언어재활학회 2014 Audiology and Speech Research Vol.10 No.1

The purpose of this study was to demonstrate the effect of auditory training using sentences under noisy circumstance in experienced hearing aids users. A total of 20 adult hearing aids users was participated. All participants had hearing aid experience for 1 ~ 3 years. They were divided into two groups: training group (mean age = 28.6) and non-training group (mean age = 30.2). Two 40-min sessions per a week proceeded for 6 weeks using K-SPIN sentences in noise at 0, 3, 6 dB SNR conditions. Satisfaction questionnaires (APHAB and COSI) were addressed at pre- and post auditory training. After completion of all training sessions, untrained materials, one syllable words at 0 dB SNR condition and sentences at 0, 3, 6 dB SNR conditions were assessed. Also, after auditory training in 1 month, sentences in noise test was reassessed for retention in auditory training group (ATG) only. Results showed there was significant improvement in word recognition and sentences understanding in noise environment in ATG. In ATG, their performance of sentence understanding in noise was maintained in 1 week. Also, results of satisfaction questionnaires showed that satisfaction rates of speech understanding and their own devices were significantly improved after auditory training. Taken together, auditory training using sentences in noise was effective to experienced hearing aid users. In the future, more follow-up studies should be continued for development of systematical auditory training program.

초 중 고등학교 생물 영역의 환경 학습 내용의 연계성 분석

여성희 韓國生物敎育學會 1999 생물교육 Vol.27 No.4

Purpose of this is to examine the relationship among learning contents related environment on elementary and secondary school textbooks, and to propose the implicative biological learning contents related-environment to provide for students in from elementary, via middle to high school. Seventeen of elementary and secondary school textbooks were analyzed with learning contents. Also, learning contents were analysed by identifying criteria such as ecosystem, nutrient cycling, energy flow, environmental pollution and problem, and human and environment. It was concluded that content relationship was lacking among schools, and considering with curriculum and relationship among elementary and secondary school, we suggested that learning contents were structured by those criteria.

중등학교 교원연수에 대한 교사들의 인식 조사 연구

여성희,강순자 한국교원교육학회 2004 한국교원교육연구 Vol.21 No.1

본 연구는 중등교사들의 교원연수 인식조사를 하여 급변하는 현실에 적응하기 위한 교원 연수체제 및 교육과정 개선에 기초 자료를 제공하는데 목적을 두었다. 이를 위해 서울과 일부 지방에 근무하는 23개 교과의 평교사 541명을 대상으로 교원연수 실태, 만족도, 요구 등에 대한 설문조사를 하였다. 연구 결과 교사들은 교원연수가 학교생활에 도움을 준다는 긍정적인 견해를 가지고 있었으나 교직 경력이 많아질수록 교원연수에 대한 관심은 줄어들었으며, 일부 교사들은 최근 5년 동안 연수를 한번도 받은 적이 없었다. 교사들이 연수를 받는 목적은 직무능력 개선, 승진승급 등 보다는 교사 자신의 전문적 지식 증진, 개인적 욕구 충족 등 개인적 요구에 의해 연수를 받고 있는 것으로 나타났다. 교사들은 연수내용, 연수강사, 교육방법, 평가방법 등에 만족하지 못하고 있어 이에 대한 개선이 요구된다. 교원연수를 비효과적으로 만드는 원인을 교원연수의 교육과정이나 운영상의 문제점보다는 업무과다, 시간부족, 연수비용 등으로 인식하고 있었다. 따라서 교사들이 교원연수에 적극적으로 참여할 수 있도록 개인적 환경을 개선해 주는 정책이 더 시급하다고 볼 수 있다. 그리고 국가의 연수정책 및 운영방침이 연수기관에서 제대로 실천될 수 있도록 제도적 뒷받침이 필요하다고 판단된다.

야외학습을 위한 천마산의 식물상과 생활형에 관한 연구

여성희,채혜숙,장남기 韓國生物敎育學會 1992 생물교육 Vol.20 No.1

Field classes are necessary to grow the ability of and an attitude toward exploring nature, and to shape the, basic concept of natural sciences. We tried to develop a site for field classes, and the Mt. Cheonma is an ideal place with convenient traffic and establised youth camps. Furthermore, it provides lots of plants throughtout the seasons. Not only the flora but also flowering phenology, variety of floral color, anal Growth habits can be used as teaching items. Incorporation of diverse knowkedge of plants at the Mt. Cheonma into biology teaching wi11 give students academic stimuli and teachers an opportunity of retraining. With a combination of use of visual instruments, the purpose of conceptual and exploring biology is more easily achieved.

2014-2017학년도 중등생물임용시험의 생명과학 내용영역 분석 : 핵심개념, 탐구기능, 문제해결방법과 답안서술구조를 중심으로

여성희,박민영,안지혜 이화여자대학교 교과교육연구소 2017 교과교육학연구 Vol.21 No.4

This study was designed to provide basic information for pre-teachers preparing for the biology teacher’s certification examination for secondary schools. The data was collected from the 2014-2017 secondary school biology teacher’s examination focusing on core concepts, inquiry skills, problem solving skills, and answer structure. The results from the study are as follows: First, most of the questions were evenly balanced amongst the domains of biology. However, animal physiology (18.7%) and molecular biology (14.7%) had more appearance than others, and molecular biology experiment methods (10.7%) were emphasized as well. Second, the required inquiry skills that the examination assessed corresponded to ‘data interpretation-reasoning(53.2%)’ and ‘data interpretation-correlation(23.5%)’. Third, the question format varied in their way of providing the data as 51 questions (75%) gave only the data without providing the experiment while 17 questions (25%) included the experiments. For problem solving skills, the short-answer questions mainly focused on merging the data with scientific concepts whereas the essay questions focused on gauging the pre-teachers’ ability to interpret the results based on their understanding of the experiments or data. Lastly, the essay questions were mostly formatted according to type V, which asked the pre-teachers to write their interpretation of figures or concepts by drawing on scientific theory and supporting it with evidence. 본 연구는 예비교사들이 중등생물임용시험을 효율적으로 준비할 수 있는 기초자료를 제공하기 위하여 2014학년도부터 2017학년도까지 출제된 생명과학 내용학 문제를 대상으로 주요 영역과 핵심개념, 탐구기능, 문제해결방법, 그리고 요구되는 답안서술구조를 분석하였다. 본 연구 결과는 다음과 같다. 첫째, 중등생물임용시험은 생명과학 각 영역별로 골고루 출제되었으나 동물생리학이 14건(18.7%), 분자생물학이 11건(14.7%)으로 두 영역의 출제 빈도가 다소 높게 나타났다. 특히 분자생물학 실험방법이 8건(10.7%)으로 높게 나타나 실험과정에 대한 이해가 중요시된다. 둘째, 중등생물임용시험에서 요구되는 주요 탐구기능은 자료해석-추리(53.2%), 자료해석-상관관계(23.4%), 자료해석-예상(14.9%), 자료해석-인과관계(4.3%), 결론도출(4.3%) 순으로 나타나 자료해석능력이 중요함을 알 수 있다. 셋째, 중등생물임용시험의 자료제시유형은 실험이 제시된 경우가 17건(25.0%), 실험 없이 자료만 제시된 경우가 51건(75.0%)으로 나타났다. 문제 유형별 문제해결방법은 기입형의 경우,자료에 과학적 개념을 연계하여 해결하는 방법이 24건(70.6%)으로 가장 많았고, 서술·논술형의 경우 제시된 자료의 결과를 해석한 후 관련 개념을 적용하여 문제를 해결하는 방법이 15건(44.1%)으로 높게 나타났다. 넷째, 중등생물임용시험의 서술·논술형은 증거나 주장을 제시하는 과정에서 과학적 이론이 어떻게 쓰이느냐에 답안 서술 구조의 유형이 달라진다. ‘주장과 관련된 증거를 제시하는 과정에서 과학적 이론을 활용하여 합당한 주장을 펼치는 쓰기 구조’가 48.9%로 가장 높게 나타났다. 따라서 서술·논술형 문제의 답안을 서술할 때 증거와 주장, 설명에 필요한 과학적 이론을 먼저 인지하고, 이를 구조화하려는 사고와 교육이 필요하다고 할 수 있다.

중학교 과학 교과서와 고등학교 생물 교과서의 교과내용 분석 : ' 주변의 생물 ' 과 ' 생물의 다양성 ' 에 관하여

여성희,장남기 韓國生物敎育學會 1992 생물교육 Vol.20 No.1

We analyzed the concepts on plant taxonomy to provide basic information for teachers' instruction and for further editions of biology textbooks. The middle school textbooks contain much knowledge of several plant divisions, taxonomic keys, application of taxonomic lessons to practical fife, and edible plants. However, explanations on species diversity is insufficient., requiring development of effective instructional materials and methods. The high school textbooks lack contents on flowering plants that are dominant organisms on the earth. To increase understanding of species diversity. campus can be used as field garden. In addition, it is necessary to mention rare plants, carnivorous plants, and plants going extinct for students to be aware of fragility of our nature. Therefore, both field classes - for direct contact with nature - and usage of visual instruments such as slides - for indirect exposure to nature - are required to improve the effeciency of biology classes.

초 중등학교 교과서에 나타난 동물 학습 소재 분석

여성희,심규철,이현욱,소금현,장남기 韓國生物敎育學會 1999 생물교육 Vol.27 No.3

The purpose of this study is to provide implications for developing biology textbooks and curriculum. We analyzed animal-related learning contents that were presented in biology domains of elementary, middle, and high school textbooks. Among learning materials. 77 species of animals were presented in Nature of elementary school textbooks, 188 species in Science of middle school, 19 species in General Science of high school, 111 species in Biology I of high school, and 210 species in Biology II of high school. It was apparent that the number of animal species presented in textbooks decreased with the increase of grade in elementary school. But, it was dependent upon the characteristics of monads in middle and high school. It was appeared that animal species were diverse in order of phyla Vertebrata, Arthropoda, Mollusca, Annelida, Platyheminthes, and Porifera in textbooks. It is necessary to construct curricular system considering cognitive level and academic characteristics to complete the diversity of animal-related learning materials and systematic organization.

ITS 염기서열에 의한 한국산 미나리아재비속 미나리아재비절의 분류학적 검토

여성희,이창숙,이남숙 한국식물분류학회 2004 식물 분류학회지 Vol.34 No.2

Sequences of internal transcribed spacer of nuclear ribosomal DNA were analyzed to find out the taxonomic limits as well as the essence of Ranunculus japonicus, R. acris var. nipponicus and R. crucilobus. This study was based on total 18 representative individuals including the other 4 taxa of the genus Ranunculus and 2 taxa of Adonis. Results were come out by the phylogenetic analysis using maximum parsimony and maximum likelihood methods containing bootstraping analysis. In the end, we found out Ranunculus japonicus complex forms monopyletic group with other taxa of the genus Ranunculus and Adonis. Particularly, Ranunculus japonicus and R. acris var. nipponicus formed the same clade. On the other hand, Ranunculus crucilobus was seperated from the R. japonicus complex. That is supposed that Ranunculus crucilobus living at an altitude of 1500M in the Mt. Halla is not R. japonicus subsp. chrysotrichus, but an independent species-R. crucilobus Leveille. 한국산 미나리아재비속 Acris절 식물인 미나리아재비(Ranunculus japonicus)와 근연종인 산미나리아재비(R. acris var. nipponicus) 및 바위미나리아재비(R. crucilobus)의 실체와 분류학적 한계를 파악하기위해 속, 종간 계통에 많이 이용하고 있는 핵리보좀(ribosomal) DNA의 internal transcribed spacer 구간의 염기서열을 분석하였다. 본 연구는 6개의 군외군을 포함하여 총 18개의 DNA accessions의 정열된 염기서열들을 바탕으로 bootsrap을 포함한 Maximum parsimony와 Maximum likelihood 분석법에 의한 계통수로 평가하였다. 연구 결과 Acris절에 속하는 미나리아재비, 산미나리아재비 및 바위미나리아재비는 단계통군으로 나타났으며 특히 미나리아재비(R. japonicus)와 산미나리아재비(R. acris var. nipponicus)는 같은 분계조를 형성하였다. 이와 달리 바위미나리아재비는 미나리아재비와 산미나리아재비에서 분지된 결과를 보여, 한라산 해발 1500m이상의 높은 지역에 분포하는 바위미나리아재비는 미나리아재비의 아종(R. japonicus subsp. chrysotrichus)이 아닌 독립된 고유종인 R. crucilobus Leveille를 지지하는 결과를 나타냈다.