초등교사들의 과학 교사용 지도서 총론에 대한 인식과 활용 실태

장명덕 ( Myoung Duk Jang ),정용재 ( Yong Jae Joung ),김한제 ( Han Je Kim ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4

The purpose of this study was to investigate elementary school teachers` conceptions on the general remarks (GR) in the new science teacher`s guide, the teachers` conceptions on in service training program of the GR, and their opinions of improvement on the GR. Also, the teachers` utilization of the GR was examined. The participants were 152 elementary school teachers who were teaching grade 3~6. A questionnaire was used to collect data. The results of this study are as follows; First, at least 13.2~17.1% of the teachers did not have specific conception of the purpose of the GR, and more than 90% of the teachers expressed that the GR is necessary in the teachers` guide. Second, about 60% of the teachers responded that the training program on the GR is necessary, and when the program is open, their most favorite agency and speaker were a provincial education office and a textbook developer(or author), respectively. Their most favorite time and period of the training program were the vacation and 15~30 hours, respectively. Third, the mean values on the frequency of use were lower than 3 point of the five-point Likert scale at both the GR for grade 3~4 and the GR for grade 5~6, and the teachers` main use of the GR was the planning a science lesson for an open class. Fourth, the teachers suggested various opinions and there was difference between the opinions about the GR for grade 3~4 and the opinions about the GR for grade 5~6.

초등 교사들의 과학 오개념에 대한 인식과 수업전략

장명덕 ( Myoung Duk Jang ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.4

초등 예비 과학교사들의 과학 수업지도안 작성 전략 분석

장명덕 ( Myoung Duk Jang ) 한국초등과학교육학회 2006 초등과학교육 Vol.25 No.2

초등 예비교사들의 온실효과 관련 핵심 개념들에 대한 이해

장명덕 ( Myoung Duk Jang ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.1

The purpose of this study was to investigate elementary student teachers` conceptions about the mechanism of the greenhouse effect, the greenhouse gases, the global warming, and their learning experiences of the greenhouse effect and the global warming. Participants were 82 student teachers in their second year of studies (science education: n=28, not science education: n=27) and in their fourth year of studies (science education: n=27). The open-ended questionnaire was used to examine the teachers` spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, the student teachers` scientific response rate about key concepts related to the mechanism of the greenhouse effect was low (6.1%~28.0%); Second, although there are various greenhouse gases, it was only carbon dioxide that the student teacher`s response rate was more than 80%; Third, only 17.1% of the student teachers clearly distinguished the greenhouse effect and the global warming; Fourth, there was a tendency that the student teacher group in the fourth year of studies and science education showed higher scientific response rate about the concepts than the other two groups.

학생들의 과학 오개념에 관한 초등 예비 교사들의 이해

장명덕 ( Myoung Duk Jang ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.1

과학영재교육원 합격 여부가 초등학생들의 과학 관련 태도에 미치는 영향

장명덕 ( Myoung Duk Jang ) 한국초등과학교육학회 2007 초등과학교육 Vol.26 No.3

인간 티칭 능력의 발달 패턴

장명덕(Jang, Myoung-Duk) 공주교육대학교 초등교육연구원 2020 敎育論叢 Vol.57 No.4

이 연구의 목적은 인간의 타고난 인지 기능으로서 티칭 기술의 발달 관련 문헌 고찰을 통해 유아기에서 일반 성인 그리고 일반 성인에서 전문 교사로의 티칭 기술의 발달 과정을 분석하고 연구 및 교육적 시사점을 도출하는 것이다. 이 연구 결과는 다음과 같다: 첫째, 인간의 티칭 기술은 1세경 원시티칭에서부터 3세경 시연, 5세경 설명, 7세경 상황 티칭, 9~11세경 전략 충고, 성인의 정신모형으로의 나이에 따른 발달 궤적을 보인다. 둘째, 일반 성인에서 전문 교사로의 티칭 능력의 발달은 크게 티칭 개념 측면과 티칭 실행 측면으로 나누어 볼 수 있는데, 전자는 ‘학습자의 증거에 근거한 지식 구성 및 수정을 위한 자문’이라는 관점에서 그리고 후자는 티칭 관련 여러 가지 지식들을 최대한 고려하는 뛰어난 역동적 시스템 사고자로서 ‘전문 티칭’에서 정점을 이룬다. 앞으로 나이에 따른 티칭 개념과 티칭 실행의 발달, 교과 내에서의 영역구체적인 티칭 기술의 확인 및 발달, 예비 및 현장 교사 자신의 티칭 개념에 대한 비판적 검토나 자신의 티칭 두뇌의 역동적 실행 과정에 대한 체험 효과 등에 대한 연구가 필요하다. The purpose of this study is to analyze the development process of teaching strategies from the infancy to the adult and from the adult to expert teacher through a review of literature related to the development of teaching skills as a human innate cognitive function, and is to draw the implications for research and education. The results of this study are as follows: First, human teaching strategies show developmental trajectory from proto-teaching(direct assistance) around one year old, physical demonstration around 3 years old, explanation around 5 years old, contingent teaching around 7 years old, strategic advice during 9~11 years old to the adult’s mental model. Second, the development of teaching strategy from a non-expert adult to a expert teacher can be largely divided into two different aspects, their teaching conceptions and their teaching practices. The former reaches its peak in the perspective of ‘the consultation for learner’s construction and modification of knowledge based on evidences’ and the latter is at its zenith in the ‘expert teaching’ as a dynamic systems thinking that takes the various teacher knowledge into consideration. The suggestions for future research and the implications for education are also described in this study.

계절 변화에 대한 초등학생의 선개념과 개념 변화 양상

정철,정진우,장명덕,Cheong, Cheol,Jeong, Jin-Woo,Jang, Myoung-Duk 한국지구과학회 2001 한국지구과학회지 Vol.22 No.4

This study was to investigate the preconception and phases of children's conceptual change about season through an instruction on the concept. Participants in the study were seventy-eight fifth graders in two classrooms of an elementary school located in Incheon city. Children's preconception was examined using a questionnaire, consisted of a drawing and literal explanation. The questionnaire also was used at the midterm-test, post-test, and one-week delayed-test. The results shows several findings as follows: some children (a) change their synthetic conceptions to form another synthetic conceptions through the instruction; (b) exhibit that their conceptions are unstable; and (c) are mainly influenced by distance and heating effect on the seasonal spatial distribution between the Earth and the Sun, and by the Earth's rotation on the seasonal change of constellations in acquiring the scientific concepts. 이 연구는 계절 변화에 대한 초등학생의 선개념과 수업에서 나타나는 개념 변화 양상을 조사하는 것이다. 연구 대상은 인천광역시의 초등학교 5학년생 78명을 대상으로 하였다. 계절 변화에 대한 학생들의 선개념을 알아보기 위하여 그림과 글로 응답하도록 구성된 지필 검사지를 사용하였으며, 동일한 검사 문항을 이용하여 각각 수업 중의 중간 검사, 수업 후의 사후 검사, 그리고 1주일 후 지연 검사를 통하여 학생들의 개념 변화 양상을 조사하였다. 응답 결과의 분석은 3명의 본 연구자들간에 의견의 일치를 보아 분석하였다. 조사 결과, 사전 검사에서 대안 개념을 가지고 있는 일부 학생들의 경우 수업 후 또 다른 대안 개념을 형성하며, 이들이 가지고 있는 계절 변화 개념은 안정되어 있지 않은 상태로 나타났다. 또한 계절별 지구와 태양 사이의 공간 분포의 변화에서는 거리와 가열 효과가, 그리도 계절별 별자리의 변화에서는 지구의 자전 개념이 계절 변화에 대한 학생들의 올바른 개념 형성에 장애가 되는 요인으로 나타났다.

과학 실험의 목적에 대한 초등 예비 교사들의 인식

정용재 ( Yong Jae Joung ),장명덕 ( Myoung Duk Jang ),김한제 ( Han Je Kim ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.2

The purpose of this study is to investigate the elementary pre-service teachers` views about "the purpose of science experiments". For the study, the views about the purposes of scientists` experiments and school science experiments were surveyed from 227 pre-service teachers. And the responses were analyzed based on their gender, intensive majors and school science test scores. The main results of the study are as follows. First, in relation to the purpose of scientists` experiments, the pre-service teachers considered internal values of doing experiments were more worthy than the external values of it. In particular, the pre-service teachers responded that the most important purpose of the science experiments is ``to get the evidences for the theories and arguments``. On the other hand, the views from the women and social studies major pre-service teachers were more diverse than those of the man and science major pre-service teachers. Second, in relation to the purpose of school science experiments, the pre-service teachers excessively considered that the internal values of school science experiments were more worthy than the external values. In particular, only few pre-service teachers were aware of social and personal aspects of the experiments, though they considered well that the experiments are useful tools for the school science study. Third, there were quite different aspects of pre-service teachers` views between the purposes of scientists` experiments and school science experiments. For example, the views about the scientist`s experiments were relatively broad concerning the nature of scientific experiments, but the school science experiments were just regarded as an educational tool for the science study. Based on the results from the study, some science educational implication were discussed.

초등학생들의 과학 선 그래프 작성 및 해석 과정 분석

양수진 ( Su Jin Yang ),장명덕 ( Myoung Duk Jang ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.3

The purpose of this study was to examine elementary school students` characteristics and difficulties in drawing and interpreting a line graph, and to present educational implications. Twenty five students (4th grader: 6, 5th grader: 9, and 6th grader: 10) at an elementary school participated in this study. We used a student`s task which was about graphing on a given data table and interpreting his/her graph. The data table was on heating 200m, and 500mL of water and measuring their temperature at regular time intervals, We collected multiple source of data, and data analyzed based on the sub-variables of TOGS, The some results of this study are as follows: First, five children (20.0%), especially two of 10 sixth graders (20.0%), could not construct a line graph about a given data table. Second, twenty students (80.0%) had the ability on ``Scaling axes`` and on ``Assigning variables to the axes``, however, only a student understood why the time is on the longitudinal axis and the temperature is on the vertical axis. Third, in the case of ``Plotting points``, twelve children (48.0%) could drew two graphs on a coordinate, Fourth, in the case of ``Selecting the corresponding value for Y (or X)``, twenty student had little difficulty. on ``Describing the relationship between variables``, seventeen students (68.0%) understood the relationship between time and temperature of water, and the relationship between temperature and amount of water. Finally, eleven students (44%) had the ability on ``Interrelating and extrapolation graphs.`` Educational implications are also presented in this paper.