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장병기,Jang Byung-Ghi 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5
The purpose of this study was to investigate the characteristics of pre-service primary teachers' justifying their hypotheses about the brightness of electric bulbs. They conducted their experiments and wrote their experimental results and ideas on their worksheets. The worksheets for generating and evaluating scientific hypothesis were analyzed. Most of them generated the consumption hypothesis and designed the experiments to confirm their hypotheses or directly measure without the change of experimental conditions. The responses for valid experimental designs were $74\%$ of total responses. The $62\%$ of total responses was valid prediction for experimental results. The $60\%$ of pre-service teachers described the experimental results correctly. But other teachers described the biased results or inappropriate results. The $54\%$ of them refuted hypotheses and the $36\%$ confirmed their hypotheses. The theory-based responses were $51\%$ and the evidence-based responses were $47\%$. The $64\%$ of them proposed the possibility of the alternative hypothesis after testing their hypotheses. This study also discussed the implications of these findings for teaching and Loaming in science education.
실험 설계에 나타난 초등 예비교사의 과학적 추론의 특징: 지식과 추론의 상호작용
장병기 ( Byung Ghi Jang ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.2
This research explores the scientific reasoning of pre-service elementary teachers in experimental design. The article focuses on pre-service teachers` responses to the questions in the worksheets which involve making their knowledge claims on extinguishing of a burning candle in a closed container, evaluating anomalous data, and designing experiment to test their ideas. Their responses are interpreted in terms of categories developed by Tytler and Peterson (2003, 2004). The interrelationship between conceptual knowledge and scientific reasoning is explored using the data. It is argued that coordination of ideas and evidence must be emphasized in the scientific investigations rather than fair test.
장병기(Byeong-Gi Jang),김성진(Sung-Jin Kim),이강윤(Kang-Yon Lee) 대한전자공학회 2015 대한전자공학회 학술대회 Vol.2015 No.11
This paper proposes Relaxation Oscillator with Random Number Generator to minimize electromagnetic interference (EMI) noise. Relaxation Oscillator is presented how much spurious noise effects to another system. The main frequency of the proposed Relaxation oscillator is 7.9 MHz to operate it and add temperature compensation block to apply to the frequency compensation in response to temperature changes. It is fabricated in 0.18um CMOS technology. The active area occupies an area of 220 um*280um. The supply voltage is 1.8V and current consumption is 500 uA.
과학 연극 수업이 과학 본성에 대한 초등학생의 인식에 미치는 영향
나지연,장병기,Na Ji Yeon,Jang Byung-Ghi 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5
The importance of teaching the nature of science (NOS) has been always emphasized in science education. However, the NOS is hardly taught in elementary science class. We are lacking in the strategies and materials for teaching NOS. So we designed the science drama teaching, and investigated the effects on pupils' perceptions about NOS. The subjects of this study were 185 third graders from a elementary school. The treatment group was provided with science drama lessons and the control group was provided with traditional lecture-type lessons. Their perceptions about NOS were investigated before/after the science lessons and after 3 months following them, and both of two groups were compared. The pretest results revealed that the pupils of both groups were found to have similar views on NOS. Dey had traditional views of the most items except for social construction of theories, mathematical knowledge and decision-making. After science lessons, they tended to change their views toward modem views, but the pupils of the treatment group showed more modem views than those of the control group on the observation, model, social construction of theories, predictions. After 3 months, the pupils of the control group tended to come back to their traditional views, but those of the treatment group showed tendencies that their changed views were kept up on the observation, scientific model, scientific knowledge, scientific methods, decision-making, social construction of theories, mathematical knowledge. Therefore this study suggests that science drama teaching could be one of the effective ways for teaching NOS.