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- 저자 : 정귀향(Gui Hyang Jung) (검색결과 2 건)
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한국의 제 7 차 과학과 교육과정과 일본의 이과 신교육과정 비교 - 초등학교 교육과정을 중심으로 -
서상오(Sang Oh Seo),고광병(Kawang Byung Ko),정귀향(Gui Hyang Jung),이성호(Sung Ho Lee),박현주(Hyun Ju Park) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.1
The 7th Science Curriculum of Korea is applied in elementary schools from 2000, and the New Science Curriculum of Japan is applied in schools from 2002. In this study, we made a comparison between the 7th Science Curriculum of Korea and the New Science Curriculum of Japan in relation to Elementary school in aspects of construction, aim, and contents. The major findings of this study are as follows. 1. The New Science Curriculum of Japan presents a specific aim, treatment of content, and process skills according to grade, but the 7th Science Curriculum of Korea does not classify them according to grade. Hence the 7th Science Curriculum of Korea emphasize on the sequence between grades. 2. In aim of Science Curriculum, the 7th Science Curriculum of Korea show more emphasis on the practical application than the New Science Curriculum of Japan. 3. In construction of content, a area of science content is handled with gradual advance in several grades and several areas of content are treated in a grade in the 7th Science Curriculum of Korea. On the contrary, a area of content is treated intensively in a grade in the New Science Curriculum of Japan. Therefore, the 7th Science Curriculum of Korea shows more reflection of connection and hierarchy between grades. 4. The statements of the 7th Science Curriculum of Korea are centering around specific matters and include specific activities, but the New Science Curriculum of Japan focuses on concepts to learn and does not state specific activities.
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정귀향,김범기 한국교원대학교 과학교육연구소 1997 청람과학교육연구논총 Vol.7 No.1
The purpose of this study was to assess elementary student's ability of measuring length, area, and volume and reading metric scales. The findings of this study were as follows. All students were successful in measuring without scale, regardless of grades. But they were less successful in measuring the task using standard and nonstandard scales. Especially, in measuring area, lower grade students were not able to perform the task using nonstandard instruments, but higher grade students were able to perform the task. Measuring area using grade paper was least successful for sixth graders. In measuring volume, students under fifth grade read the upper scale when using graduated cylinder. In measuring by direct comparison, students were more successful in measuring length than in measuring area and volume using given material. The use of given nonstandard material was successful for 4th, 5th, and 6th grade students. In measuring using metric scale, lower grade students did not pay attention to the zero of the scale, but just read the end point. Higher grade students considered both zero and end points.
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