환경ㆍ생태 지식베이스의 국제적 조화를 위한 한국형 표준 식물 온톨로지 개발

주은정(Eunjeong Ju),이헌주(Hunjoo Lee) 한국환경보건학회 2023 한국환경보건학회지 Vol.49 No.4

Background: To describe domain knowledge consistently and precisely, the establishment of a controlled vocabulary, a so-called ontology, is essential. Internationally, the plant ontology (PO) in the ecology field has been developed for the anatomy and developmental stages of plants in English, Spanish, and Japanese, but there is no Korean version of the PO due to a lack of knowledge on standardization for Korean plants. Objectives: We aimed to establish a Korean plant ontology with core PO architectures. Methods: The latest ontology web language (OWL)-formatted raw version of the PO was collected from the PO consortium site. A formal workflow process and OWL file-handing tools for efficient Korean content development were conducted and executed. Results: The macro- and micro-perspective frameworks of the PO were presented by analyzing the upper model and the internal OWL-leveled physical structure, respectively. We developed and validated Korean knowledge content for a total of 1,957 classes included in the PO and transplanted them into an ontology modeling system. Conclusions: A Korean plant ontology was established for international harmonization through improved compatibility and data exchangeability with multilingual environmental and ecological knowledge bases.

초등학생의 식물에 대한 경험 분석 및 생태적 소양과의 관계

주은정 ( Eun Jeong Ju ),김재근 ( Jae Geun Kim ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.4

This study was conducted for investigating the characteristics of children`s experiences in plants and their relationship with ecological literacy. 578 primary students participated in our survey, who consisted of 240 urban and 338 semi-rural children. The questionnaire for this study was composed of items about their experiences in plants and ecological literacy. Children`s experiences in plants were classified to 5 factors; indirect/observable, living, investigative, negative, and active experiences in plants. The most important factor of them is indirect/ observable experience which tends to be passive. Children`s ecological literacy and experiences in plants were not different with a place of residence but had difference with sexual. Most children`s experiences in plants had correlation with ecological literacy. Ecological sensibility was the most important variable for explanation of the relation between children`s ecological literacy and experiences in plants. It is recommended that supplying experiments in plants to children is important for promoting their ecological literacy.

초등교사의 환경 및 환경교육적 신념과 이에 영향을 준 경험 탐색

주은정(Eun Jeong Ju),이정아(Jeong-A Lee),장신호(Shinho Jang) 한국환경교육학회 2013 環境 敎育 Vol.26 No.4

This study was conducted for exploration of primary teacher’s experiences affecting beliefs about environment and environmental education. For the study, we surveyed and group-interviewed 18 primary teachers who participated teacher training for environmental education. As the results, the teacher’s beliefs had various spectrum. Most of them viewed environment as a resource, as a place to live, or as the biosphere. Small numbers of them viewed environment as nature or as a problem. Some teachers had compositive environmental belief. The experiences affecting their beliefs are the memory about nature in childhood, their parents’ concern about environmental education, and environmental education in school. The teachers affected by experiences in nature were tend to have eco-centric belief. Some affected by their parents’ concern about environmental education was tend to view environment as a resource. The teachers affected by environmental education in school were tend to view environment as a problem. They told that learned about environment as problem in middle or high school and such education affected their environmental belief.

협력적 과제수행을 기반으로 하는 초등 기후변화 캠프 사례에서의 학습 성공 요인

주은정(Eunjeong Ju),장신호(Shinho Jang) 한국환경교육학회 2017 環境 敎育 Vol.30 No.2

이 연구의 목적은 협력적 과제수행을 기반으로 하는 초등 기후변화 캠프 사례에서 학습자들을 학습 성공으로 이끄는 요인이 무엇인지를 알아보기 위한 것이다. 연구를 위해 기후변화 캠프에 참여한 초등학생 78명을 대상으로 사전사후 검사를 실시하였으며, 참가자들의 생활과 학습을 가까이에서 관찰한 예비교사를 대상으로 면담을 실시하여 기후변화 캠프에서의 학습성공 요인을 살펴보았다. 그 결과, 사전 과제수행력, 팀 구성원과의 교우 관계, 사전 기후변화지식은 협력적 과제수행을 기반으로 하는 초등기후변화 캠프에서의 환경소양 증가에 긍정적인 영향을 미쳤다(R<SUP>2</SUP>=.534). 몇몇 팀의 세부적인 사례를 살펴보면 환경소양 증가가 뚜렷했던 팀들에서는 낯선 팀 구성원 간에 관계를 유연하게 하기 위한 노력이 관찰되었다. 또한 다양한 아이디어를 통해 각자가 가지고 있는 기후 변화지식 끌어내어 효과적이고 협력적으로 과제를 수행하고자 하였다. 과제수행력 증가에 유효하게 영향을 미친 요인으로는 팀 내 협력과 사전기후변화 지식을 들 수 있다(R<SUP>2</SUP>=.508). 팀별 사례 분석에서 과제수행력이 거의 증가되지 않은 팀의 경우, 팀 내 협력 및 새로운 교우 관계 형성에서 상대적으로 매우 낮은 만족도를 나타내었으며, 이들이 캠프 활동을 통해 겪은 교우간 갈등은 환경 캠프의 학습성공에 부정적인 영향을 미친 것으로 분석되었다. The purpose of this study is to examine the factors that lead learners to learning success in the case of elementary environment educational camps based on cooperative task performance. We conducted pre and post tests on environmental literacy, team performance, self-efficacy, and knowledge about climate change with 78 elementary students who participated in camps. We also surveyed the satisfaction of teamwork, environmental learning, and mentoring from student-teachers after camp. Additionally, we interviewed student-teachers who closely observed the lives and learning of the participants. As a result, pre-team task performance, friendship with team members, and prior knowledge of climate change positively affected environmental literacy (R<SUP>2</SUP>=.534). In the case of the detailed examples of some teams, several efforts made to make the relationship flexible among unfamiliar team members with whom the increase in environmental literacy is evident. They also tried to carry out tasks effectively and cooperatively by extracting knowledge on climate change through various ideas, Factors influencing the increase in team task performance were team collaboration and pre-knowledge about climate change (R<SUP>2</SUP>=.508). In the case analysis of each team, the team with little improvement in team task performance showed relatively low satisfaction in team collaboration and friendship. Conflicts among team members in camp activities had a negative impact on learning success.

읍면동 생활과학교실에 참가한 학생들의 만족도 분석

주은정 ( Eun Jeong Ju ),장신호 ( Shin Ho Jang ) 서울敎育大學校 初等敎育硏究所 2013 한국초등교육 Vol.24 No.4

이 연구의 목적은 생활과학교실에 참가한 학생들의 만족도 분석을 통하여 생활과학교실의 개선방향을 제시하는 데 있다. 생활과학교실은 2003년 과학의 대중화와 과학문화 확산을 위해 개설된 이래로 양적 성장을 거듭해 왔으나 최근 운영이 축소되고 있는 상황이다. 이에, 생활과학교실의 운영 및 프로그램의 질에 대한 재고가 필요한 때이다. 이 연구를 위하여 전국 41개 책임운영기관 1,261명의 생활과학교실에 참여한 학생들을 대상으로 만족도 조사를 실시하였다. 그 결과, 학생들은 생활과학교실에서 제공되는 hands-on activity와 실험 등에는 대체로 흥미를 가지고 있는 편이지만 일부 프로그램에 대해서는 어렵다고 느끼고 있으며 다른 곳의 과학 프로그램과 차별성이 없다고 생각하고 있었다. 또한 강사에 대한 불만족 사항들도 일부 제기되어 생활과학교실의 운영 개선을 위해 프로그램 및 강사의 질 관리가 필요한 것으로 나타났다. 기관별 특성과 참가자의 만족도 간의관계를 분석해본 결과, 해당 책임운영기관의 총예산은 프로그램 만족도, 프로그램 효과, 강사만족도 등과 통계적 유의수준(p<0.05)에서 정적 상관관계를 가지고 있는 것으로 나타났다. 이러한 결과를 바탕으로, 읍면동 생활과학교실의 운영을 개선하기 위한 효과적인 방안에 대해 논의하였다. The purpose of this study was to suggest the improvement of "Everyday Science Classroom Program (ESC)" through analysis of participants` satisfaction. ESC program need to improve the level of quality, because it has focused on expanding quantitatively after launched in 2003 for public science literacy. For this study, we analyzed the satisfaction survey results of 1,261 participants in 41 regional centers across the nation. As a result, they considerably were satisfied of ESC classes and programs by providing the chances to hands-on activity and experiments. However, students complained that the programs were not distinct from any others and some was difficult. These problems should be solved by settling stable system to provide standardized programs and teachers. The participants` satisfaction was positively related to the self-reliance ratio of local finance and the total budget of the regional center(p<0.05).

과학 동아리에서 경험한 자기 주도적 실험 학습에 대한 초등학생들의 인식

주은정 ( Eun Jeong Ju ),김흥태 ( Heung Tae Kim ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.2

The purpose of this study was to investigate implications of self-directed learning experiments in elementary science education through understanding elementary school students`` awareness of their experiences in self-directed learning experiments. Twenty students joined the school science club voluntarily and conducted self-directed learning experiments. We collected data through observation of the experiments, interviews, and questionnaires. The students who participated in the club showed high satisfaction with self-directed learning experiments. The participants were aware that their scientific interest and knowledge, and the confidence in conducting experiments were increased. The students felt positive about the inquiry process of conducting self-directed learning experiments with their own subjects. They also felt a sense of achievement in attempting their experiments in defiance of several failures. The participants realized that the self-directed inquires led to increased declarative and procedural knowledge of science. The students stated that they had some difficulties in coping with the different results contrary to expectations and preparing laboratory materials and instruments. Nonetheless, they showed the promotion of their scientific literacy during overcoming those difficulties. We suggest that self-directed learning experiments can be a more effective way in science learning to make students experience the nature of science than existing school experiments. This can be implemented through a creative experience activities such as science clubs.

초등학교 3학년의 과학자와 과학 학습에 대한 이미지 분석

주은정 ( Eun Jeong Ju ),이수영 ( Soo Young Lee ),김재근 ( Jae Geun Kim ),이지영 ( Jane Ji Young Lee ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.1

데이터기반 비행 모션 제어 기법

주은정(Eunjung Ju),원정담(Jungdam Won),이제희(Jehee Lee) 한국정보과학회 2013 정보과학회지 Vol.31 No.11

생태적 소양 함양을 위한 토양 종자 은행 교육 프로그램의 개발

주은정 ( Eun Jeong Ju ),김재근 ( Jae Geun Kim ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.3

We developed an educational program using soil seed bank for promoting ecological literacy of children. The initial program was based on the modification of scientific methods used by ecologists. A pilot application was conducted to 4th~6th grade students. In that result, the program was most effective to 4th grade students in terms of ecological knowledge and attitude. Observation of plants in outdoor was the most interesting activity and soil seed bank experiment was the most useful activity to the students. The educational period from late March to early November was too long to keep interest for participants. In the final program, we suggested 3 months and 2 weeks education period (from the 4th week of March to the first week of July) and the 4th grade students as a target. The program consisted of 7 activities, which are “Beginning the soil seed banks observation”, “Comparing plant community in each soil seed bank”, “My friends, sprout”, “How do you come here?”, “Finding the hided plants in my school garden”, “Why did the soil seed banks change?”, and “Inquiring about relationship between plants and their environments”. These activities include the process of student`s participation of sampling and setting soil seed banks around their school, and observing and identifying the seedlings. Through these activities, students can understand the concept of soil seed banks, develop their ecological knowledge, eco-centric attitude, and ecological sensibility and inquire about the relationship between vegetation from soil seed banks and their environments.

연구논문 : 예비 교사의 스캐폴딩을 강조한 기후 변화 환경 캠프의 효과 분석

주은정 ( Eun Jeong Ju ),이정아 ( Jeong A Lee ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.1

The purpose of this study was to investigate the process and the effect of pre-service teacher`s scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher`s scaffolding and applied to 78 5th students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as “Focus”, “Hint”, “Tell or Summarize” and “Technical Help”. They carried out the emotional scaffolding like as “Create Cheerful Atmosphere”, “Encourage”, and “Help in Living”. Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher`s scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.