2009 개정 고등학교 과학 교과서에 제시된 창의·인성 활동 분석

한화정 ( Hwa Jung Han ),심규철 ( Kew Cheol Shim ) 경북대학교 과학교육연구소 2014 科學敎育硏究誌 Vol.38 No.3

본 연구는 2009 개정 과학과 교육과정을 기반으로 개발된 고등학교 과학 교과서에서 창의·인성 교육을 실현하고, 교육과정의 목표를 달성할 수 있는 창의·인성 활동들이 얼마나 반영되었는지를 분석하고자 하였다. 창의·인성 활동 유형을 분석한 결과, 탐구의 비중이 가장 많았고, 읽기, 글쓰기, 토론 등 다양한 활동을 할 수 있게 구성된 것으로 나타났다. 또한, 창의·인성 활동을 창의적 사고와 인성 요소로 분석한 결과, 창의적 사고와 인성 요소의 구성은 다양하지 않았다. 창의적 사고는 주로 발산적 사고를 하고 수렴적 사고와 연관적 사고 순으로 나타났으며 인성 요소는 배려가 가장 많았고, 정직성, 협동성과 책임감 순으로 나타났다. 따라서 다양하고 수준 높은 창의·인성을 함양할 수 있는 다양한 활동 개발이 필요하다. 의사 결정 요소로 창의·인성 활동을 분석한 결과, 가치 준거를 설정하는 활동과 결과를 검토하는 과정이 전혀 나타나지 않았으며, 전체적으로 의사 결정 요소가 거의 없는 것을 볼 수 있다. 따라서 합리적인 의사 결정 능력 함양을 위해서 구체적인 의사 결정 요소들이 제공되어야 한다. The purpose of this research is to analyze creativity-personality activities given in the high school science textbooks, which developed according to 2009 Revised Science Curriculum, and to examine how goals of new science curriculum were reflected in sceince the textbooks. An analysis shows that the proportion of inquiry is the best high among the types of creativity-personality activities. Also it is organized for a various activities such as reading, writing and debate. As a result of analyzing creativity-personality activities regarding creative thinking and personality element, a variety of creative thinking and personality element was not composed. The creative thinking is primarily divergent thinking, convergent thinking and associative thinking appears in order. In addition, the caring of personality elements is the most, and then honesty, cooperation and responsibility appears in order. Thus, it is necessary to structure a variety of activities for edification of creativity-personality in high school science textbooks. As an analysis of creativity-personality activities regarding elements of the decision-making, the review process do not appear at all, and there are few decision points generally. Therefore, a rational decision making for the sake of edification should be provided with specific decision-making factors.

고등학교 과학탐구실험 교과서의 탐구활동에 나타난 공학 설계 과정 요소 분석

한화정 ( Han Hwa-jung ),심규철 ( Shim Kew-cheol ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.1

본 연구의 목적은 2015 개정 과학과 교육과정의 과학 탐구실험 교과서에 수록된 탐구활동 중 공학 설계 과정을 활용한 탐구활동을 대상으로 각 탐구활동에서 반영하고 있는 공학 설계 과정 요소와 공학 설계 과정이 어떤 방식으로 전개되고 있는지를 살펴보는 것이다. 이를 위해 7개의 과학탐구실험 교과서의 탐구활동을 대상으로 문제정의, 정보수집, 창안, 구현, 평가, 재설계 등과 같은 공학 설계 과정 요소를 활용하고 있는 탐구활동을 추출하였으며, 추출한 탐구활동의 공학 설계 과정 요소 반영 비율과 공학 설계 과정 요소가 어떤 순서로 전개되고 있는지 분석하였다. 그 결과 총 43개의 공학 설계 과정을 활용한 탐구활동이 과학탐구실험 교과서에 제시되었으며, ‘생활 속의 과학 탐구’와‘첨단 과학 탐구’영역에서 대부분의 공학 설계 과정을 활용한 탐구 활동을 다루고 있었다. 공학 설계 과정을 활용한 탐구활동은 문제정의, 정보수집, 창안, 평가를 비슷한 비중으로 활용하고 있지만, 구현과 재설계는 활용은 상대적으로 미흡한 편이었다. 공학 설계 과정을 활용한 탐구활동의 공학 설계 전개 방식 유형은 총 15개의 유형이 확인되었으며, 정보 수집, 문제정의, 창안, 평가 순서로 전개되는 방식의 유형이 가장 많이 나타났다. 또한 43개의 탐구활동 중 공학 설계 과정 요소를 모두 활용한 탐구활동은 10개였다. 아울러 공학 설계 전개 방식 유형은 정보수집의 순서와 목적에 따라 4가지 영역으로 범주화하였는데, 문제정의 전에 정보수집을 먼저 실시하여 문제를 구체적으로 명료화하는데 필요한 과학 지식, 기술 지식 등과 같은 문제와 관련된 배경 지식 등을 수집하도록 공학 설계 과정이 전개되고 있는 경우가 가장 높은 빈도로 나타났다. 이러한 연구 결과는 학생들에게 구현과 재설계를 충분히 경험할 수 있는 기회를 제공하고, 다양한 공학 설계 과정 요소들을 빠짐없이 다양하게 활용하도록 도울 수 있는 안내와 지도 방안의 마련의 필요성을 시사해준다. The purpose of this study is to investigate the elements of an engineering design process reflected in each inquiry activity and the ways that such a process develops in inquiry activities based on an engineering design process in the scientific inquiry experiment textbook under the revised science national curriculum of 2015. For this purpose, the investigator extracted inquiry activities based on elements of an engineering design process such as defining the problem, collecting information, generating the solution, implementing the best solution, evaluating the solution, and redesign from the inquiry activities of seven different scientific inquiry experiment textbooks. These inquiry activities were analyzed in the percentage of elements of an engineering design process reflected and the order of engineering design process elements. The findings show that total 43 inquiry activities based on an engineering design process were found in the scientific inquiry experiment textbooks. Most of such activities were covered in the areas of “Scientific Inquiries in Everyday Life” and “Advanced Scientific Inquiries.” The inquiry activities based on an engineering design process utilized defining the problem, collecting information, generating the solution, and evaluating the solution in similar relative importance, but the utilization of implementing the best solution and redesign was relatively poor. There were total 15 types of developing an engineering design in these inquiry activities based on an engineering design process. The biggest proportion of them followed the order of collecting information, defining the problem, generating the solution, and evaluating the solution. Of the 43 inquiry activities, ten made use of all the elements of an engineering design process. In addition, the types of developing an engineering design were categorized into four according to order and purpose of information collecting. An engineering design process would develop in the highest frequency in a way that background knowledge was collected related to the issues of scientific and technological knowledge needed to clarify a problem specifically with information collection before problem definition. These findings imply a need to provide students with opportunities to have full experiences with implementing the best solution and redesign and prepare guidance and instruction plans to promote their diverse utilization of all the various elements in an engineering design process.

예비 과학 교사의 온라인 수업 도구 활용 및 교육 프로그램에 대한 인식 조사

한화정 ( Han Hwa-jung ),심규철 ( Shim Kew-cheol ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.4

본 연구는 예비 과학 교사를 대상으로 한 학기 동안 온라인 수업 도구 활용 교육을 실시한 뒤, 예비 과학교사의 온라인 수업 도구 활용 및 온라인 수업 도구 활용 교육 프로그램에 대한 인식을 조사하였다. 온라인 수업 도구 활용 교육 프로그램에 대한 인식조사 도구는 온라인 수업 도구 활용 교육 프로그램에 대한 만족도 및 효과, 온라인 수업 도구 활용 능력, 온라인 수업 도구를 활용한 수업 설계 및 수업 실연 능력 등의 5개 영역으로 구성되어 있다. 예비 과학 교사의 온라인 수업도구 활용 인식을 조사한 결과, 예비 과학 교사는 온라인 수업 도구 활용 교육을 받기 전에는 본인이 속한 대학교에서 주로 사용한 실시간 화상 강의 도구와 기존의 대면 수업에서 주로 사용된 온라인 수업 도구 위주로만 알고 있을 뿐 다양한 온라인 학습 도구에 대해 잘 알지 못하였다. 그러나 온라인 수업 도구 활용 교육을 받은 후 예비 과학 교사는 다양한 온라인 수업 도구에 대해 알게 되었으며, 온라인 수업 도구 중 학생의 참여를 유도하고 협업할 수 있는 환경을 조성하고 학습 자료를 관리하기 용이한 온라인 수업 도구를 선호하였다. 예비과학 교사의 온라인 수업 도구 활용 교육 프로그램에 대한 인식 중 만족도를 조사한 결과 예비 과학 교사는 교육 프로그램 내용 중 온라인 수업 도구를 선정하여 활용할 수 있는 경험을 제공한 “온라인 수업 도구 활용실습”에 대한 만족도가 가장 높았다. 예비 과학 교사는 교육 프로그램이 온라인 수업 관련 역량을 향상시키는 데 도움이 되고, 본인의 온라인 수업 도구 활용 능력과 수업설계 및 수업 실연 능력에 대해 긍정적으로 인식하고 있었다. 즉 온라인 수업 도구 활용 교육 프로그램에 대해 예비 과학 교사는 긍정적인 반응을 보이고 있다. 이러한 결과는 예비 교사 교육으로서 온라인 수업 도구활용 교육 프로그램이 지속적인 운영과 확대가 필요함을 시사한다. This study investigated pre-service science teachers in terms of their utilization of online teaching tools and their perceptions of educational programs about the utilization of online teaching tools after providing education on the utilization of online teaching tools to a group of pre-service science teachers for a semester. An inventory of their perceptions of educational programs about the utilization of online teaching tools consisted of five areas including the satisfaction and effect of such programs, abilities to utilize online teaching tools, lesson designs based on online teaching tools, and teaching demonstration skills. The findings of pre-service science teachers' perceptions of utilizing online teaching tools show that they did not know various online learning tools before receiving education on their utilization. They were only familiar with real-time video lecturing tools that they usually used in the college and the online teaching tools used in the face-to-face lessons. After receiving training, however, they became familiar with various online teaching tools and developed a preference for such online learning tools which could be used to create an environment to induce students' participation and collaboration and to more easily manage learning materials. The study also examined pre-service science teachers' satisfaction with educational programs about the utilization of online teaching tools and found that they had the greatest satisfaction with the "practice of utilizing online teaching tools," which provided experiences of selecting and making use of online teaching tools, in the content of the educational programs. Pre-service science teachers perceived that educational programs were helpful to enhance their online teaching competence and they were positively aware of their abilities to utilize online teaching tools, design a lesson, and give a teaching demonstration. That is, pre-service science teachers had positive reactions to educational programs about the utilization of online teaching tools. These findings imply that it is needed to consistently run and expand an educational program about the utilization of online teaching tools as part of pre-service teacher education.

생물 교사들의 과정중심평가 도구 개발 능력에 대한 연구

한화정 ( Hwa-jung Han ),심규철 ( Kew-cheol Shim ) 한국생물교육학회 2021 생물교육 Vol.49 No.1

This study set out to analyze process-focused assessment instruments by in-service biology teachers who participated in the in-service training program, and examine their abilities of developing such an instrument. The process-focused assessment instruments developed by biology teachers were analyzed with assessment areas of scientific key competencies and assessment objectives, the types of assessment tasks, and assessment methods. The scientific inquiry ability of 5 science key competencies was presented most, but there was no scientific participation and lifelong learning ability in their process-focused assessment instruments developed. For assessment objectives, in-service biology teachers presented the areas of scientific inquiry and knowledge with the area of scientific attitudes missing. Some biology teachers were observed to lack of reflecting all of scientific knowledge, inquiry and attitude. In some cases, there was no relation between assessment objectives and the assessment areas. Biology teachers made use of experiments and model-using activities as assessment tasks in their process-focused assessment instruments, and used teacher's observation, review of reports, portfolios, peer reviews, and self-evaluation as assessment method. Biology teachers tried to utilize assessment tasks and methods fit for the goals and purposes of process-focused assessment when developing a process-focused assessment instrument. In assessment areas, however, they haven’t taken into total consideration multifaceted characteristics including various scientific key competencies and students' scientific knowledge, inquiry, and attitude related to them. In addition, they had no enough consideration into consistent connections among the elements of assessment instruments including assessment objectives, assessment tasks, and scoring criteria when developing a process-focused assessment instrument.

생물 예비교사들의 과학 논문 작성 능력에 대한 동료 피드백의 효과에 대한 연구

한화정 ( Hwa Jung Han ),심규철 ( Kew Cheol Shim ) 한국생물교육학회 2015 생물교육 Vol.43 No.4

The purpose of this study was to investigate effects of peer feedback on writing ability of scientific articles of pre-service biology teachers. Subjects of this study were141 sophomores including 67 male students and 74 female students in the total five classes that took the Ecology and Experiment course. The scientific articles written by preservice biology teachers were analyzed in three areas, namely the structure of scientific article, the structural components of scientific article, and sentence writing methods. Preservice biology teachers wrote sentences right in general in their scientific articles. However, they turned out to have more difficulties with “abstract”, “need for research”, “examination of previous studies” and “discussion” than the other components of the structure of scientific article, which was attributed to their lack of abilities to critically review and analyze in relation to previous studies. Even though peer feedback has positive effects on pre-service biology teachers’ writing scientific article, significant effects of peer feedback did not appeared in all the components of the structure of scientific article and all the areas of sentence writing methods. The pre-service biology teachers even made a decrease in their article writing abilities after doing peer feedback in some areas. Those findings imply a need to introduce other methods such as instructor feedback and peer tutoring and activate education on scientific writing for pre-service biology teachers to improve their scientific article writing abilities.

과학 영재를 위한 감염병 관련 비대면 프로젝트 활동 분석 연구

한화정 ( Hwa-jung Han ),심규철 ( Kew-cheol Shim ) 한국생물교육학회 2020 생물교육 Vol.48 No.4

This study set out to investigate the educational potentials of contactless project program developed for scientifically gifted students related to the infectious diseases in biology education. The topic of a contactless gifted education program for scientifically gifted students was “designing the infectious disease prevention system”, which was project-based activity to perform for total 7 weeks. Scientifically gifted students were asked to upload their tasks to online system every week, and present the reports of designing the infectious disease prevention system on final week. Their reports written in the process of implementing the task were analyzed. The findings show that most of them took the initiative in learning the knowledge of infectious diseases including the characteristics of infectious diseases, bacteria and viruses, and viral infectious diseases as they implemented a contactless gifted education program for infectious diseases. Most of them designed an infectious disease prevention system considering the social, national, and international aspects based on the infectious knowledge and results of tasks. The contactless gifted education program related to the infectious diseases implemented in the study can serve as part of proper and effective education in contactless context that in-person lectures are difficult amidst the COVID-19 pandemic.

고등학교 통합과학과 과학탐구실험 교과서의 지속가능한 친환경 에너지 도시 설계 활동 비교 분석

한화정(Han, Hwa-Jung),심규철(Shim, Kew-Cheol) 에너지기후변화교육학회 2021 에너지기후변화교육 Vol.11 No.2

본 연구는 2015 개정 과학과 교육과정의 통합과학과 과학탐구실험 교과서의 ‘지속가능한 친환경 에너지도시 설계 활동’의 제목, 목표, 전개 방식을 분석하였다. 그 결과, 활동의 제목과 목표는 ‘친환경 에너지 도시 설계’를 공통적으로 진술하고 있었다. 활동의 전개 방식은 통합과학과 과학탐구실험 교과서 간에 차이가 있었다. 과학탐구실험 교과서는 대체로 친환경 에너지 도시 사례 소개 및 조사, 친환경 에너지 도시 기준 설정, 친환경 에너지 도시 설계 아이디어 고안, 발표 및 평가 순서로 활동을 전개하였으며, 1종은 친환경 에너지 도시 모형 제작, 발표 및 평가 활동까지 전개하고 있었다. 반면 통합과학 교과서는 대체로 친환경 에너지 도시 설계 아이디어에 대한 평가를 하지 않고, 설계 아이디어 발표까지만 활동을 전개하였다. 전반적으로 과학탐구실험 교과서는 학생들이 수월하게 설계 활동을 진행할 수 있도록 단계별 활동 수행 절차를 통합과학보다 구체적으로 안내하고 있었다. 이러한 결과는 학생들의 활동 수행을 좀 더 효과적으로 이끌어 낼 수 있도록 통합과학 교과서는 구체적인 안내와 지도 방안의 마련의 필요성을 시사해준다. This study set out to analyze “sustainable eco-energy city design activities” in Integrated Science and Scientific Inquiry-Experiment textbooks under the Revised National Science Curriculum of 2015. For this purpose, the investigator analyzed the title, objective, and deployment methods in activities. The main findings were as follows: first, both the titles and goals of activities contained “eco-energy city design”; secondly, there was a difference in deployment methods of activities between the Integrated Science and Scientific Inquiry-Experiment textbooks. In the Scientific Inquiry-Experiment textbooks, the activities were generally developed in the order of introducing cases of eco-energy cities, doing surveys on these cases, setting the criteria of eco-energy cities, devising ideas to design an eco-energy city, and presenting and evaluating these ideas. Of the Scientific Inquiry-Experiment textbooks analyzed in the study, only one developed the activities of eco-energy city modeling, and presenting and evaluating eco-energy city model. The Integrated Science textbooks, on the other hand, provided no chance to evaluate ideas to design an eco-energy city in most cases. In these textbooks, sustainable eco-energy city design activities were developed until the stage of presenting ideas to design an eco-energy city so that students could share the design ideas; and finally, the Scientific Inquiry-Experiment textbooks, in general, offered more specific information about the procedure of activity at each stage than the Integrated Science textbooks so that students could do the design activities more easily. These findings imply a need to prepare guidance and instruction plans to lead students more effectively to perform their activities in the Integrated Science textbooks.

생명과학기술 관련 교육 프로그램이 중학생의 과학기술에 대한 흥미, 태도 및 진로 인식에 미치는 효과

최정원 ( Jung Won Choi ),한화정 ( Hwa-jung Han ),심규철 ( Kew-cheol Shim ) 한국생물교육학회 2021 생물교육 Vol.49 No.4

The purpose of this study was to develop the educational program related to biological technology for middle school students, and to investigate their interests in scientific technology, scientific technology-related attitudes and career perception. Relating to biological technology, three themes were developed: Artificial intelligence(AI), emotional robot, and virus. To this end, learning contents of scientific technology and human civilization unit were reorganized to 3 theme(artificial intelligence, emotional robot, and virus) related to biological technology. The educational program related to biological technology consisted of totally 6 lesson hours. The program had 3 phases of drawing thoughts, connecting with me, and connecting with career. Subjects were 122 ninth graders(61 in control group, 61 in treatment group), who were middle school students in Chungnam province. In order to investigate the effects of the program, the post test of their interests in scientific technology, scientific technology-related attitudes and career perception were conducted. As a result of the educational program related to biological technology, the program effected positively on the interests in scientific technology, scientific technology-related attitudes and career perception of middle school students. It implied that the educational program related to biological technology need to be actively used for science education.

STEAM 기반 교육 프로그램이 과학 영재들의 창의적 사고와 STEAM 수업에 대한 인식에 미치는 효과

서현정 ( Hyun-jung Seo ),한화정 ( Hwa-jung Han ),심규철 ( Kew-cheol Shim ) 한국생물교육학회 2021 생물교육 Vol.49 No.2

The purpose of this study was to investigate the effects of STEAM-based educational program on the creative thinking of scientifically gifted students and the perception of STEAM instruction. The STEAM-based educational program consisted of three themes which were considered real life for scientifically gifted students : Designing a biometric security system, making polarized sunglasses, and making vitamin C drinks. The STEAM-based educational programs were carried out for 12 lesson hours for 20 scientifically gifted students, who were the 7th graders. In order to investigate the effects of the program, the pre-post test of their creative thinking was conducted, and their perception of the instruction using the STEAM-based program was surveyed. As a result, STEAM-based educational program has affected positively on the divergent thinking and associative thinking. In addition, scientifically gifted students have the positive perception of the instruction using the STEAM-based educational program. The STEAM-based educational program has a potential of science gifted education to improve their creative thinking.

중등생물교사임용시험 교과내용학 및 교과교육학 문항 분석을 통한 생물과 예비교사교육에 대한 시사점

김복미 ( Bok Mi Kim ),한화정 ( Hwa Jung Han ),심규철 ( Kew Cheol Shim ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.1

The purpose of this study was to examine implications of teacher training for pre-service secondary biology teachers through analysing the items of the Examination for Appointing Secondary School Biology Teachers (EASSBT). For this study, we examined its connections to the curriculum for pre-service biology teachers and secondary school biology curriculum. The items of the EASSBT from 2002 to 2015 were divided into life science subject contents and pedagogical subject contents, and analyzed the score percentage according to the analysis framework of “qualification criteria and elements of evaluation areas and content for biology teacher” established in 2008. The curriculums for preservice biology teachers collected from 11 national colleges of education and analyzed according to the life science subject contents and pedagogical subject contents. Also learning contents of secondary school biology textbooks on the basis of the 7th and 2009 Revised Science Curriculum were analysed on the areas related to the life science. The results showed that the percentage of pedagogical subject contents did not increase in the EASSBT, in which animal physiology and genetics recorded a high percentage and microbiology and plant morphology recorded a low percentage. That trend kept appearing in spite of revisions of the EASSBT. In case of life science subject content of the ESSABT, there were differences between the pre-service biology teacher curriculums and the EASSBT, which suggests that the curriculums for per-service biology teacher did not take into consideration for EASSBT. The secondary school biology curriculum placed much more on animal physiology and genetics, and less importance on microbiology and plant morphology than the EASSBT. The results indicated that the secondary school biology curriculum was not fully reflected in the EASSBT. It is required to devise plans to increase connections between the EASSBT and the pre-service biology teacher curriculum in order to recruit teachers capable of teaching well.