고등학교 과학 생식단원과 관련하여 성에 대한 학생들의 개념 분석 및 개선 방안

김동렬 ( Dong Ryeul Kim ) 대경교육학회 ( 구 우리교육학회 ) 2007 교육학논총 Vol.28 No.2

초등 예비교사들이 개발한 과학관 활동지의 유형 및 요건, 필요성에 대한 관점 분석

김동렬 ( Dong Ryeul Kim ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.2

This study aims to analyze types of science museum worksheets developed by elementary pre-service teachers and their perspectives on the requirements and necessity of science museum worksheets. As analysis subjects, this study selected 38 kinds of worksheets and reports developed by 114 elementary pre-service teachers who were in the third year of university of education. In this study, the science museum selected for elementary pre-service teachers to develop worksheets was a national science museum, composed of ‘Nature and Discovery Museum’, ‘Science Technology and Industry Museum’ and ‘Children’s Museum’, which was located in a metropolitan city and opened in 2013. The results of this study can be summarized as follows; Firstly, as a result of analyzing the science museum worksheets developed by elementary pre-service teachers, this study found out that the experience type with hands-on and observation techniques applied was most, and as an approach method, direct manipulation, look-in observation and close observation were most. However, although these science museum worksheets were experience-oriented, many of them were survey-oriented ones that suggested too many questions through various exhibits. Secondly, as a result of analyzing requirements of science museum worksheets elementary pre-service teachers thought and described through the word tree of NVivo 10, this study extracted 10 kinds of main themes, out of which the requirement, ‘A limited amount of activity should be required’, showed the highest frequency. Thirdly, as a result of analyzing the necessity of science museum worksheets elementary pre-service teachers thought and described through the word tree of NVivo 10, this study extracted 9 kinds of main themes, out of which the opinion, ‘It is required to help students check an exhibit which may be passed by’, was most.

과학 탐구활동지 만들기 수업 프로그램이 초등 예비교사들의 과학에 대한 태도와 과학 탐구에 대한 태도에 미치는 영향

김동렬 ( Dong Ryeul Kim ) 경북대학교 과학교육연구소 2013 科學敎育硏究誌 Vol.37 No.2

본 연구에서는 교육대학교 초등과학교육론 수업에서 과학 활동지 만들기 수업 프로그램을 통해 초등 예비교사들의 과학에 대한 태도와 과학 탐구에 대한 태도에 미치는 영향을 알아보고자 하였다. 연구대상은 교육대학교 3학년에 재학중인 예비교사141명을 대상으로 하였다. 연구결과는 다음과 같다. 첫째, 과학 탐구활동지만들기 수업 프로그램은 초등 예비교사들의 과학에 대한 태도를 개선시켰으며, 과학에 관한 지식을 갖추는 것이 중요하다는 인식에 도움을 주어 장래 학교에서 과학을 가르치는 일을 더 즐거운 것으로 느끼게 만들 수 있었던 것으로 판단된다. 둘째, 과학 탐구활동지 만들기 수업 프로그램은 초등 예비교사들의 과학 탐구에 대한 태도에 긍정적인 영향을 준 것으로 나타났다. 즉, 탐구 기반 학습 유형을 중요한 과학 수업의 과정으로 생각하는 것으로 나타났다. 셋째, 과학 탐구활동지 만들기 수업 프로그램이 현장에 가서 어떠한 도움이 될 수 있는지에 대한 개방형 질문 결과, 수업모형의 활용 방안 측면에서 도움이 된다는 반응이 가장 많았고, 초등학생들의 과학적 지식이나 탐구과정 이해에 도움을 줄 것으로 생각하고 있었다. This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers` attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers` attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers` attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

초등과학교육 학술지 논문의 연구방법 유형에 따른 서론 구조 분석

김동렬 ( Kim Dong-ryeul ) 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.2

본 연구는 초등과학교육 학술지 논문 122편을 대상으로 연구방법 유형에 따른 서론의 구조를 분석하는 데 연구 목적이 있다. 서론의 길이를 분석한 결과, 6~10문단 수 구간이 양적연구, 질적연구, 혼합연구 논문 모두에서 60% 이상의 빈도를 보였다. 문장 수는 양적연구와 혼합연구에서는 26~30문장 수 구간, 질적연구에서는 31~35문장 수 구간에서 가장 높은 빈도를 보였다. 연구방법에 따른 인용 유형을 분석한 결과, 3가지 연구방법 논문 모두에서 비통합형 인용이 80% 이상 차지하는 것으로 분석되었다. 양적연구와 질적연구는 11~15통합형 인용 수 구간에서, 혼합연구는 6~10통합형 인용 수 구간이 가장 높았다. 특히, 통합형 인용을 전혀 하지 않는 논문도 3가지 연구방법 모두에서 나타났다. 연구방법 유형에 따른 서론의 길이와 인용 유형의 ANOVA 결과 통계적으로 유의한 차이는 보이지 않았다. 이동마디(move)-단계(step) 구조 분석 결과, 3가지 연구방법 논문 모두 ‘3-2(연구 목적)’ 단계는 한 번 이상 출현하는 것으로 분석되었다. ‘3-5(연구의 한계점)’ 단계는 미약하지만, 질적연구에서만 출현하는 것으로 분석되었다. 이동마디 구조는 ‘1(연구 영역 정립하기)-2(연구의 정당성 정립하기)-3(연구의 정당성 점유하기)’ 형태가 모든 연구방법에서 65% 이상의 논문에서 나타났다. 이동마디가 하나라도 빠진 형태의 구조를 보인 논문의 빈도는 질적연구방법에서 가장 높았다. This study aimed to analyze the structure of introductions by the research method, focusing on 122 theses from the Journal of Korean Elementary Science Education. When analyzing the length of introductions, this study found that the section of 6-10 paragraphs was over 60% in frequency in all three types of research theses: quantitative, qualitative, and mixed-method research theses. When sentences were analyzed for number, this study found that the section of 26-30 sentences was most frequent in both the quantitative and mixed-method research theses, whereas the section of 31-35 sentences was most frequent in the qualitative research theses. When the citation pattern was analyzed by the research method, the nonintegral citation accounted for over 80% in all three types of research theses. The section of 11-15 integral citations was highest in frequency in the qualitative and quantitative research theses, whereas the section of 6-10 integral citations was highest in the mixed-method research theses. Interestingly, some theses without any integral citation were even found in all three types of research theses. When performing the analysis of variance of the length of introductions and the citation pattern by the research method, this study found no significant difference between them. The analysis of the move-step structure showed that Step 3-2 (research purpose) appeared more than once in all three types of research theses. Step 3-5 (research limitations) was low in frequency and appeared only in the qualitative research theses. The move-step structure in the form of 1-2-3 (establishing a territory, establishing a niche, and establishing a niche, respectively) appeared over 65% in all three types of research theses. The structure with any of the moves missing was highest in frequency in the qualitative research theses.

초등학생들의 학교 운동장 환경에 대한 인식 분석

김동렬(Dong-Ryeul Kim) 한국환경교육학회 2014 環境 敎育 Vol.27 No.3

This study aims to investigate what primary school students think of school yard environments, based on their experiences related to school yards. As research subjects, this study selected 187 fifth graders in a metropolitan area. The results of this study can be summarized as below. Firstly, in the drawing of an ideal school yard, the majority of primary school students filled 40% of the school yard with ground facilities, and the number of ground facilities was 5.2 on average. Trees were drawn most out of all the things drawn over twice in the drawing, and for labels or signs for nature in the drawing, the students wrote, ‘Environment Protection’, ‘No Trespassing’, ‘Caution/Danger’ and ‘Warning’ and so. Secondly, what the primary school students liked most out of all the things in a school yard was a bench, and what they hated most was a shadeless place. A bench was what they wanted to have most in a school yard, and many of them also wanted to have ecological environments, such as forests and ponds. Lastly, out of all the activities they could do in a school yard, they wanted to do ball-activities most, which requires active teamwork as a group activity. Out of all the places in a school yard, they used a sand ground most.

미국 초등교사의 과학교수에 대한 스토리라인 탐색

김동렬 ( Kim Dong-ryeul ) 한국초등과학교육학회 2018 초등과학교육 Vol.37 No.4

This study aims to inquire into the U. S. elementary school teachers’ storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers’ confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers’ interaction with students.

과학교과에서 빛의 합정과 원추세포기능의 통함 ``적 이해를 위한 탐구학습 프로그램의 개발과 적용 효과

김동렬 ( Dong Ryeul Kim ) 부산대학교 과학교육연구소 2011 교사교육연구 Vol.50 No.2

본 연구에서는 과학교과에서 빛의 합성과 원추세포 기능의 통합적 이해를 위한 탐구학습 프로그램을 개발하여 과학 교사들의 활용 가능성 평가를 받은 후, 중학생들에게 적용하여 개념 이해에 미치는 효과가 어떠한지 알아보고자 하였다. 연구결과는 다음과 같다. 첫째, 활용 가능성 평가에 임한 과학 교사들은 빛 합성과 원추세포의 기능과 관련된 실험 연수를 받아 본 경험이 없었으며, 실험방법을 몰라서 수업시간 에 적용하지 못하는 것으로 나타났다. 빛 합성과 원추세포 기능 이해를 위한 탐구학습 프로그램의 활용 가능성 평가에서는 실제 수업에 활용할 가치가 있다는 의견을 보였다. 둘째, 빛의 합성과 원추세포 기능의 통합적 이해를 위한 탐구 프로그램을 중학생들에게 적용해 본 결과, 전통적인 설명식 수업에 비해 개념 이해 정도가 높게 나타났다. 셋째, 빛의 합성과 원추세포 기능의 통합적 이해를 위한 탐구학습 프로그램이 학생들의 개념 변화를 위한 조건을 충족시켰는지 알아보기 위해 면담을 실시한 결과, 학생들이 가지고 있는 사전 개념에 불만족을 느끼도록 하였고 새롭게 형성된 개념은 이해 가능하며 새로운 대안으로서 그럴듯한 것으로 나타났다. 또한 새로운 개념은 유용성을 가지고 있다는 반응을 보였다. This study intended to investigate how the inquiry learning program for integrative understanding of light synthesis and the function of cone cell (hereafter called, the ILP) influenced the conceptual understanding of middle school students, by developing the program, receiving science teachers` evaluation of its efficiency, then applying it to the students, The findings of this study were as follows: First, the science teachers who participated in in-service training was found to have never received any experimental training on light synthesis and the function of cone cell, so that they had not been able to apply it to their classes due to the lack of methodological knowledge. In their evaluation of efficiency for the ILP`, they expressed their opinion that it had a value applicable to the real class. Second, as a result of applying the ILP` to middle school students, the degree of their conceptual understanding increased higher compared with that of the conventional lecture-based class. Third, after conducting interviews for checking whether the 112 met the condition of students` conceptual change, it was found that they felt dissatisfied with their preconception, and began to regard the newly formed concept as an intelligible and plausible alternative. Also, they showed a reaction that the new concept was productive.

학교숲의 장소성 의미에 대한 진화론적 탐색

김동렬(Dong Ryeul Kim),최송현(Song Hyun Choi) 한국환경교육학회 2021 環境 敎育 Vol.34 No.1

본 연구에서는 국내 학술지 논문을 대상으로 Rodgers의 진화론적 개념분석 방법에 따라 교육과정 적용 시기별 학교숲의 장소성 형성 요인이 어떻게 진화되어 왔는지를 탐색하였다. 본 연구는 ‘학교숲’ 키워드로 검색되는 총 42편의 한국연구재단 등재(후보)지의 학술지 논문을 대상으로 하였다. 교육과정 시기별 학술지 논문 제목에서 학교숲 장소성 의미의 특성으로는 물리적 환경 요소에서 심리적 의미, 인간 행동 요소의 의미가 강조되는 형태로 변화 추이를 보였다. 교육과정 적용 시기별 국내 학술 논문 본문의 학교숲 의미에 내포된 장소성 형성 요인은 심리적 의미에서 인간 행동, 심리적 의미 요소의 의미가 강조되는 형태로 변화 추이를 보였다. 교육적 관점에 따른 학교숲 접근 방향에 있어서는 과거에는 인식론적인 접근이 이루어졌다면 현재는 존재론적 접근으로 이어지고 있고 미래에는 가치론적으로 접근이 이루어져야 할 것으로 보였다. 더불어 연구 방향은 과거는 학교숲에 관한 연구와 학교숲 활용 연구가 이루어졌다면 현재는 학교숲 안에서 연구가 진행되고 있으므로, 앞으로는 학교숲과 인간이 더불어 사는 연구가 진행되어야 할 것으로 사료된다. 이러한 것을 종합해 볼 때 학교숲의 장소성 형성 요인으로 기존의 물리적 환경, 인간 행동, 심리적 의미도 필요하나 앞으로는 숲과 인간의 공존적 의미도 필요할 것으로 결론지을 수 있었다. This study explored how the factors of engendering “placeness” in school forest have evolved according to the periods of curriculum application, by applying Rodgers evolutionary concept analysis to domestic academic journal articles. Totally 42 articles, published in the journals registered (or candidate journals to be registered) in the National Research Foundation and searched by the key word of “school forest,” were selected as the targets of study. In the titles of these articles, the factors of engendering placeness in school forest have evolved by the periods of curriculum application from physical environment to psychological meaning and human behaviors, while in the bodies of the articles, the same factors have evolved from psychological meaning to human behaviors and again to psychological meaning. As for the educational approach to school forest, it has evolved from the past epistemological to the present ontological approach and is expected to evolve into the future axiological one. Besides, the direction of research has evolved from the past one of researching “on” school forest and its “utilization” to the present one of researching “in” school forest, so that the future research is expected to focus on the co-living between school forest and human beings. To sum up, a conclusion was made that the factors of engendering placeness in school forest include not only the existing physical environment, human behaviors, and psychological meaning, but also the co-existential meaning between forest and human beings in future.

초등 예비교사들의 환경교수효능감과 환경에 대한 정신 모델 분석

김동렬(Dong-Ryeul Kim) 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.6

본 연구의 목적은 초등 예비교사들의 환경교수효능감과 환경에 대한 정신 모델을 분석하는데 목적이 있다. 본 연구의 결론은 다음과 같다. 첫째, 초등 예비교사들의 환경교수효능감은 대체적으로 낮은 평균 점수를 나타내었다. 하위 범주인 환경교수개인효능감은 평균 점수가 5점 만점에 2.64점으로 나타났다. 즉, 다소동의하거나 동의하지 않는다는 비율이 높았다. 또한 교사의 노력에 의해 환경 교수 결과에 긍정적인 기대를 할 수 있다는 환경교수결과기대감 범주에 대에서도 매우동의하거나 동의한다는 예비교사들 보다 다소 동의하는 예비교사들의 비율이 높게 나타났다. 둘째, 초등 예비교사들의 환경에 대한 정신 모델을 분석한 결과, 정신 모델 1인 동식물이 사는 자연장소로 환경을 인식하는 예비교사들의 비율이 가장 높았다. 셋째, 초등 예비교사들의 환경교수효능감과 환경에 대한 정신 모델의 관계를 분석한 결과, 환경교수효능감의 점수가 높을수록 정신 모델 4를 가지고 있는 예비교사들이 많았다. 따라서 인간과 모든 생물체가 환경에 공존하는 정신 모델을 가진 예비교사는 환경교수효능감 또한 대체로 높은 것으로 나타났다. This study is to analyze pre-service elementary teachers’ environmental teaching efficacy and mental models for environment. This study came to the following conclusions. Firstly, most of the pre-service elementary teachers showed low points on average for environmental teaching efficacy. Especially, for individual environmental average out of 5. In other words, the rates of ‘Agree Somewhat’ and ‘Do Not Agree’ were quite high. Even in the category of environmental teaching result expectation, which teachers’ endeavor could bring about positive expectation for environment education teaching results, the rate of pre-service teachers who agreed somewhat was higher than that of pre-service teachers who agreed so much or agreed in general. Secondly, when analyzing pre-service elementary teachers’ mental models for environment, this study found out that they understood environment most as natural places where animals and plants live, which as Mental Model 1. Thirdly, when analyzing the correlation between per-service elementary teachers’ environmental teaching efficacy and mental models for environment, this study found out that the higher point per-service teachers had for environmental teaching efficacy, the more likely they were to have Metal Model 4. Therefore, it was found that pre-service teachers who had mental models that human beings and all the living things coexist in environment showed high environmental teaching efficacy in general.

초등학생들의 과학 ‘측정’ 활동에 나타난 불확실성 원인과 감소 행동 분석

김동렬(Dong-Ryeul KIM) 한국수산해양교육학회 2023 水産海洋敎育硏究 Vol.35 No.2