제3부 발표3 : 전인과학교육을 위한 "희망의 과학문화관" 공동건립 모형

박승재 ( Sung Jae Pak ) 대구대학교 특수교육문제연구소 2015 한국특수교육문제연구소 학술대회발표자료집 Vol.2015 No.1

Science is a socio-cultural process by which as meaningful coalition of hands and minds curious about nature and the necessities of life engage in creation and empirical study. Though science has been progressing towards“Big Science,” and based on the prosperity of human life through cooperation with technology, the threat remains of the misuse of science resulting in the massacre of human beings. The sometimes destructive aftermath of scientific progress on society has a kind of karmic effect that cannot be rehabilitated by scientists alone; instead, because all are affected, this karma must be addressed by all human beings. As such, the comprehensive education of all people has become an urgent task. Though the government has pursued formal school science education and proclaimed high achievement to be a national project, and though professionals have made fancy assertions about education and have received lofty praise for their efforts, school science education still lags behind the fast-paced progress of science and technology in society. Even though school science education has been expected to meet these demands, it has shown time and again to fail to innovate quickly enough. The purpose of this presentation is to propose the guiding principles of Science Culture Education, an approach that contributes to harmony and the progression of dignity in the field of Whole-Education, and to develop aco-constructing model of the Inspiring Science Culture Enquirium, a science center that follows in the philosophical direction of Science Culture Education. The Enquirium would accommodate all students, including those with disabilities, in science culture literacy. The Enquirium provides not only opportunities to review and prepare for science study in school, but also various informal science education opportunities such as surprising exhibitions and inquiry activities that schools cannot or may not be able to provide students. The aim of the Enquirium is to harmoniously present cognitive, affective, and psychomotor tasks to secondary level science students, including those with disabilities. By integrating math, science, engineering, and technology whenever possible, the human body, daily tasks, and social problems will be addressed by exhibits using modertechnical methods that provide joint inquiry activities that allow communication between students. The Science Enquirium will be firstavailable to secondary students, students with disabilities, teachers of integrated science classes, and university students studying to becomescience teachers. In the future, the Enquirium will also be open to laymen and foreign visitors, furthering the Korea wave in the field of informal science education. Planning of the Enquirium includes the following zones: The Brain, The Source of Life, Enquiring in the Dark, Enquiring in Silence,Life and Death, Body Movement, and The Energy Saving House. There will also be exciting outdoor exhibitions. An example of one of these zones, Enquiring in the Dark, is described in the Appendix. This is a specially designed exhibit for visually impaired students, and all students in generalthat would be performed while in complete darkness. National science museums receive a lot of support from the government, such as Gwachon Ntional Science Museum that received about $500 million. A city or province’s small scale science museum may need a few million dollars. However, the dilemma is to predict how worthwhile it would be to invest such a large amount of financial support in establishing big buildings. How can we create the Inspiring Science Culture Enquirium? Co-construction of the Science Enquirium by students, parents, teachers, professors, laymen, politicians, and government officials would bein the spirit of Science Culture Education and would also be a meaningful method as student collaboration, peer instruction, co-teaching, and co-learning. People who understand the needs of the Science Enquirium will create a community and start to study, plan, fund-raise, and contribute to garner the proper amount of official finance. Co-construction of the Inspiring Science Culture Enquirium raises hopes for students with disabilities to embrace the challenge of covering their weaknesses and also for all students-with or without disabilities- through the appreciation of nature and the inspirational study of science that feels both aspects of intellectual pleasure as well as vocational study basics; those with behavioral issues may find opportunities to reflect on their ways of thinking and their habits; those who have never appreciated their keen eyesight may find the beauty of observing nature; those who have never appreciated their hearing may discover the melody of music and communication among friends; and those with bodies healthy enough to run around and play sports may have an opportunity to reflect and say thanks. Students who were scared to study science and who found it difficult mayfind pleasure in the simple hands-on activities and gradually progress to tackling sophisticated tasks together with friends. If the Science Enquirium can achieve these above goals, it will both bring pleasure to the parents of these children and meet the nation’s expectations for scientific achievement.

한국에 있어서 과학교육과 과학문화의 관계

박승재 ( Sung Jae Pak ) 한국과학교육학회 2003 한국과학교육학회 국제세미나집 Vol.- No.-

과학경연에서 학생의 내적 참여도 인과요인 분석

심재규 ( Jae Gyu Shim ),박승재 ( Sung Jae Pak ) 한국과학교육학회 2006 한국과학교육학회지 Vol.26 No.2

지체장애 중학생과 일반 중학생의 과학탐구활동에 대한 교사와 학생의 실태 인식 및 요구 비교

박상용 ( Sang Yong Park ),김홍정 ( Hong Jeong Kim ),박승재 ( Sung Jae Pak ),임성민 ( Sung Min Im ) 한국특수교육문제연구소 2012 특수교육저널 : 이론과 실천 Vol.13 No.1

이 연구는 지체장애학생 및 일반학생, 특수교사와 일반교사의 과학탐구활동에 대한 실태와 요구를 조사하였다. 이를 위해 개발한 조사도구를 통해 얻은 지체장애 특수학교 8개교와 일반학교 10개교의 학생과 교사의 응답 결과를 바탕으로 과학탐구활동에 대한 실태와 요구를 기술적 통계분석 후 비교하였다. 조사 결과, 지체장애 특수학교에서는 일반학교에 비해 학생의 요구와 특성을 고려하여 과학탐구활동 및 실험이 운영되기 어렵다고 응답하였다. 지체장애 중학생은 또래 일반학생에 비해 과학수업에서 적극적으로 참여하지 못하고 소극적이라고 응답하였으며, 과학탐구활동의 장소와 시설에 대해서도 일반학생에 비해 만족하지 않았다. 과학탐구활동을 위한 요구사항으로 일반학교 과학교사는 과학탐구활동 담당 전문가의 양성과 수업시간 변경을 주로 요구한 반면, 지체장애 특수학교 과학교사는 과학탐구활동을 위한 실험 도구 및 기자재의 개발을 요구하였다. 이와 같이 지체장애학생과 일반학생의 과학탐구활동에 대한 실태와 요구의 차이를 비교함으로서 지체장애 학생을 위한 과학교육 실천방안에 대한 시사점을 도출하였다. Recently, there are some domestic and foreign studies about science education for disabled students. However, there are no specific studies and action plans for physically challenged students. In this study, we investigated the real conditions of science inquiry activities in formal science class and needs of physically challenged students, regular students, and some of special education teacher and regular teachers. After doing a survey, we analyzed practical science inquiry activities of science and needs based on the survey from teachers and students in 8 special schools for physically challenged students and 10 regular schools. Survey results indicated that there are less science inquiry activities of science in the special school for physically challenged students than in the regular schools. Also, activities usually take place at the laboratories in the regular schools, but, in the special schools, most of activities perform in the regular classrooms. When compared in the regular schools, there are less proper science tools and educational materials prepared in the special schools. Also survey showed that, the science inquiry activities of science does not take place considering of student’s needs and characteristic. Physically challenged middle school students answered that they relatively do not participate actively and they are not relatively satisfied with the places and facilities of science inquiry activities of science than regular students did. While teachers in the regular schools answered fostering experts of science inquiry activities of science and changing class schedules as needs of science inquiry activities of science, teachers in the special schools for physically challenged students said experimental equipment for physically challenged students should be developed. As a result of this study, we could diagnose the real conditions of science inquiry activities of science that physically challenged students are relatively alienated than regular students. Also, this will be a basic material for development of meaningful science study plans and materials.

전기와 자기에 대한 중학생들의 개방적 탐구에서 과제 유형에 따른 탐구 수행 분석

황성원(Sung Won Hwang),박승재(Sung Jae Pak) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2

The purpose of this study is to analyse the eighth grade students` performance of open investigations for two kinds of tasks: the qualitative one which involves the descriptive approach through observation, and the quantitative one which involves the quantitative data processing through control of variables. Researcher`s observation, interview data as well as students` investigation reports, self-evaluations were analysed. The difficulties of qualitative open investigation lie in detecting and dealing with unexpected observations, of which the acceptance and interpretation were influenced by preconceptions. On the other hand, managing several variables, making reliable and valid measures, and quantitative data processing constituted main difficulties of quantitative open investigation. Some students could recognize the deficiencies of their methods and findings in qualitative one, but few in quantitative one. These results suggest the teaching point for each task of open investigations.

수원 화성 과학 탐방을 통한 문화재에 대한 과학적 안목 형성 지도

최재혁 ( Jae Hyeok Choi ),박승재 ( Sung Jae Pak ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.5

Science field trip on historical heritages in Korea has developed since 1998. There are a few discussion of effectiveness of science field trip on historical heritages. In this research, the aim of science field trip on historical heritages was discussed in view of developing scientific perspectives on historical heritages with cases of science field trip of Hwasong fortress. Material for science field trip of Hwasong fortress was developed and instructional strategy was designed. The material contained convergent and divergent scientific inquiry activities. The goal of the activity was to help students to build scientific perspectives on the historical heritage, so they can evaluate the scientific excellency of historical heritage. The subjects were ten ninth grade students of middle school science club in Seoul. A questionnaire, evaluation of scientific excellency of historical heritage was administered before and after the field trip. From the analysis of a change in perspective by field trip, it was investigated how the scientific perspective on historical heritages was developed. The first draft of material for science field trip of Hwasong fortress was developed based on science education experts` discussion. The material has three parts; activities before the trip, activities during the trip and activities after trip. Instructor`s guide has the same structure. Before the field trip, students watched the videotape and learned the short history lesson about Hwasong fortress to develop familiarity. During the trip, there were exploring stage and intensive inquiring stage. These activities were designed to develop scientific perspective on historical heritage. After the field trip, evaluation activity about scientific value of Hwasong was done based on the activities done during the trip. After the science field trip of Hwasong fortress, most of students showed positive changes. Some of them reflected on their previous thoughts. Some recognized the necessity of the proper criteria for scientific excellency of historical heritage. All changed in their perspective on evaluating scientific aspects on historical heritage, such as considering the social environment, scientific principles and the influence of science and technology of that age on the society, when the fortress was built. These results show that the science field trip focused on the criteria for evaluating the scientific excellency of historical heritage was significant in helping students to develop the scientific perspective on historical heritage.

전문가의 물리 문제 풀이 방략 가시화 연습에 의한 대학생의 질문 향상

김은숙(Eun Sook Kim),박승재(Sung Jae Pak) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.3

It was proposed that proper problem solving practice should improve students` questioning in physics. In the previous researches, improvement in students` questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students` recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts` problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.

암실 속 과학탐구를 경험한 과학교육자들의 시각장애학생의 학습상황에 대한 인식

김학범 ( Hak Bum Kim ),박승재 ( Sung Jae Pak ),차정호 ( Jeongho Cha ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.4

과학교육자들이 암실 속 과학탐구의 경험을 통해서 시각장애학생의 과학학습상황에 대해 어떠한 인식을 갖게 되는가를 조사하려는 것이 연구의 목적이다. 한국과학교육학회에 참석한 과학교육자 중 24명에게 ``얼음의 분자 구조`` 및 ``눈의 구조와 기능``에 대한 모형의 접촉과 대화를 통해 ``암실 속 과학탐구`` 활동을 하게 하였다. 활동 전, 후에 설문을 하였고 활동 중의 개방적 대화와 끝난 다음의 자유토론을 녹음하여 전사한 뒤 분석하였다. 분석 결과, 암실 속 과학탐구를 통해 과학 교육자들은 시각장애학생의 과학교육이 필요하며 가능할 뿐 아니라, 이들의 학습상황에 대해 더욱 깊게 이해하게 되었음을 알 수 있었다. 특히 시각장애학생을 지도해 본 경험이 있는 교사들은 자신들이 학생들을 제대로 이해하지 못하고 지도하였음을 알게 되었음을 고백한 바 있다. 또한, 참여자들은 암실 경험을 통해 시각장애학생뿐 아니라 학습에 소외된 일반 학생의 입장을 더욱 깊게 이해해야 한다는 생각을 하게 되었음을 알 수 있었다. 이러한 결과에 기초하여 ``암실 속 과학탐구`` 활동의 교육학적 함의를 논의하였다. The purpose of this study is to investigate the perspectives of science educators on the learning situations of visually impaired students through scientific inquiry in a darkroom. Twenty-four science educators who came to the annual conference of the Korean Association for Science Education volunteered to participate in ``the scientific inquiry in the darkroom`` activities. They were encouraged to touch models of ``the molecular structure of ice`` and ``the structure of eyes`` and to discuss with participants during the activities. Surveys were done before and after darkroom activities, and the discussions during and after the activities were recorded and analyzed. As a result, participants recognized that science education for visually impaired students is both very feasible and necessary. Also, some of them, who have had an experience of teaching blind students and thought that they fully understood the learning situation of the visually impaired, were especially surprised by the fact that they did not actually understand how it was like to be a visually impaired and responded that they were able to more deeply comprehend the learning situation of visually impaired students through these activities. Through this experience, participants also became resolute to try more deeply to understand not only the visually impaired students, but also sighted students with learning disabilities. Based on these results, educational implications of scientific inquiry in the darkroom were discussed.

중학생의 물리량에 대한 차수 어림 능력 분석

서정아 ( Jung Ah Suh ),조광희 ( Kwang Hee Jo ),박승재 ( Sung Jae Pak ) 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.3

In this study, we investigated middle school students` ability in estimation order of magnitude of physical quantities. Participants were 448 students of seventh graders and ninth graders in Seoul area. A multiple-choice typed questionnaire was designed for estimating five physical quantities such as length, mass, speed, volume, and density. The answers were analyzed through dimension of quantity, size of object, students` grade and their gender. In the results, more than two thirds of all participants chose the right order of magnitude in estimating length, but only around a quarter of them did so in estimating density. They had a tendency to show lower ability when they estimated order of magnitude of more complex dimensioned quantity. Moreover, students` answers had relatively wide distribution in estimating smaller sized objects. Though there was no big difference between seventh graders and ninth graders in estimation, male students were better in estimating base quantities, especially in length. However, more than half of participants did not choose the right order of magnitude in total and it showed their lack of qualitative understanding about these physical quantities and meaningless usage of units in measuring.

어림 활동이 문제 해결 과정에서 개념 이해, 해답 예측, 계산에 미치는 영향: 속력과 밀도의 사례를 중심으로

서정아 ( Jung Ah Suh ),조광희 ( Kwang Hee Jo ),송진웅 ( Jin Woong Song ),박승재 ( Sung Jae Pak ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.5

This article presents the effects of estimation activities related to speed and density on students` concept-understanding, answer-prediction, and answer-calculation in problem solving procedure with quantitative and qualitative methods. Participants were one hundred and ninety two seventh graders from one coeducational school in Seoul. Half of them participated in the estimation activities and the other half did in the measurement activities. Discussions of three students during estimation activities on density and their post-interviews were tape-recorded. Pre- and post-assessment scores were analyzed for the whole classes, and students` discussions and interviews Served this research as evidences for the case analysis. Results of scores indicated that students in the estimation activities were significantly better than those in the measurement activities for predicting answers, but not for understanding concepts. Analysis of the cases revealed that estimation activity helped them to understand the relations of mass, volume and density, empirically, which enhanced their prediction ability. Furthermore, the ability could help a student with low calculation ability to comprehend the calculation problems. Thus, it is concluded that estimation activities could influence students` empirical learning on quantitative concepts, which enhanced their prediction ability.