자기조절학습 수업 모형을 적용한 과학 수업이 초등학생의 학업적 자기조절능력 및 학업 성취, 과학에 관련된 정의적 특성에 미치는 영향

정영란 ( Young Lan Chung ),안미경 ( Mi Kyung Ahn ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.4

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children`s Academic self regulation ability. Self-regulated learning improved the children`s science achievement. Self-regulated learning improved the children`s Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

중학교 과학 학습에서 EQ 향상 프로그램을 활용한 수업의 효과

정영란 ( Young Lan Chung ),이경화 ( Kyoung Hwa Lee ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2

An increasing number of educators emphasize the affective domain in learning. Affective and cognitive objectives interact and can not be separated from each other. Good emotions and feelings assist students achieving optimally in the cognitive domain. Emotional intelligence harmonizes well with an affective science curriculum. The purpose of this study was to explore the effectiveness of EQ(Emotional quotient) improvement program on students` EQ, science achievement, the science related attitudes, and science anxiety. A pretest-posttest control group design was employed. Subjects were 168 male and female first grade students in a middle school. A control group was instructed with a traditional teaching method, and an experimental group was instructed using EQ improvement program. Two groups were treated for 42 hours during 14 weeks. Two way ANCOVA and correlation analysis was performed using the SPSS. The results indicated that students who received EQ program got higher EQ and their science anxiety was lowered than students who were in a control group(p< .05). EQ program was not significantly effective on science attitude than the traditional instruction but, in the domain `the enjoyment of science class` it was effective(p< .05). EQ program was significantly effective on students` achievement than the traditional instruction(p< .05).

제7차 교육과정에 근거한 준거지향적 수행평가 문항의 개발과 평가 -고등학교 과학 「생식」과 「생물 농축」단원을 중심으로-

정영란 ( Young Lan Chung ),박진주 ( Jin Joo Park ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.3

생명공학의 기본 개념에 대한 고등학생의 이해도 조사 및 개념 분석

정영란 ( Young Lan Chung ),계보아 ( Bo Ah Kye ) 한국과학교육학회 1998 한국과학교육학회지 Vol.18 No.4

중학교 과학수업에서 학생들의 뇌기능 분화에 따른 마인드 맵을 활용한 수업의 효과

정영란 ( Young Lan Chung ),이주연 ( Joo Youn Lee ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.5

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance`s `Style Of Learning And Thinking(SOLAT)` was used to assess students` lateralization preferences. A 30-item multiple choice posttest was used to assess students` achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and χ?tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1% was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.

연구논문 : 학습자 중심 수업이 중학생들의 과학성취도와 과학에 대한 태도에 미치는 영향

정영란 ( Young Lan Chung ),이정민 ( Jung Min Lee ) 경북대학교 과학교육연구소 2010 科學敎育硏究誌 Vol.34 No.2

본 연구에서는 학습자 중심 수업이 중학생들의 학업성취도와 과학에 대한 태도에 미치는 영향을 알아보았다. 또한 성취 수준과 성별에 따른 차이를 알아보았다. 연구대상은 중학교 2학년 학생 208명으로 사전-사후 검사 통제집단 설계 방법을 사용하였다. 통제집단은 전통적 강의식 수업을, 실험집단1은 전통적 강의식 수업과 학습자 중심의 수업을 반씩, 실험집단2는 학습자 중심의 수업을 실시하였다. 연구 단원은「자극과 반응」단원으로 15차시 수업처치를 하였다. 학업성취도는 검사지를 개발하여 측정하였고, 과학에 대한 태도는 이경훈이 개발한 검사지를 수정, 보완하여 사용하였다. SPSS 12.0을 이용한 공변량 분석(ANCOVA)으로 데이터를 분석하였다. 학업 성취도 검사 결과, 학습자 중심의 수업은 학생들의 과학 학업성취도를 향상시킨다는 것을 알 수 있었다(p<.01). 학업성취도의 향상을 위해서는 학습자 중심의 수업을 어느 정도 지속적으로 실시하는 것이 필요하다. 학습자 중심 수업을 통한 학업성취도의 향상은 성별과 학업 성취 수준에 따라 차이가 없었다(p>.05). 과학에 대한 태도 검사 결과, 학습자 중심의 수업은 학생들의 과학에 대한 태도를 향상시킨다는 것을 알 수 있었다(p<.01). 수업의 반 정도만 학습자 중심의 수업을 실시해도 학생들의 과학에 대한 태도를 향상시킬 수 있었다. 학습자 중심의 수업은 학업 성취 수준이 상위인 학생보다 중위와 하위인 학생들이 과학에 대한 태도 향상에 더 효과적이었다(p<.05). This study investigated the impact of student-centered instructions on students` academic achievement in science and on their attitudes toward science. Participants included 208 middle school students. The pre- and posttest control group design was employed. The control group was designed to have traditional instructions while experimental group 1 was applied both student-centered instructions and traditional instructions, and experimental group 2 was applied student-centered instructions only. The chaper of 「Stimulus and Response」was selected for this study, and students were treated for 15 hours. Data were analysed using ANOVA. Results indicated that student-centered instruction had a significant effect on students` academic achievement(p<.01). The improvement of achievement through student-centered lesson is neither depending on genders nor previous academic achievement levels. Student-centered instruction also had a significant effect on students` attitudes toward science(p<.01). Only half of the class if a student-centered lessons and improve attitudes toward science could be. The improvement of the attitudes toward science through student-centered instruction is not depending on genders. But, student-centered instruction was more effective on the average student and the lower level students than the upper level students.

초등교사를 위한 환경교육 연수 교육 과정 개발

정영란(Young-Lan Chung),성효현(Hyo-Hyun Sung),우애자(Ae-Ja Woo),박진주(Jin-Joo Park),신예진(Ye-Jin Shin),안미경(Mi-Kyung Ahn),이은희(Eun-Hie Lee) 한국환경교육학회 2008 環境 敎育 Vol.21 No.3

Since Environmental Education in Elementary School is taught separately in various subject area, a well-founded and organized curriculum in integrated Environmental Education is needed to educate teachers for professional development. In this research, a curriculum for elementary teacher in-service training program was developed in order to improve both environmental and educational competencies of elementary school teachers. The curriculum was based on the needs analysis on Environmental Education training for elementary school teachers. Also it was based on international and updated perspectives on Environmental Education, Education for Sustainable Development. The curriculum consists of the introduction and the particular perspectives. The particular is made of 60 hours, which covers 6 perspectives on environment. They are ecological perspective, environmental ethics perspective, social-cultural perspective, economic perspective, environmental hygienic perspective, and environmental policy. Environmental policies of Korea and the world were included so that teachers will understand efforts made at national level and participate more to environmental action in their schools. Lesson objectives were specified for teachers to apply this curriculum to their classroom easily. Related elementary curriculum and textbook were indicated at the end of each lesson so teachers can link their training setting with their classroom setting. Especially, in this curriculum, various teaching and learning methods for each lesson are introduced. Thus, this research is very practical for elementary school teachers who are planning to teach environment in their classroom.

중학생과 고등학생의 과학적 소양 평가

정영란 ( Young Lan Chung ),최진미 ( Jin Mi Choi ) 한국과학교육학회 2007 한국과학교육학회지 Vol.27 No.1

고등학생의 학업적 자기효능감, 외적동기, 흥미, 과학 과목 성취도의 구조적 관계와 성별에 따른 잠재평균 분석

주영주 ( Young Ju Joo ),정영란 ( Young Lan Chung ),이유경 ( Yoo Kyung Lee ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.6

This study was carried out to investigate the difference of gender of academic self-efficacy, external motivation, interest and science achievement for high school students of Korea and to verify the structural relationship among these variables using PISA 2006 data. The major findings of this study are as follows. According to Multi-group analysis, Latent means analysis (LMA), where boys were used as the reference group, girls showed lower latent mean values on the academic self-efficacy, extrinsic motivation and interest. Academic self-efficacy was found to have a greater effect on achievement compared to external motivation and interest. According to structural equation modeling (SEM) analysis, academic self-efficacy and extrinsic motivation affected interest. Academic self-efficacy, external motivation, and interest affected science achievement. Lastly, interest mediated academic self-efficacy and external motivation on science achievement.

발암물질이 배양 생쥐 포세포에 미치는 세포유전학적 영향

한사숙,정영란,정용재 ( Sah Sook Hahn,Young Lan Chung,Yong Jai Chung ) 한국유전학회 1981 Genes & Genomics Vol.3 No.1

The present study was undertaken in an attempt to compare sensitivity of mutagenecity of two kinds of carcinogens: dimethylnitrosamine(DMN), diethylnitrosamine(DEN) on chromosome level by examining metaphase chromosomal aberrations and sister chromatid exchanges (SCEs). The five kinds of dosages of DMN and DEN (1×10-6, 5×10-6, 1×10-5, 5×10-5 and 1×10-4 M) were applied to the cultured embryonic cells of mouse and the results thus obtained are presented below: 1. The types of chromosome aberrations were found to be mainly chromatid gaps, chromosome breaks, chromosome exchanges and dicentrics. Chromosome aberrations showed increase of frequencies as dosage of carcinogen increased and the total chromosome aberrations were detected to be higher in DMN than in DEN treatment. 2. Cells treated with only BUdR showed 7.06±0.34/cell of SCEs and cells treated with DMN and DEN showed increase of and 2.06 times of SCE production from BUdR treated control respectively. SCE frequencies increased as dosages of carcinogens increased and it was also shown that DMN treatment produced more SCEs than DEN did. 3. The SCE test method was manifested to be approximately 15 times more sensitive than conventional metaphase chromosome aberration score method. 4. The DMN was also found to be more potent agent for inducing chromosome aberrations and SCEs than DEN.