초등학생들의 전자기파를 이용한 기기 및 용어에 대한 인식

주혜은 ( Hye Eun Chu ),권성형 ( Sung Hyung Kwon ),이문남 ( Moon Nam Lee ),김주훈 ( Ju Hoom Kim ) 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.3

초등학교 저학년 학생들의 환경소양 및 환경소양에 영향을 미치는 변인

주혜은 ( Hye Eun Chu ),이은아 ( Eun A Lee ),고희령 ( Hee Ryung Ko ),신동희 ( Dong Hee Shin ),이문남 ( Moon Nam Lee ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.3

The purpose of this study was to investigate young children`s environmental literacy level and variables that affected their environmental literacy. Of the students, 969 in third grade from big cities, medium sized cities and rural areas participated in this study, and their environmental literacy was measured through 69 questions consisted of 24 items for knowledge, 22 for attitude, 16 for behavior, and 7 for skills with 13 demographic variables. Eighty minutes were given to answer the questions. Statistical analysis was conducted on each of the categories (knowledge, attitude, behavior, skill) that make up environmental literacy and multivariate analysis variance (MANOVA) was also conducted to investigate variables that affect environmental literacy. Results indicated that the correlation between attitude and behavior is the highest. Also, it was found that a demographic variable might affect one, two, or sometimes all categories of the environmental literacy.

지속가능발전교육을 위한 초등학교 영어 그림책 선정 기준 개발 및 활용 방안 연구

송가영(Ga-Young Song),주혜은(Hye-Eun Chu),마틴 산야(Sonya N. Martin),김호정(Ho-Jung Kim) 한국환경교육학회 2018 環境 敎育 Vol.31 No.2

본 연구는 초등학생들에게 교과 교육 속에 통합된 지속가능발전교육(ESD)의 기회를 제공하기 위해, 영어 그림책을 활용한 수업 실천방안을 소개하였다. 지속가능발전교육에 관한 전문성이 결여되어 있는 교사들을 지원하고, 지속가능성의 학습과 영어 학습이 동시에 수업에 적용되도록 ‘영어 그림책 선정 기준’을 개발한 것이다. 개발된 기준은 타당도 검사와 평가자 간 합의도(percent agreement) 검사를 통하여 신뢰도와 타당도를 확인한 후 연구에 적용하였다. 지속가능발전교육을 위한 영어 그림책 선정 기준은 크게 3개의 기준(문학작품으로서 선정 기준, 지속가능발전교육 교재로서 선정 기준, 영어교육 교재로서 선정 기준)으로 나눌 수 있으며, 6개의 하위 기준을 포함한다. 개발된 기준을 활용하여 선정한 영어 그림책이 실제 수업에서 어떤 효과가 있는지를 알아보고자, 5학년 학생 24명을 대상으로 수업을 실시하여 데이터를 수집하고, 그 결과를 분석하였다. 학생들의 평가지 데이터 분석 결과 지속가능발전교육의 개념 이해 및 관점 반영과 영어 학습 효과에 모두 긍정적인 효과가 있음을 알 수 있었다. 본 연구에서 개발한 선정 기준을 이용하여 교사들이 효과적인 그림책을 선정한다면, 초등 교사들은 영어수업 중 지속가능성의 학습과 동시에 영어 학습의 효과를 추구할 수 있을 것이다. To expand Education for Sustainable Development (ESD) learning opportunities for elementary students, this research introduces a method for using English language picture books to integrate ESD concepts into the English as Foreign Language (EFL) curriculum. An evaluation rubric was developed to help teachers, with limited ESD teaching expertise, to select high-quality picture books for teaching ESD concepts during EFL lessons. The rubric includes three key scales and six subscales necessary for determining the general quality of a picture book and for considering how effectively a book addresses ESD and EFL curriculum concepts. The validation process for developing the rubric included a comprehensive literature review and a content validation process, as well as a reliability test involving evaluations with experts in the areas of children’s literature, ESD, and ELF. The rubric was revised and strengthened before being piloted to select high quality picture books with ESD-related contents, which were used to teach three EFL lessons to 24 fifth grade students. Students’ responses to assessments and classroom interactions during lessons were analyzed. Findings showed that using ESD related English language picture books promoted more opportunities for elementary students’ authentic and meaningful discussions about ESD concepts in the EFL classroom. The rubric provides elementary teachers with a valuable tool for selecting high quality English language picture books that can serve as resources for teaching both ESD concepts while improving students’ EFL skills.

초등학교 저학년 아동들의 증거로부터 가설을 분화하는 능력

이문남(Moon Nam Lee),주혜은(Hye Eun Chu) 한국아동학회 2001 兒童學會誌 Vol.22 No.4

This study is to investigate whether young Korean children have understanding for testing hypothesis. Questions explored are; First, do children have notions of testing hypothesis? Or, do they just produce an effect? Second, choosing between conflicting hypotheses, can children distinguish between experiments that would produce conclusive and inconclusive evidence? For this study, 15 first grade and 15 second grade children in elementary school located in Kyunggi area near Seoul participated. Data collection and analysis were based on interviews with children for two weeks. Children were presented two conflicted hypotheses to decide which one is correct through conclusive evidence and inconclusive evidence in the interview. The results showed that children(1st: 93.3%, 2nd: 81.3%) of each grade can distinguish between hypothesis and evidence to do testing hypothesis, and distinguish between conclusive and inconclusive evidence. In conclusion, most young children have understanding of testing hypothesis based on their familiar experiences, so it was possible for them to differentiate hypothesis from evidence in certain situations.

다문화 배경 언어학습자의 과학수업 내 소집단에서의 역할 및 상호작용 양상 탐색

안완주(Ahn, Wanjoo),주혜은(Chu Hye-eun),김호정(Kim, Ho Jung),박희경(Park, Hee Kyung),Sonya Nichole Martin(Martin, Sonya Nichole) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.6

본 연구의 목표는 다문화 배경을 지닌 언어학습자들이 모델 공동 구성 과학 수업에서 나타내는 학습자 역할과 상호작용 양상을 분석하여 교사교육의 방향을 제시하는데 있다. 중학교 3학년 지구과학 모델 공동 구성수업에 참여한 언어학습자 두 명이 포함된 소집단 구성원 다섯 명을 연구 참여자로 선정하여 학생들의 수업 내 상호 작용을 비디오카메라와 녹음기로 녹화 및 녹음하였고, 수집한 자료를 전사해 분석하였다. 이와 더불어 연구자의 수업 참여관찰과 언어학습자 인터뷰를 바탕으로 소집단 내에서 나타난 언어학습자의 역할을 분석하였으며, 수업 참여 양상을 반 전체 상호 작용과 소집단 상호작용으로 나누어 구체적인 사례와 함께 분석하였다. 분석 결과는 다음과 같다. 첫째, 소집단 내 역할 분석 결과 언어학습자 두 명의 역할은 각각 소집단 내 상호작용에 긍정적인 영향을 주며 모델 공동 구성을 촉진하였다. 둘째, 반 전체 수업 상호작용 분석 결과 언어학습자의 다양한 정의적․인지적 어려움이 관찰되었으나, 소집단 상호작용을 통해 과학 학습에 정의적․인지적으로 기여하고, 구성원들의 도움을 받아 이러한 한계를 극복할 수 있음을 밝혀내었다. 이러한 연구 결과를 바탕으로 언어학습자의 수업 내 긍정적 상호작용에 도움을 주기 위하여 적절한 교사의 개입과 중재 및 이를 위한 교사교육의 필요성을 제언하였다. This research paper aims to analyze the learning experiences of language learners from a multicultural background when co-constructing scientific models in a middle school Earth Science class. This interpretive qualitative research study examines the interactions between students and their teachers and students and their peers to consider the ways that language and social interactions impact on science learning. Our analysis focuses on the activities of five students, including two multicultural students who are not fully proficient in Korean language. Data includes whole-class observations of multiple lessons, video and audio recordings of the whole class and small group interactions, and stimulated recall interviews with the teacher and students. The video and audio recordings were all analyzed and transcribed into text. We viewed the videos and audios and identified examples of interactions in which language or social interactions appeared to impact on the students’ science learning. Using these video clips to stimulate participant recall, we interviewed the teachers and students by asking them to reflect on their observed behaviors and interactions with others. Our analysis revealed that while the language learner students experienced cognitive and affective difficulties during the modeling activities, their peers were able to support their learning by serving as an important resource for language and conceptual learning. At the same time, the language learner students benefited the learning of their native Korean peers by promoting reflective dialogue among their peers, contributing to the production of content knowledge, and offering creative and innovative suggestions for developing their group’s model. However, for such strategies to be successful, teachers need to provide students with clear roles for their participation and to foster positive social interactions among peers. Our findings have implications for teachers’ use of collaborative teaching strategies, such as modeling activities, with language learner students.

중학생의 환경소양 평가 및 환경소양에 영향을 주는 요인 탐색

고희령(Hee-Ryung Ko),이은아(Eun-Ah Lee),주혜은(Hye-Eun Chu),신동희(Dong-Hee Shin) 한국환경교육학회 2004 環境 敎育 Vol.17 No.1

The purpose of this study was to investigate middle school student's environmental literacy level and variables that affect their environmental literacy. Of the students, 987 in 7th<br/> grade from big cities, medium sized cities and mountain areas participated in this study, and their environmental literacy was measured through 88 questions (27 items for knowledge, 27<br/> items for attitude, 25 items for behavior, 9 items for skill) with 14 demographic variables.<br/> Forty-five minutes were given to answer the questions. Statistical analysis was conducted on each of the categories(knowledge, attitude, behavior, skill) that make up environmental literacy<br/> and factor analysis was also conducted to investigate variables that affect environmental literacy. Results indicated that the correlation between attitude and behavior is the strongest.<br/> Also, it was found that a demographic variable might affect one, two, or sometimes all categories of the environmental literacy. Especially students' perceptions, knowledge and attitude of science positively affect all categories of environmental literacy.

혁신 중학교 과학 수업 사례를 통해 본 구조가 학생과 교사의 행위성에 미치는 영향: 정책과 실천에 대한 시사점

박지선 ( Jisun Park ),산야마틴 ( Sonya N. Martin ),주혜은 ( Hye Eun Chu ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.4

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

초등학교 저학년 아동들의 가설 검증 과정의 수행을 위한 비결정적 증거와 결정적 증거의 인식

이문남,주혜은,박현주 단국대학교 교과교육연구소 1999 교과교육연구 Vol.- No.3