우리나라 초 . 중 . 고등학교학생들의 생물 분류개념에 관한 연구

차희영(Hee Young Cha) 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

한국의 지역적 특성을 고려한 STS 모듈 및 그 평가 방법의 개발

차희영 ( Hee Young Cha ),심재호 ( Jae Ho Shim ),임채성 ( Chae Seong Lim ),김은경 ( Eun Kyeong Kim ),김성하 ( Sung Ha Kim ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2

This study aims to develop STS modules which consider the local concerns of Korean society and their authentic evaluation instruments. Their titles are as follows: `Health-Aiding Foods, are they necessary?`, `Competition between Alien and Native Species`, `Living Lesson of Lake Shihwa`, and `Problems of food wastes; Would you like to throw them away, if they are money?` All of them deal with issues unique to Korean local situations. Each module consisted of two versions; a student worksheet and a teachers` guide. Students` activities were categorized into six processes such as group activities, investigation, discussion and presentation, experiments, field trip, and multiple intelligence activities. Various assessment tools and abilities for the decision-making in their STS classes were also included. In order to validate these modules, 24 teachers who have been teaching science, biology and environmental science in the secondary schools reviewed these modules and provided feedbacks about their validity and usefulness. We expect that the various rubrics included in each module will provide teachers creative and flexible assessment methods for students` understandings and their decision-making abilities toward the issues.

대학원 강의를 위한 스마트 교육 콘텐츠 개발 및 활용 방안 제안

차희영 ( Hee Young Cha ),박혜민 ( Hye Min Park ) 한국교원대학교 과학교육연구소 2013 청람과학교육연구논총 Vol.19 No.1

This study is development of ``Methodology for Research in Science Education`` e-Book that is accessibility and availability as the one of methods to help graduate students who major in science education to write their thesis proposals. Using the DocZoom Creator, two e-Books for course material and lecture were developed then they were used at ``Methodology for Research in Science Education`` course for fifteen weeks. Graduate students had their digital devices when they took part in course and they were able to write their thesis proposal by taking note that related to their studies where applicable after fifteen weeks. The developed e-Book will use for course material continuously and we expect that the e-Book may be able to help them to write a thesis proposal without troubles by using the e-Book on lecture.

과학 교수,학습 지도를 위한 초등교사의 웹 자료 활용 현황 조사

전영석 ( Young Seok Jhun ),이수아 ( Soo Ah Lee ),신영준 ( Young Joon Shin ),강석진 ( Suk Jin Kang ),차희영 ( Hee Young Cha ),송영욱 ( Young Wook Song ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.3

진화 개념 검사 도구 문항 분석

황은영 ( Eun Young Hwang ),차희영 ( Hee Young Cha ) 한국교원대학교 과학교육연구소 2012 청람과학교육연구논총 Vol.18 No.1

This study is performed for the purpose of identifying the characteristics of instruments for investigating conceptions about evolution as a principal concept to understand biology. Concept categories, item subjects, item types, and response subjects among instruments for testing evolution conceptions used in the published research papers were compared and analyzed. As results, the most items were to investigate evolution mechanism including natural selection; however, the items to ask the conception of species were rare. The origin of life as a concept of chemical evolution was covered. Animal was the most frequent subject. Multiple choice type for quantitative analysis was the most used in the instruments. Secondary students were used as the most participated group of research subjects for the researches. It is expected that this study will function as a basic data to development instrument to test some biology concepts in future.

초등 교사들의 과학사 기반 광합성 개념 유형에 따른 PCK 분석

박지영 ( Ji Young Park ),차희영 ( Hee Young Cha ) 한국교원대학교 과학교육연구소 2014 청람과학교육연구논총 Vol.20 No.1

In this study, we classified PCK characteristics of teachers following concept types of science history based photosynthesis. For this study, 6 teachers were selected as subjects who taught photosynthesis session for 5thgraders and belonged to 3 steps of concept types of science history based photosynthesis excluding vitalism model. PCK was compared and analyzed through data such as pre-questionnaire, recording classes and interviews with selected teachers. Results of this study are as follows. First, there was difference in teaching orientation depending on the concept types of science history based photosynthesis. Second, there was difference in knowledge and beliefs about curriculum depending on the concept types of science history based photosynthesis. Third, there was no difference in knowledge and beliefs about students and understanding about students depending on the concept types of science history based photosynthesis. Fourth, there was no significant association between the concept types of science history based photosynthesis and the knowledge and beliefs about teaching strategies. Teachers had various teaching strategies regardless of the concept types of photosynthesis. Based on the results of this study, we suggest that a variety of education and training is required for teachers and a place is systematically required for varied communication where fellow teachers can exchange ideas.

과학 전담 및 전공이 다른 초등 교사들의 PCK 사례 연구

이금연 ( Keum Youn Lee ),차희영 ( Hee Young Cha ) 한국교원대학교 과학교육연구소 2013 청람과학교육연구논총 Vol.19 No.1

The purpose of this study is to look into pedagogical content knowledge (PCK) of science teachers at elementary school according to their exclusive responsibility and majors in science. To achieve the purpose, this researcher chose study subjects among those teaching science to the 5th-year students at elementary school. The study subjects consisted of two class teachers who majored in science, two class teachers who didn``t, two exclusive responsibility teachers who majored in science, and two exclusive responsibility teachers who didn``t. And, quality study methods, including a questionnaire survey, taking pictures of teaching, an analysis of transcription data and interviews, were performed to collect data. As a result of the study in the case of class teachers, majoring in science or not had an impact on the teacher``s PCK. The teacher education at the undergraduate and graduate school means that it was significant for the class teachers. But in case of exclusive responsibility teachers, it was less effective in the class whether majoring in science or not compared to the class teacher such as all teachers had the strategies of discussion and thinking expansion. It is associated with the benefits of exclusive responsibility teachers such as follow-up education, adequate exchange of ideas with colleague teachers and having sufficient time to study of teaching materials, it means that the follow-up education in the fields and the communication with fellow teachers are more influential than the teacher education at the undergraduate and graduate school for the exclusive responsibility teachers. Based on the results of these studies, the efforts for the activation of exclusive responsibility teacher system, follow-up training program for the class teachers, a place for communication with fellow teachers and getting Institutional Strategies are needed.

몽골과 한국의 초·중등 교육제도 비교

간치멕(Ganchimeg Gantumur),차희영(Cha Hee young) 한국비교교육학회 2017 比較敎育硏究 Vol.27 No.6

이 연구는 몽골과 한국의 교육적 교류를 발전시키는데 필요한 기초 자료를 확보하기 위한 목적으로 몽골과 한국의 교육제도를 비교 분석한 연구다. 연구를 위해 두 나라의 교육 관련 문헌 자료를 조사하여 비교했다. 먼저 몽골과 한국 사회의 역사적인 변천과정에서 교육 제도가 어떻게 변화되어 왔는지를 알아보았고, 두 나라의 현행 교육 제도를 분석하여 비교해 보았으며, 향후 양국의 교육 제도 개선에 대한 시사점을 도출하였다. 연구 결과, 몽골 교육은 구소련식 교육 제도로부터 영향을 받아 발전해왔고, 한국 교육은 미국식 교육 제도로부터 영향을 받아 오늘날까지 발전해 왔다. 몽골과 한국의 현행 학제도 각각 5-4-3제와 6-3-3제로 차이가 있었다. 학교 운영 방식도 단일형 학교 제도를 근간으로 하는 한국과는 달리 인구 밀도가 낮은 몽골은 통합형 학교 제도로 운영하고 있었다. 교육과정 편성 및 운영시간에서도 차이가 나타났는데, 몽골이 한국보다 연간 수업시수가 더 적었다. 연구 결과들은 기존에 한국에 많이 소개된 바 없는 몽골의 교육 제도에 관한 정보를 한국에 제공해 줄 것이며, 몽골에는 향후 교육 제도의 개선을 위한 참고 자료가 될 것이다. The purpose of this study is to acquire basic data necessary for developing educational exchanges between Mongolia and Korea by comparing educational system between Mongolia and Korea. For the study, we compared the educational documents of the two countries. The contents of the study first examined how the educational system has changed in the historical process of Mongolia and Korean society. The current educational system of the two countries is analyzed and compared. And suggested implications for the improvement of education system in both countries in the future. As results, Mongolia has been influenced by the Soviet education system and Korea by the American educational system and has evolved to this day. There were differences in the current academic system between Mongolia and Korea, which were 5-4-3 and 6-3-3 respectively. Unlike in Korea, where the school system is based on a single school management system, Mongolia, which has a low population density, operates as an integrated school system. There was a difference between the two countries in terms of curriculum organization and operation time. Mongolia had less lessons per year than Korea. The results of this study will provide information on the educational system in Mongolia that has not been widely introduced in Korea and will be provided as a reference material for future improvement of education system in Mongolia.

생물교사와 예비 생물교사의 대진화 개념에 관련된 변인들 간의 관계 분석

김정래 ( Jeong Rae Kim ),차희영 ( Hee Young Cha ) 한국생물교육학회 2014 생물교육 Vol.42 No.4

The objective of this study was to know about the understanding of macroevolution among biology teachers regarded as contributing factor in education. Especially, the focus of this study was to speculate the status of the conception of macroevolution, and then the relationships with several factors such as natural selection, acceptance of the theory of evolution, the nature of science, understanding of time, religiosity, and the perception of the importance of evolution. To do this research, five kinds of instruments were chosen and developed. The subjects were 94 in-service and pre-service biology teachers. It was found that teachers didn``t have excellent understanding in macroevolution and they were difficult to understand the concept of deep time. Religiosity affected the acceptance of the theory of evolution negatively. The knowledge of natural selection associated with the one of macroevolution. It was also found that the nature of science correlates positively with the knowledge of macroevolution and natural selection, and the acceptance of the theory of evolution. It is suggested that the enforcement of the nature of science through biology teacher education programs to lessen the influence of the religiosity. Further studies for associations among factors affecting macroevolution of science teachers with various academic background basis are required because they are in charge of evolution education in classrooms regardless of their academic majors.

비진화단원 수업에 포함된 생물 교사들의 진화적 설명의 인식 과정에 관한 질적 사례 연구

이순남 ( Sun Nam Lee ),차희영 ( Hee Young Cha ) 한국생물교육학회 2014 생물교육 Vol.42 No.4

Biology teachers`` perspectives of the role of evolution in biology have been known to be generally weak. This study investigated whether teachers have included biological evolutionary perspective in biology teaching not the title of evolution and they have been examined whether or not selfaware of it. In addition, the study is to identify whether they were eventually realized the inclusion of the evolutionary explanations in their biology lessons through in-depth interview. It was inductively explored the overall process as a model. For the study, the acquaintances of four biology teachers who are willing and able to provide their files recorded the teaching were sampled and had to send one of their lessons of not the title of evolution. After analyzing their teaching content transcriptions qualitatively, all the cases were appeared to explain biological phenomena as an evolutionary point of view. As files explained with evolutionary point of view were edited and were replayed during in-depth interviews, the teachers who did not realize they taught evolution despite teaching not the title of evolution with the evolutionary respect were aware of the idea that they had used evolution as the foundation of their biology lessons as well as they had explain biological phenomena with evolutionary perspectives during biology teaching. This study summarizes the teachers`` awareness change process model consisted of two-step for evolution lesson. Based on the model, the development of the teacher education program to improve teachers`` perspectives of evolution as a theory that integrates biology is to be expected.