구조중심 협동학습을 적용한 초등학교 과학 자유 탐구 수업 프로그램 개발 및 적용

김알음(Kim Ahr eum),천재순(Chun Jae sun) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.11

이 연구의 목적은 구조중심 협동학습을 적용한 초등학교 과학과 자유 탐구 수업 프로그램을 개발하고, 이를 적용하여 그 효과를 알아보는데 있다. 수업 프로그램을 위해 6차시로 구성된 교수․학습 과정안, 자유 탐구 노트, 수업 PPT 등을 개발하였 다. 연구 대상은 전북 I시 소재 초등학교 6학년 2개 반이었다. 실험반과 비교반의 모 둠 구성은 과학탐구능력을 기준으로 3~5인 1조의 이질집단으로 구성하였다. 자유 탐 구 보고서의 평균 점수는 실험반이 70.4, 비교반이 48.0으로 실험반이 더 높았다. 과 학적 태도 검사 실시 후 공변량 분석한 결과 .05 수준에서 실험반이 통계적으로 유 의미하게 높은 것으로 나타났다(F=4.629, p<.05). 인터뷰 결과 구조중심 협동학습을 적극적으로 활용한 학생들은 친구들과 함께하는 탐구 과정을 흥미로워하고, 역할 분 담 및 의견 조율을 잘하고, 협동 과정에 별다른 아쉬움을 느끼지 못했다. 이상의 결 과로 보아 구조중심 협동학습을 적용한 자유 탐구 수업 프로그램은 학생들의 자유 탐구 보고서 작성 능력 및 과학적 태도 향상에 효과가 있으며, 자유 탐구 수업에 대 한 인식을 긍정적으로 변화시켰다. The purpose of this study was to develop elementary open inquiry program using structure-based cooperative learning and analyze that effects. For this study, teaching-learning lesson plan consisting of 6 lessons, open inquiry notebook and lesson presentations were developed. Two classes of 6th grade students in elementary school in Jeonbuk were selected for applying the developed program. Open inquiry program using structure-based cooperative learning was treated to experimental group of 30 students, while general open inquiry program was conducted in control group of 29 students. After the classes, 15 reports were evaluated. Average score of open inquiry reports in experimental and control group were 70.38 and 48.00 respectively. Pre-test and post-test results of scientific attitude in the experimental group were significantly different at the .05 level of analysis of covariance (F=4.629, p<.05). As results of interviews, the experimental group students that engaged actively had felt interested, good tune up with friends to explore the process, but not felt regretful. With these results, open inquiry program using structure-based cooperative learning was effective in improving students report writing ability and scientific attitude, and in changing their perception positively.

면역 개념에 대한 현직 생물교사와 예비 생물교사의 개념지위 분석

최진혜(Choi Jin hye),천재순(Chun Jae sun) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.10

면역 개념은 ‘2009 개정 과학과 교육과정’에서 심화․확대 편성되었지만, 오개념이 많고, 교사에게는 교수의 어려움이 있는 개념이다. 이에 본 연구는 현직 교사와 예비 생물교사 각각 7 명의 개념지위를 비교분석하여 개념지위가 낮은 원인과 개념지위를 높이는 방안을 찾아서 교사 교육의 활성화에 도움이 되기 위한 기초자료를 제공할 목 적으로 진행되었다. 연구를 위해 현직 교사와 예비교사를 대상으로 면역에 관한 개념 지위를 면담을 통해 자료를 수집하여 집단별 개념지위를 분석하여 어떤 요소가 과학 적 개념 형성에 도움이 되었는지 확인하였다. 연구 결과, 첫째, 면역과 관련된 개념지 위의 이해가능함의 영역과 관련하여 예비 생물 교사의 교사 교육과정에서는 선천성 면역과 관련된 다양한 예시를 제시하고, 용어를 명확히 할 수 있도록 학습기회가 주어 져야 한다. 둘째, 그럴듯함의 영역에서 예비 생물교사의 비과학적 개념은 ‘경험’ 즉 인 터넷, TV, 과거경험이 그 원인이므로 오개념을 파악하여 교육 과정을 계획해야 한다. 셋째, 유용함의 영역에서 현직 생물교사는 예비 생물교사보다 ‘가능성’의 개념지위가 높았으며, 건강과 관련된 관심과 흥미가 과학적 개념 형성에 도움이 된다는 것을 알 수 있었다. 또한 예비 생물교사들은 면역 관련 ‘경쟁’ 개념을 구분하여 사용하는데 어 려움이 있었다. 본 연구는 과학 교사 교육 과정에 참고자료가 되어 과학 교사의 교육 학적 개념이 발전되도록 수업을 준비할 수 있게 할 것으로 기대한다. The learning and teaching of the immunity concept are highly difficult and many misconceptions of the immunity spread widely although its educations have been extended and discussed intensively since 2009 revised science education curriculum. we conducted this research of the conceptual status analysis between inservice and preservice biology teachers for helping the invigoration of the teacher education. We established the immunity concept from the research papers, the materials from 2009 revised science education curriculum and the university context. And we constructed the interview questions which secure the validity by revising many times. We interviewed total 14 interviewees who consist of 7 inservice and preservice biology teachers. We analyzed the interview results using the framework of conceptual status analysis and characterized the conceptual status of each groups. The first remarkable result is that the preservice biology teachers confuse the innate immunity with acquired immunity deduced from analysis of image and exemplar . The inservice biology teachers show more specific understanding of scientific concepts than the preservice biology teachers and the ‘exemplar’, ‘language’ conceptual statuses are helpful. The second is that in plausibility range, the unscientific concept of the preservice biology teachers is related to ‘experience’ and caused by the internet, TV and previous experiments. Third, the inservice teachers show higher conceptual status of ‘promise’ than preservice teachers and we recognize that attention and interest about the health could help the formation of scientific concepts. Our results show that which factors are important for effective formation of the immunity concept through understanding and comparing the conceptual status of inservice and preservice teachers.

중학생의 생명현상 관찰활동에서 과학적 흥미 발생 요인 분석

윤경진 ( Kyung Jin Yu ),천재순 ( Jae Sun Chun ),정진수 ( Jeong Jin Su ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.5

다문화가정 초등학생의 과학탐구능력과 과학에 대한 태도 및 과학학습에 대한 태도 분석

권보경(Bo kyung Kwon),강상순(Sang Sun Kang),천재순(Jae sun Chun) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.12

본 연구는 다문화가정 초등학생의 과학학습에 대한 어려움과 지원방안을 알아보는 것을 목적으로 하였다. 이를 위해 경기도의 두 초등학교 5, 6학년 다문화가정 학생(75명)과 일반가정 학생(144명)의 과학탐구능력 및 과학에 대한 태도 검사를 하여 비교·분석하였고 다문화가정 초등학생 10명을 대상으로 과학학습에 대한 태도를 알아보기 위하여 면담을 실시하였다. 그 검사지 결과들은 독립표본 t-검정을 통해 유의 수준 .05에서 비교·분석하였고, 면담내용은 전사하여 의미 있는 진술을 토대로 주제를 도출하여 분석하였다. 연구 결과, 과학탐구능력은 전체 평균과 두 하위 영역 모두에서 다문화가정 초등학생들이 일반가정 초등학생보다 낮았다(p<.05). 면담을 통해 볼 때 이는 다문화가정 학생들이 과학 학습 시 과학용어의 뜻과 실험기구와 시약의 용도 사용방법에 대해 생소함을 느끼는데 기인하는 것으로 보인다. 전체 과학에 대한 태도는 차이가 없었으나 하위 영역 중 과학적 태도 부분에서는 다문화가정 학생들이 일반가정 학생들 보다 높았다(p<.05). 각 영역의 하위 요소들을 비교해볼 때 과학과 관련된 흥미 영역에서는 다문화가정 학생들이 과학관련 활동에 대한 흥미에서만 일반가정 학생들 보다 높았다(p<.05). 과학적 태도 영역에서는 자진성, 비판성, 끈기성 요소에서 다문화가정 학생들이 평균 점수에서 높은 점수를 보였으며(p<.05) 그 외 하위 요소에서는 통계적으로 유의미한 차이를 보이지 않았다 (p<.05). 다문화가정 초등학생들은 실험활동과 과학 체험 활동을 매우 즐거워하나 가정에서의 체험기회가 부족하기에 공교육 차원에서의 다양한 과학체험활동의 활성화를 필요로 한다. The purpose of this study is to investigate the difficulties that multicultural students face in science studies to support them. For this purpose, the tests of the science process skills and attitudes toward science tests were conducted to 75 multicultural students and 144 general students who were in the fifth and sixth grades at two elementary schools in Gyeonggi province. In addition, semi-structured interviews were carried out to 10 multicultural students to find out their ideas about science learning. The study results were compared and analyzed using an independent t-test while the interviews were transcribed to be identified and analyzed in the ideas of science learning. According to the study, the science process skills of multicultural students were found to be lower than those of general students(p<.05). This result were from that they are not familiar with the scientific terminology, laboratory equipment and use of chemical agents. Whole attitudes toward science of multicultural students were not different from those of general students(p<.05). Multicultural students, however, were shown to have higher scores than general students in scientific attitude, the sub-category of the attitudes toward science(p<.05). And interests in science related activities, voluntary, criticism, patience of multicultural students were was found to be higher than those of general students(p<.05), and other sub-elements of the attitudes toward science were not different from those of general students(p<.05). The interview results show that multicultural students quite enjoy science experiments and activity. And it is needed to invigorate diverse science activities in public schools as multicultural students have few opportunities for science activities at home.

어머니의 특성이 초등학생의 과학에 대한 태도에 미치는 영향

이수진 ( Soo Jin Lee ),정진수 ( Jin Sut Jeong ),천재순 ( Jae Sun Chun ) 한국초등과학교육학회 2008 초등과학교육 Vol.27 No.2

알레르기접촉피부염 환자(영서지역, 2005~2010년)의 첩포검사(TRUE Test) 결과에 관한 고찰

설근동 ( Geun Dong Sul ),이성율 ( Sung Yul Lee ),김재홍 ( Jae Hong Kim ),홍한나 ( Han Nah Hong ),천재순 ( Jae Sun Chun ),안성구 ( Sung Ku Ahn ) 대한피부과학회 2011 대한피부과학회지 Vol.49 No.7

Background: Since 2005, the commercial patch test panel, the TRUE-test, has been available. However, there have been no reports regarding the results of the TRUE-test compared with previously used Korean Standard Series in Korea. Objective: This study aimed to evaluate the prevalence of the contact allergy, causative allergens, and source of allergens in patients who were diagnosed with allergic contact dermatitis, and to compare the findings with previously used Korean Standard Series. Methods: We reviewed the results of the TRUE-test from 2005~2010 in Wonju Christian Hospital. We patch-tested 843 patients who were diagnosed with allergic contact dermatitis. The patch test reading was performed on day 2 and days 3 or 4, according to the patients` needs. Epidemiologic findings of patients and the results of the patch tests were analyzed. Results: A total of 843 patch-tested cases were compiled and analyzed. Of 843 patch-tested patients (male, 309; female, 534), 65.8% had at least 1 positive reaction and 30.2% at least 2 positive reactions. The highest age distribution was the 5th decade in females. The face, with the exception of the eyelids, ears, and lips, was the most frequently affected site (comprising 50.3%). The highest sensitization rates were found with nickel (29.1%), thiomersal (10.9%), and cobalt dichloride (9.7%). The lowest positivity included caine mix (0.7%), mercaptobenzothiazole (1.2%), and quinolone mix (1.2%). Metal allergens displayed higher positive rates than any other standard allergens. The overall prevalence was similar with a recent report in Korea. Conclusion: There was no significant difference in the overall prevalence of the most sensitized allergen compared with the reports about previously used Korean standard series.

루브릭을 활용한 자유탐구 지도가 초등학생의 자유탐구에 미치는 영향 및 인식 조사

정현주 ( Hyun Ju Jung ),임성만 ( Sung Man Lim ),천재순 ( Jae Sun Chun ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.3

The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on openinquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

초등학생의 자유 탐구 활동 보고서의 평가 준거 개발 및 적용

김숙경 ( Sook Kyoung Kim ),정진수 ( Jin Su Jeoung ),천재순 ( Jae Sun Chun ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.1

예비 생물교사의 과학 탐구의 본성에 대한 이해 -VASI 질문지를 바탕으로-

성희수 ( Hee Su Sung ),신정윤 ( Jung Yun Shin ),천재순 ( Jae Sun Chun ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.2

The purpose of this study was to examine pre-service teachers’ understanding about scientific inquiry using the View About Scientific Inquiry (VASI) Questionnaire. 63 pre-service biology teachers attending the department of biology education, K university in central region of South Korea participated in the survey. Results show that a small number of pre-service teachers have naive view regarding eight scientific inquiry(≤25.4%). In other words, the preservice teachers held more informed and mixed view than previous international research. However, many pre-service biology teachers possessed ‘mixed view’ combining ‘informed view’ with ‘naive view’ in five areas of eight aspect; (1) multiple methods of investigation; (2) start of investigation; (3) different process, different results; (4) data and evidence; and (5) scientific explanation. Specially, they also did not understand the following contents; “the meaning of experiments”, “the function of questions”, “the influence inquiry procedures on results”, “the distinction between data and evidence”, and “explanation based on existing scientific knowledge and collected data”. The current study suggests that consistent and explicit learning about nature of scientific inquiry is required in biology teacher training program. In short, the improvement of biological teacher training curriculum is needed to develope integrated understanding about the nature of scientific inquiry.

초등학생의 과학 글쓰기 수행 안내를 위한 편지글 유형의 루브릭 개발 및 적용

손진순 ( Jin Soon Son ),정진수 ( Jin Su Jeoung ),백성혜 ( Seoung Hey Paik ),천재순 ( Jae Sun Chun ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.1

The purpose of this study was to develop a letter type rubric as a learning method for elementary school students to learn science writing easily and efficiently. For this study, five topics in science textbooks were chosen and modified in everyday life situation. The rubric evaluation criteria were composed of four steps. Two classes of 4th grade of an elementary school in Seoul were selected for applying the developed rubric. The experimental group consisted of 25 students and control group consisted of 28 students. The letter type rubric was treated to experimental group. The results showed that there was a significant difference between two groups in the science writing ability after application. From the survey results, we could conclude that the rubric helps elementary school students to develop the science writing ability and confidence in writing.