실험실 수업에 대한 중,고등학교 생물교사의 태도

김희백,길봉섭 圓光大學校 基礎自然科學硏究所 1997 基礎科學硏究誌 Vol.16 No.1

Biology teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers; beliefs and attitudes. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Biology teachers showed inconsistent beliefs about science and school science. Their reponses reflected a patch-like view of postmodern epistemology and objectivism. They also showed somewhat different views about science and school science. It was found that biology teachers had strong objectivist views about science in some parts, but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration, and rule clarity on the actual version in SLEI were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and school science, and their perceptions of the actual science laboratory learning environment. And there were statistically meaningful correlations on three scale of student cohesiveness, integration, and rule clarity between perceived learning environment and preferred learning environment. We could not show a causal relationship among teachers' beliefs, attitude and their science laboratory learning environment do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically correlations between them.

학습 진도 효율의 극대화 이론과 생물 교육에의 적용

김희백 원광대학교 사범대학 과학교육연구소 1992 과학교육 연구지 Vol.1 No.1

Mathematical model which determines optimum pacing was constructed. It was shown to be effective that each study unit was learned to a level above the inflection point where learning rate was maximum. To determine the pacing practically middle school students studied on the two small study units included in the 'Unit Ⅱ Metabolism' for 5 hours. After each hour formative evaluation was taken. High school students studied on the 'meiosis' from one hour to five hours according to the class. All of the evaluation results showed sigmoidal curves. Estimated time to terminate a unit to maximize the achievement during total study period, was a little longer than the time scheduled in the text. In addition it was shown to be a more serious problem that current study time allocated in the text was insufficient to achieve the high level objectives such as comprehension and application ability.

보리뿌리에서 질산 환원 효소 유도에 미치는 Ferulic acid의 효과

尹知榮,金姬伯 圓光大學校 基礎自然科學硏究所 1992 基礎科學硏究誌 Vol.11 No.1

Effects of ferulic acid(FA) on the induction of nitrate reductase(NR) were surveyed in Hordeum vulgare. Seedlings raised with 0.2mM CaCl_2 in the dark for 6 days were put into the buffered solution containing 0.2mM KNO_3 for 5 hrs to induce NR. The longer the induction time was, the more NR activity in vivo increased. Experimental group which was induced in the solution containing 0.5mM FA showed significantly lower NR activity than the control treated without FA. But it was found that NR was not affected directly by FA when the enzyme assay was performed both in vivo and in vitro with FA. NR induction was assayed at various concentrations of FA and pH. The higher the concentration of FA and the lower pH was, the more the induction of NR was inhibited. And nitrate contents in the barley roots were assayed at the same condition. The induction of NR was inhibited more severely, when nitrate contents decreased. Thus it is thought that FA affects the nitrate uptake and then the induction of NR.

Science-Related Attitudes of Korean Housewives

( Heui Baik Kim ),( Jin Seon Min ),( Jee Young Park ),( Nam Young Heo ),( Jin Woong Song ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.1

The purpose of this research is to suggest the way to promote housewives` understanding of science and technology, based on the survey results of the attitude toward science and technology, the scientific attitude, and the interest in science and technology of housewives in Korea. The questionnaire was developed by researchers and administered to housewives who live in Seoul to get basic information. Housewives showed slightly positive attitudes toward science and technology, and similarly positive scientific attitudes, These scores were increased as monthly income and education level were raised. Housewives` interest of the science-technology related topics (foods, health, education, leisure, social issues, cooking, housing, everyday activity) was relatively high, and the interest of foods, health, education, and leisure was significantly correlated with the scores of housewives` attitude towards science and technology and their scientific attitudes, Housewives are shown to be curious to know these topics when they were asked by their children or do not know the terms appeared in media, or purchase home appliances and food. And they get the answers in a passive way by asking their family members or by watching TV or newspapers. They preferred TV program for enhancing their understanding of science. But such program could be proper to present science knowledge but not fulfill the role to promote scientific literacy. Specially designed programs through science centers or science museums would be suggested for their lifelong education.

학생 중심 비유 활용 수업이 중학생의 광합성 개념 이해에 미치는 영향

김희백 ( Heui Baik Kim ),변춘수 ( Chun Su Byun ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.2

최근 과학교육과정 개정의 방향과 쟁점 및 향후 과제: 2007 년, 2009 년 개정을 중심으로

김희백(Kim, Heui-Baik) 서울대학교 교육종합연구원 2011 교육연구와 실천 Vol.77 No.-

이 연구는 2009년에 개정된 과학교육과정의 방향을 그 배경과 아울러 조사함으로써 교육과정의 개발과 설계, 단위 학교의 적용 단계에서 나타나는 문제를 파악하고 향후 과제를 도출하는데 그 목적이 있다. 2009 개정 교육과정은 2007 개정 교육과정의 기본방향을 반영하지만, 과학기술계의 전문가에 의해 개정이 주도되어 융합형 10학년 과학이 만들어졌다는 점에서 큰 차이를 보인다. 2009 개정 과학교육과정은 특성으로는 학생의 인성과 창의성 추구, 최소 과학 이수 단위 수의 확보, 교육과정의 분권화와 자율화를 통한 수준 높고 의미있는 학습 경험의 제공 등을 들 수 있다. 2009 개정 과학 교육과정은 학교 과학교육 개혁에 바람직한 방향을 제공하고 있으나, 촉박한 교육과정 개정 일정으로 인해 교육과정에 대한 검토가 미흡한 결과로 내용 범위와 수준의 적절성에 의문이 제기되며, 단위 학교와 교육청 수준의 새 교육과정에 대한 이해 부족은 학교 과학교육의 실행을 어렵게 한다. 교육과정 개정에서 나타난 이러한 문제를 개선하기 위해서는 체계적인 의사결정을 거쳐 교육과정 개발이 이루어질 수 있도록 그 기간과 절차를 제도화할 필요가 있으며, 교육과정 개발에 교사를 비롯한 다양한 사회 구성원이 각자의 권한을 갖고 참여할 수 있도록 해야 한다. This study aims to clarify the challenges that need to be considered in developing and designing curriculum through an investigation of the production of the 2009 science curriculum as well as its background. The science curriculum revision conducted in 2009 reflects the spirit of the 2007 science curriculum; however, the difference is that integrated science for the 10th grade was developed by scientists. The characteristics of the 2009 revision are as follows: It highlights the converging competencies of creativity and integrity as key competencies; it increases the minimum number of science courses high school students have to complete; and it allows some local autonomy of the school curriculum, which provides students with more relevant and appropriate learning opportunities. The 2009 science curriculum reflects a desirable direction for school science education reform. Nevertheless, the tight schedule for the curriculum revision left not only the curriculum content overextended and too difficult for students owing to the lack of reviewing processes, but also school curriculum implementation is not guaranteed in accordance with the national curriculum guidelines owing to a lack of understanding of the new curriculum at local education offices and schools. It is suggested that the system of curriculum revision, including the standard procedures and the time frame, should be reformed. It is further recommended that participants from various backgrounds, particularly teachers, should be authorized to provide a voice in developing curricula.

일반계 고등학생의 성별 과학 선호도와 인과 요인 분석

김희백 ( Heui Baik Kim ),김미영 ( Mi Young Kim ),임성민 ( Sung Min Im ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2

The purpose of this study was to investigate high school students` preference for science(PS) and its causal factors in terms of gender difference, and to suggest the way to improve students` preference for science. A questionnaire to evaluate the PS of high school students and its causal factors was specially designed by researchers. It was administered to 429 boys and 449 girls in eight high schools. The average score of the PS was 3.16 of 5.00 which was not high, but the PS scores of students who had wanted to be engaged in jobs related to science or medical field, were higher than the students who would be in other fields. There was no statistically significant difference between the boys` PS scores and girls`, but the average scores of causal factors were higher in boys than in girls. Path analysis using a structural equation model was indicated that the pathways showing how causal factors made effects on each category of the boys` PS were simpler than those of girls. Particularly, while educational factors made indirect effects on three categories of the boys` PS, they did direct effects as well as indirect effect on the girls` PS. This means that the girls` PS is possible to be improved by applying the educational programs specially developed for girls.

Environmental factors affecting development of Aspergillus nidulans

Han, Kap-Hoon,Lee, Dong-Beom,Kim, Jong-Hak,Kim, Min-Su,Han, Kyu-Yong,Kim, Won-Shin,Park, Young-Soon,Kim, Heui-Baik,Han, Dong-Min The Microbiological Society of Korea 2003 The journal of microbiology Vol.41 No.1

Aspergillus nidulans, a homothalic ascomycete, has a complete sexual reproductive cycle as well as an asexual one. Both sexual and asexual development are known to be genetically programmed, but are also strongly affected by environmental factors including nutrients, light, temperature and osmolarity. We have examined these factors to define favored conditions for fruiting body (cleistothecium) formation. In general, fruiting body formation was enhanced where carbon and nitrogen sources were sufficient. Limitation of C-source caused predominant asexual development while inhibiting sexual development. When higher concentrations of glucose were supplied, more cleistothecia were formed. Other carbon sources including lactose, galactose and glycerol made the fungus develop cleistothecia very well, whereas acetate caused asexual sporulation only. Organic nitrogen sources like casein hydrolysate and glycine, and an increase in nitrate or ammonium concentration also enhanced sexual development. In addition to nutrient effects, low levels of aerobic respiration, caused either by platesealing or treatment with various chemicals, favored sexual development. Carbon limitation, light exposure and a high concentration of salts promoted asexual development preferentially, suggesting that stress conditions may drive the cell to develop asexual sporulation while comfortable and wellnourished growth conditions favored sexual development.

페놀화합물과 식물호르몬과의 상호작용 : 페놀화합물이 GA_3에 의한 α-amylase유도에 미치는 영향 Effects of phenolic compounds on the induction of α-amylase in barley seeds

金龍雲,金姬伯 圓光大學校 基礎自然科學硏究所 1994 基礎科學硏究誌 Vol.13 No.2

Effects of phenolic compounds on the induction of α-amylase by gibberellic acid(GA_3) were investigated in embryoless half seeds of barley. The activities of α-amylase in embryoless half seeds were inhibited at the experimental groups treated with the high concentration of the phenolic compounds, but were increased a little at low concentration of vanillic acid, coumarin, salicylic acid, vanillin and ferulic acid. Phenolic compounds showed the similar effects on barley seeds germination. Effects of phenolic compounds on the sensitivity to GA_3 during the α-amylase induction were investigated. The controls treated without phenolic compounds showed the highest activity of α-amylase at 10_-6M of GA_3, relatively low concentration. But the experimental groups treated with phenolic compounds were lower, and their K_D and S_90/S_10 values were higher than those of controls. It is thought that induction of α-amylase and germination were affected by phenolic compounds as a result of the change of sensitivity of embryoless half seeds to GA_3.

과학 및 학교과학에 대한 신념과 학습 전략과의 관계 : 초등학교 예비교사를 대상으로

김희백,김도욱 한국초등과학교육학회 1999 초등과학교육 Vol.18 No.2

The purposes of this research were as follows : (1) to investigate the effectiveness of the program for elementary preservice teachers, which was designed to develop postmodern views of science and constructivist views of learning and teaching and (2) to find out the relation between students' learning approaches and their beliefs about science and school science. One hundred and forty three students enrolled in Science Education II in the University of Education participated in the study. Students' beliefs of science and school science was not changed after treatment of the program. But they showed postmodern views of science and school science in comparision with the science teacher. Additionally the results showed that meaningful learners showed the constructivist view about school science as compared with the rote learners.