Preservice Elementary Teachers’ Images of Scientific Inquiry Regarding Practices of Next Generation Science Standards

Jeon, Kyungmoon,Biggers, Mandy S. 이화여자대학교 교과교육연구소 2017 교과교육학연구 Vol.21 No.4

We investigated Korean preservice elementary teachers’ mental images of science inquiry and inquiry teaching with respect to 8 specific Science and Engineering Practices (SEP). The preservice teachers had learned about science inquiry, but were not taught these SEP in their Korean curriculum. We asked them to draw and explain an imagined situation where they would be teaching science inquiry in an elementary science classroom. Some were also asked to describe an imagined situation of scientists conducting research. We applied the 8 SEPs as an analysis framework to review their images of science inquiry and inquiry teaching. The majority of students (93.2%) for elementary science teaching and all (100%) for science research represented images related to at least one SEP. However, students’ pictorial and/or written descriptions were restricted to some SEPs such as planning and carrying out investigations or analyzing and interpreting data. Although they tended to respond that asking questions and defining problems would be the most related to science inquiry among the 8 SEPs, they rarely applied those kinds of scenes to their drawings. Furthermore, using mathematics and computational thinking was hardly found in their ideas of elementary science inquiry teaching, and developing and using models was not represented as being part of scientists’ research. The findings indicate possible approaches to teachers’ professional development and suggest directions for further research.

Preservice Elementary Teachers’ Images of Scientific Inquiry Regarding Practices of Next Generation Science Standards

Jeon Kyungmoon,Biggers,Mandy S 이화여자대학교 교과교육연구소 2017 교과교육학연구 Vol.21 No.3

We investigated Korean preservice elementary teachers’ mental images of science inquiry and inquiry teaching with respect to 8 specific Science and Engineering Practices (SEP). The preservice teachers had learned about science inquiry, but were not taught these SEP in their Korean curriculum. We asked them to draw and explain an imagined situation where they would be teaching science inquiry in an elementary science classroom. Some were also asked to describe an imagined situation of scientists conducting research. We applied the 8 SEPs as an analysis framework to review their images of science inquiry and inquiry teaching. The majority of students (93.2%) for elementary science teaching and all (100%) for science research represented images related to at least one SEP. However, students’ pictorial and/or written descriptions were restricted to some SEPs such as planning and carrying out investigations or analyzing and interpreting data. Although they tended to respond that asking questions and defining problems would be the most related to science inquiry among the 8 SEPs, they rarely applied those kinds of scenes to their drawings. Furthermore, using mathematics and computational thinking was hardly found in their ideas of elementary science inquiry teaching, and developing and using models was not represented as being part of scientists’ research. The findings indicate possible approaches to teachers’ professional development and suggest directions for further research.

과학 탐구 지도에 대한 초등학교 교사들의 인식 조사

전경문 ( Kyungmoon Jeon ) 경북대학교 과학교육연구소 2015 科學敎育硏究誌 Vol.39 No.2

본 연구에서는 초등학교 교사들의 과학 탐구 지도에 대한 인식을 조사하였다. 먼저 교사들의 탐구지도 경험에 대해 자유롭게 서술하도록 하여, 교사들이 인식하고 있는 탐구 지도 유형을 세 가지로 분류할 수 있었다. 관찰, 분류, 측정, 예상, 공정한비교 등을 강조하는 ‘과학 과정기능 중심’ 범주, 학생들이 스스로 문제를 생성하도록 하는 ‘과학 문제발견’ 범주, 그리고 제시된 절차에 따라 실험을 수행하며 과학적 개념이나 내용을 증명하는 ‘개념이나 내용 예증’ 범주이다. 다음으로 18개의 활동이 각각 적힌 카드를 ‘탐구를 통한 과학 수업’ 카드를 중심으로 한 이차원적 평면에 자유롭게 배치하도록한 후, 중심 카드와 각 카드 사이의 상대적인 거리를 측정하였다. ‘학생들이 적절한 절차를 설계하고 수행’하는 것이 탐구와 가장 밀접하게 관련 있는 활동으로 인식되고 있었다. 이러한 결과는 (예비)교사의 탐구 이해도를 증진시키기 위해 적극 활용되어야 하고, 나아가 초등학교 현장에서 탐구를 통한 과학교육이 보다 활성화되어야 할 것이다. This study explored elementary school teachers’ perspectives on science inquiry teaching. First, an open-ended questionnaire was administered to elicit teachers’ experiences of their approach to inquiry teaching. These self-reported approaches revealed three conceptions of teaching for inquiry learning in science: ‘science process skills-centered’ category focused on observing, classifying, measuring, and fair testing; ‘generating scientific questions’ category focused on students’ question-generating; and ‘illustrate concept and/or content’ category focused on science content demonstration by making use of experimental procedures to obtain expected results. Second, teachers were asked to place 18 activity cards either close to or further from an ‘inquiry-based science classroom’ card. The relative distances from the activity card to the central classroom card were measured. The teachers perceived that students’ activity of ‘designing and implementing appropriate procedures’ was the most important in supporting an inquiry-based science classroom. Understanding teachers’ views has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development.

초등학교 예비교사의 교수목표 지향성과 과학 수업 이미지 사이의 관계

전경문 ( Jeon Kyungmoon ) 한국초등과학교육학회 2018 초등과학교육 Vol.37 No.4

The preservice elementary teachers’ goal orientations for science teaching (mastery/ability-approach/ ability-avoidance/ work-avoidance goal) were measured. We also examined how the goal orientations were related to their images of science class (preferred/avoided). The results showed that the student teachers (75 males and 82 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. For avoided class, they tended to show teacher-centered components (eg., teacher: lecturing, students: watching and listening, environment: chalkboard), while rarely to show such teacher-centered components for preferred class. Regarding the relationships between the goal orientations and the images of science class, the significantly positive relationship was found between the ability-approach goal orientation and teacher-centered image of avoided class. However, the teacher-centered image for preferred class was positively related to the ability-avoidance goal orientation. The educational implications and future directions were discussed.

문제 해결 전략을 사용하는 해결자·청취자 활동에서 내·외향성에 따른 소집단 구성의 효과

전경문,강훈식,노태희 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.1

이 연구에서는 계획과 검토 단계를 강조한 4단계 문제 해결 전략을 사용하는 해결자·청취자 활동에서 내·외향성에 따른 소집단 구성의 효과를 조사하였다. 수업 전 고등학교 이과 2학년 3개 학급(N=87)을 대상으로 내·외향성 검사를 실시한 후, 내·외향성 동질 집단과 이질 집단, 그리고 통제 집단으로 무선 배치하였다. 연구 결과, 화학 문제 해결력 검사의 점수는 두 처치 집단이 통제 집단보다 유의미하게 높았으나, 학습 곤란도와 자아효능감에서는 집단 간 유의미한 차이가 없었다. 수업 처치에 대한 인식의 하위 항목들에서는 두 처치 집단 간 유의미한 차이가 없었으나, 청취자의 역할 수행에 대한 인식, 문제 해결 전략과 해결자·청취자 활동에 대한 선호도에서 외향적이 학생의 점수가 내향적인 학생의 점수에 비해 유의미하게 높았다. In this study, the effects of grouping by extraversion and introversion in paired think-aloud problem solving using a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Prior to the instructions, the students' extraversion/introversion in three high school classes (N=87) were examined, and those classes were randomly assigned to the homogeneous, the heterogeneous, and the control groups. The test scores of the two treatment groups were significantly higher than those of the control group in the problem-solving ability. However, there were no significant differences in learning difficulty and self-efficacy. Although there were no significant differences between the scores of two treatment groups in the subcategories of the perception of treatment, the test scores of extroverts were significantly higher than those of introverts in the perception of performing listener's role, the preference to problem solving strategy, and the preference to paired think-aloud problem solving.

Poly(3-hydroxybutyrate) Degradation by Bacillus infantis sp. Isolated from Soil and Identification of phaZ and bdhA Expressing PHB Dep

Jeon Yubin,Jin HyeJi,Kong Youjung,Cha Haeng-Geun,Lee Byung Wook,Yu Kyungjae,Yi Byongson,Kim Hee-Taek,Joo Jeong Chan,Yang Yung-Hun,Lee Jongbok,Jung Sang-Kyu,Park See-Hyoung,Park Kyungmoon 한국미생물·생명공학회 2023 Journal of microbiology and biotechnology Vol.33 No.8

Poly(3-hydroxybutyrate) (PHB) is a biodegradable and biocompatible bioplastic. Effective PHB degradation in nutrient-poor environments is required for industrial and practical applications of PHB. To screen for PHB-degrading strains, PHB double-layer plates were prepared and three new Bacillus infantis species with PHB-degrading ability were isolated from the soil. In addition, phaZ and bdhA of all isolated B. infantis were confirmed using a Bacillus sp. universal primer set and established polymerase chain reaction conditions. To evaluate the effective PHB degradation ability under nutrient-deficient conditions, PHB film degradation was performed in mineral medium, resulting in a PHB degradation rate of 98.71% for B. infantis PD3, which was confirmed in 5 d. Physical changes in the degraded PHB films were analyzed. The decrease in molecular weight due to biodegradation was confirmed using gel permeation chromatography and surface erosion of the PHB film was observed using scanning electron microscopy. To the best of our knowledge, this is the first study on B. infantis showing its excellent PHB degradation ability and is expected to contribute to PHB commercialization and industrial composting.

제6, 7차 교육과정에 의한 초등학교 과학 교과서에서 화학 학습량 비교

전경문,홍미영,이범홍 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.1

본 연구의 목적은 제7차 교육과정에 의한 초등학교 과학 교과서(화학 영역)를 분석하여 6차 교육과정에 의한 교과서와 비교하는 것이다. 수업 차시수, 교과서 쪽수, 학년별 학습 내용, 삭제된 내용이나 새로 도입된 내용에 대해 분석하였다. ‘혼합물의 분리’ 단원의 일부 특징에 대해서도 분석하였다. 개정된 교육과정의 의도가 반영되었는지, 특히 학습량이 감소되었는지에 대한 교육학적 함의를 논의하였다. The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of learning was decreased.

제3차 수학·과학 성취도 국제비교 반복연구(TIMSS-R) 중 화학 영역 성취도 분석

전경문 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.3

본 연구의 목적은 1999년에 38개국이 참가하여 시행된 제3차 수학·과학 성취도 국제비교 반복연구(TIMSS-R)중 화학 영역 성취도를 분석하는 것이다. 우리나라 중학교 2학년 학생의 화학 성취도를 외국 및 다른 과학 영역과 비교하여, 소영역(물질의 분류, 물질의 구조, 화학반응과 변환, 에너지와 화학 변화)별로 각 문항의 정답율을 분석하였다. 우리나라 학생들의 화학 점수는 국제 평균보다 높았으나, 다른 과학 영역과 비교하면 그 성취 수준이 상대적으로 낮았다. 특히, 에너지와 화학 변화 영역에서 중학교 2학년까지의 교육과정상 다루지 않는 주제가 많았다. 화학 성취도에 영향을 미치는 주된 요인은 교육과정에 따른 학생들의 학습 경험이었다. 이에 대한 교육학적 함의를 논의하였다.

Identification of phaZ and bdhA Expressing Poly(3-hydroxybutyrate) (PHB) Degrading Enzymes by PCR in Bacillus Strains

Yubin JEON,Haenggeun CHA,Youjung KONG,Hyeji JIN,Byeonguk LEE,Yung-Hun YANG,Sang-Kyu JUNG,See-Hyoung PARK,Kyungmoon PARK 한국생물공학회 2022 한국생물공학회 학술대회 Vol.2022 No.4

Poly(3-hydroxybutyrate) Degradation by Bacillus sp. Isolated from Soil and Identification of phaZ and bdhA Expressing PHB Degrading Enzymes by PCR

Yubin JEON,Haenggeun CHA,Youjung KONG,Hyeji JIN,Byeong-Wook LEE,Yung-Hun YANG,Sang-Kyu JUNG,See-Hyoung PARK,Kyungmoon PARK 한국생물공학회 2022 한국생물공학회 학술대회 Vol.2022 No.9