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손석락 大邱敎育大學 科學敎育硏究所 2016 과학·수학교육연구 Vol.39 No.-
초등예비교사들의 곤충에 대한 인식을 알아보기위해 교육대학교 3학년 413명, 1학년 391명을 대상으로 연구자가 개발한 지필 검사지로 검사하였다. 본 연구는 초등예비교사들이 인식하고 있는 곤충의 종류, 곤충의 특징, 곤충에 대한 호감도(태도)를 조사하여 그 결과를 예비교사 교육에 활용하는 것을 목적으로 하였으며 그 결과는 다음과 같다. 1. 1학년과 3학년이 제시한 곤충의 종류는 39종, 46종이었으며, 목별로는 1학년에서 15개목, 3학년에서 17개목으로 3학년에서 좀 더 다양하게 나타났다. 그 중에서 딱정벌레목이 가장 많 고, 메뚜기목, 노린재목의 순으로 나타났다. 2. 곤충의 주요 3가지 특징 모두를 응답한 비율은 3학년 22.0%, 1학년 3.9%로 3학년이 1학년 보다 보다 높게 나타났다. 2가지 특징만 언급한 학생은 3학년 32.3%, 1학년 23.2%로 주요 곤충의 특징 2∼3가지를 응답한 예비교사의 비율은 3학년 54.3%, 1학년 27.1%가 되어 3학년이 1학년의 두 배에 이른다. 3. 곤충의 주요 특징을 포함한 19가지 곤충의 특징에 대하여 3학년이 1학년보다 전체적으로 높게 나타났다. 그러나 지적한 특징 수에서는, 3학년(평균 2.80개), 1학년(평균 1.71개) 모두 낮게 나타나서 곤충에 대한 배경지식이 부족한 것으로 나타났다. 4. 예비교사들이 곤충의 특징으로 생각하는 기타 특징들의 비율(그림 3)은 곤충의 특징들(그림 2)과는 반대로 전체적으로 1학년이 3학년보다 높은 비율로 나타났다. 5. 곤충에 대한 호감도는 1, 3학년 모두 낮게 나타났으며 남학생이 여학생보다 곤충에 대해 조금 더 호감을 가지는 것으로 나타났다. 6. 예비교사들의 곤충에 대한 호감도와 곤충 지도 방법을 논의하였다.
손석락 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.2
Elementary preservice teachers' understanding about the insect molt and metamorphosis was examined. Data were collected through the paper-pencil test of 448 junior students at a National University of Education. The instrument used was developed by Son(2003) and modified for the test. The results are as follows: First, Only 3.1% of students had a scientific concept on the molt periods in the insect life cycle. Students had an alternative conception that molt occurs either only in the larval period (29.9%) or only in the period from pupa to adult (22.3%). The percentage of the students thinking that molt occurs in the period from larva to pupa was low. Second, 98% of students stated that molt has to do with the larval growth, but 39.1% of students had an alternative conception that molt occurs after the larval growth at each instar. 25.1% had a conception that molt is related with the larval growth, but did not show any further understanding. Third, most students understood the correct meaning of metamorphosis. 34.2% of students had an alternative conception that metamorphosis occurs only in the period changing from pupa to adult, and only a few thought that it occurs in the period from larva to pupa. 24.8% of students had a scientific concept on the periods in which metamorphosis occurs. Fourth, some students understood the hatching process as molt in the sense that the egg shell is taken off (21.0%), and as metamorphosis in terms of the appearance change from egg to larva (25.0%). Fifth, 35.5% of students selected bees as an insect of incomplete metamorphosis, and 35.3% responded "I have no idea", showing that they had poor understanding about the insect life cycle.
科學的 思考能力 伸長을 위한 學習指導方法의 實驗的 硏究
崔宗洛,徐錫五 慶北大學校 師範大學 1979 敎育硏究誌 Vol.21 No.-
This investigation has explored the effect of a modified secondary science teaching methods on student's scientific thinking. Sixty-eight students in second year class at attached middle school of Kyungpook National University conprised the experimental group for the study, and sixty-seven students of the same year class were involved as a control group. Lecture-discussion meetings and Laboratory sessions were the same for both groups, and concerned with the same topics. The sessions for the experimental group, however, were also included certain activities of scientific thinking. These were (a) brainstorming, (b) information gathering of problems (c) variable analysis (morphological analysis) of problems, and (d) causality analysis of problems. Pre-test and post-test scores of scientific problem solving, and the science education achievement were determined by the researcher developed test-paper. The determination of creative thinking, however, were administrated with the Torrance Tests of Creative Thinking. The findings of this study were as follows: (1) The experimental group was found superior to the control group in gains in the scientific problem solving scores, the creative thinking scores, and the science education achievement scores. (2) This teaching methods, however, was not suitable for the lower level students, about fifteen percents of a class.
RDF와 RDF 스키마를 위한 경로 정보 기반의 저장 시스템 설계 및 구현
申奭哲,鄭均樂 弘益大學校 科學技術硏究所 2005 科學技術硏究論文集 Vol.16 No.-
In the Semantic Web, metadata and ontology for representing semantics and conceptual relationships of information resources are essential factors. RDF and RDF Schema are the W3C standard models for describing metadata and ontology. In this paper, we design two schema structures for managing RDF and RDF Schema data independently. First, to avoid full scanning a single large triple table, we decompose the table into several property-based tables. we fully use the property-centric features of RDF data model. This lead better performance for a query having a specific property which is the most common query pattern. Second, we propose a structure for storing path expressions in graph models of RDF and RDF Schema. We adapt a labeling scheme to fastly process schema queries on the class/property hierarchy without multiple iteration and/or join operations. We can retrieve entities that are reached from a certain class, property, resource, or literal in RDF and RDF without a decline of performance because of multiple joins with tables.