SCIS 科學學習을 履修한 學生들의 追跡調査 硏究

趙璇衡 淸州敎育大學校 敎育大學院 2003 論文集 Vol.7 No.-

In 1967, the science of education study group was organized by the science faculty members whom were prof. Kim, Sang-ok, prof. Kim, Young-dae, prof. Choi, Byung-mun, full time lecturer Cho, Seon-hyeong(joined in 1970), full time lecturer Moon, Chan-ho(joined in 1972), and prof. Park, Tae-woo at Dept. of Education at the Cheongju National Education College. The others were teacher Lee, Bu-young at the Attached Elementary school of Cheongju National Education College and Neil Woodruff, a United States Peace Corp member in 1970. They imported the Science Curriculum Improvement Study(SCIS, Berkeley team head Karplus, University of California, 1965) program materials which were textbooks, teachers guides, teaching materials and others in 1967. And then We translated the SCIS textbooks and the teacher's guides and the teaching materials manuals on korean language, and prepared or bought teaching materials for one class. The study group put the SCIS program materials into experiment classroom in attached primary school of Cheongju National Education College, step by step, from first to fifth grade which class were nether changed and nor mixed for 5 years from 1968 to 1972. In 2002 and now after 30 years have passed, the author studies the trace research according to students who learned in the SCIS science curriculum in primary school, but too many years passed to analyzed things at that time. The result of this study are as follows: First, SCIS Program showed no significant effect to improve students' learning achievement under the National Curriculum at the time. Second, the program showed significant effect on improving the ability of scientific thought and the formation of scientific concept which was supported by the previous researches. Third,, for the students who were experienced in the Program inspite of became middle school students, but in case of high school students decreased the students preference of science. Fourth, the efforts of SCIS Program in elementary school showed no significant effect of the students decision of their high school or university course. Fifth, the SCIS Program had an effect when the students who had formed the ability of scientific thought and the scientific concept, and experiencing in the Program learned middle school science. Sixth, the SCIS Program didn't have an influence on the decision of job and social life of the students' who had experienced the SCIS Program. It was showed the Third National Curriculum in Korea which had been effected by SCIS Program was a disparate curriculum on the problem solving of real life. Seventh, The students thought The SCIS Programs about 30 years ago are too many influence to social life and got jobs in these days.

영어의 명사어에 대한 고찰

선형성 광주보건대학 1982 論文集 Vol.7 No.-

In generative-transformational grammar, one of distinctive things to be done is to pursue the sources of surface forms. The grammarians have been interested, among other things, in the question as to which is the basic form and which is the derived form. Chapter 2 has dealt with some distinguished scholars' positions on this issue. Robert Lees tried to derive nominal expressions from sentential sources through syntactic transformations. However, Noam Chomsky casted some serious questions on the transformational analysis of nominal expressions. He claims that gerundive nominals are derived their associated sentential sources, whereas derived nominals are not derived from their associated sentential sources but should be posited in the lexicon. One step further, Schachter argued against the transformational analysis of gerundive nominals. He claims that the basic constituent structure of gerundive nominals should be provided by a phrase structure rule. Chapter 3 has dealt with some syntactic and semantic aspects of nominal expressions. Chomsky showed the differences between the gerundive nominals and derived nominals. In the course of showing the differences, he supported the lexicalist hypothesis. Lees compared "factive" nominals and "action" nominals. He explains that factive nominals refer to a fact, while the action nominals refer to an action, or a way of doing something. Thompson explored "activity" gerunds in an attemt to account for how they are understood. She claims that the interpretation of these unspecified subjects may be specified by a set of semantic rules. This study is not of my own originality but of my understanding of native linguists' exploration of English nominalizations. Nonetheless, it seems to me that this study may greatly contribute to non-native speakers' understanding of the English language.

비언어적 의사전달에 대한 고찰

선형성 광주보건대학 1981 論文集 Vol.6 No.-

We speak with our vocal organs, but we converse with whole body. Before an infant can talk, he expresses his emotion by crying, bitting, or smiling, and by other bodily movements. The whole of viewing in the communication situation is so great that, we may say, linguistic componence in and by itself is not sufficient to make successful communication possible, unless accompanied by additional visual information. There is no doubt that language not only enables us to communicate with other people but Also helps us to organize our pesent experiences, recall our past, and imagine the future. It also makes problem solving and creative thinking possible. As a system of communication, language is used to share established conceps and ideas, as well as to convey the meaning- of new experience and perceptions. However, language, whether spoken or written, relie too much on the verbal band, which covers only more or less thirty percent of social meaning during the communication. Many linguists have believed that language is sound, systematic, meaningful, arbitrary, conventional, creative, uniqu, and similar. These characteristics of language are shared with nonverbal language. Nonverbal language also includes sounds: A person can identify his family by the vocal qualities such as pitch range, tempo, articultion control and the like, or by vocal qualifiers such as voice intensty, pich height, and so on. Nonverbal language is meaningful: To a toddler, parents' open-arm gesture means "come here." Nonverbal language is arbitrary: In India a woman uncovers the upper part of her body in deference, While in most parts of the world men usually put their coats to show respect to ladies. Nonverbal language is also conventional: The American gesture of shooting of one's head is interpreted as the suicide emblem. This decoding rule is conventionally acknowledged by the American society. Nonverbal language is unique: The thumb-up gesture in America means hitch-hiking, but in Korea it indicates a boss, father, or a very important person. Nonverbal language is similar: The mode of expression of emotion and attitude is similar across cultures in nonverbal communication. In this respect, the author primarily dealt with the basic perspectives on nonverbal communication by introducing the variety of terms, definitions, classification, and summarized historical background. In the next glace, from the viewpoint that nonverbal communication cannot be studied in isolation from total communication process, and that human verbal interaction needs the support of nonverbal communication, the author attemped to explicate the kinesic behaviors as emblems, illustrators, regulators, and adapters in addition to the brief linguistic-kinesic analogy. This study might not provide the readers concerned with nonverbal communication with enough information, but the writer hopes it can at least give a stimulus for a reader to be aware of the importance of nonverbal language in the various interpersonal or intercultural settings.

평가 문항을 통한 중학교 과학영재 학생들의 빛 개념 지식상태 분석

이형재,하지선,박상태 韓國英才學會 2011 영재교육연구 Vol.21 No.4

이 연구에서는 K대학교 영재교육원의 중학교 과학영재 학생들 30명을 대상으로 빛에 관한진단평가 15문항을 개발하여 적용하였다. 그리고 빛에 대한 학생들의 지식상태에 관하여 지식공간론을 활용하여 분석하고 이것으로부터 얻은 위계를 도식화함으로써 중학교 과학영재학생들의 지식상태를 파악함은 물론 교수 학습 방법을 개선하기 위한 기초자료로 활용하고자하였다. 이러한 연구 목적을 달성하기 위하여 중학교 과학영재 학생들의 빛에 대한 지식상태평가결과를 분석하였고, 문항 간 위계구조 및 개별 학생들의 지식상태를 분석하였다. 그 결과학습 집단 내에서 개인별로 서로 다른 지식구조를 갖고 있었고, 이에 따른 학습 진단도 서로다르게 평가해야 함을 알 수 있었으며, 평가 문항과 문항 간의 관계(위계 구조)와 개별 학습자의 지식상태를 알 수 있게 한다는 시사점을 얻을 수 있었다. In this study, we developed and applied 15 evaluation questions about light to 30middle school students in K University Science Education Institute for the Gifted .Then we used the theory of knowledge space and analyzed the middle school ScienceGifted Students' knowledge state about light. By schematizing the hierarchy from it, weintended to not only measure students' knowledge state about light, but use it as thebasic materials to improve teaching methods. To achieve the purpose of this study, weanalyzed the evaluation results and individual knowledge state and hierarchy ofquestions. As a result, there were different knowledge structures in the individual, andwe found that we should diagnose them differently. In addition, we have hadimplications that it has the connection with each questions and the individualknowledge state.

과학 포트폴리오 체제의 적용이 초등학생의 사회심리학적 교실 환경에 미치는 효과

조선형,김찬종,김범기,김철영,김혜정 한국교원대학교 과학교육연구소 2001 청람과학교육연구논총 Vol.11 No.1

The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre-and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.

과학교과의 심화ㆍ보충학습을 위한 모듈 개발 : Based on the celestial objects and Universe 천체와 우주분야를 중심으로

조선형 淸州敎育大學校 科學敎育硏究所 1999 科學과 數學敎育論文集 Vol.20 No.-

According to come 21 century, the 7th national curriculum developed to based on management ability of information and an original activity for highly technological, information-oriented and global society in 1997. A module of the celestial objects and universe on deepening and supplementation learning was developed to teach a person of general accomplishment.

河床에 賦有되어 있는 모나자이트에 對하여 : Based on ChoongBuk Province Area 忠北을 中心으로

金相玉,趙璇衡 淸州敎育大學校 1977 論文集 Vol.14 No.-

The monazite deposits in south Korea are widely distributed as placer deposits, especially associate with gold placer deposits. The source rock of the monazite placer deposits in Korea are chiefly old aged granite gneiss, granite(chiefly schistose granite and two mica granite), mica schist and pogmatite. When these rocks which contain as much as 0.0018 percent of monazite were destroyed, the monazite bearing heavy sand were deposited mainly at the lower reaches of a river and at ragged beach(prevalently middle east cost) through sedimentation. We can assume that in Choong Bug Province the favorable environment for the monazite placer deposits lie in narrow river (less than 30m in width) and in auriferous strata above the bed rock, which are not far from the source rocks. No vein type deposits are found in Korea. Before 1958, the monazite were actively produced from many placer deposits, but during several years till 1966 a reduction in foreign market demand led to the repose of many monazite mines. Despite of the foreign market depression, from 1964 the domestic demand have increased and led to the production of several manufacturer, like a welding agent fire proof material and radiation. In Choongbuk Province, the Gamgok and Sangkeug area were covered granit gneiss, there are the ratio of Ilmenite 32.7-34.4%, Garnet 23.5-31.1%, Monazite 18.8-22.5%, Zircon 7.2-9.6% and Magnetite 59.6%, and there are included a few of accessory minerals such as epidote and ilomonite. The radio of granite area is as follow: limonite 59.6%, Magnetite 20.8%, Zilcon 8.2%, Monazite 5.6%, and Garnet 3.4%. At Jincheon and Mudbak area, there were covered with mica schist, granite gneiss and aluvium. The ratios of rock forming mineral are Garnet 34.5%, Zilcon 19.5%, Ilmenite 16.5% and Monazite 13.8%. In case of Youngduri area, there is Monazite 0.096% which contained chemical analysis of ThO₂ 5.9% and R₂O₃ 55.3%.

自然敎科 敎授-學習에서 멀티미디어 시스템의 活用 效果

조선형,신언석 청주교육대학교 과학교육연구소 2000 科學과 數學敎育論文集 Vol.21 No.-

초등학교 과학시간에 멀티미디어 활용 수업을 하였더니 학업 성취도, 과학탐구능력 및 태도 높아져, 과학의 원리를 이해하는데 많은 효과가 있었다. 이는 에니메이션과 등영상 및 배경 음악 등의 효과적인 이용으로 호기심과 관심을 가지고 학습에 참여하려는 태도가 형성되었다. The purpose of this study was the analysis of effect using of multimedia system with which, relative attitudes between science achievement and inquiry skills in primary science education. The results are as follws: 1.When using the multimedia system in classroom, the score(29.61) of the science achievements were higher than score(27.46) of traditional classrooms. 2.By using the methods through multimedia system, the inquiry skills score(67.87) of experimental class were increased more than score(56.40) of traditional classrooms. 3.On the scientific attitudes, the classroom which used to the multimedia system gained higher scores(76.26) than its(71.40) of traditional classrooms. Multimedia system supports many investigative materials in classroom by which used to them the learner encourages investigating, achievement skills, and will be helped understanding scientific principles in classroom. After used especially multimedia system, the interest score of science education is 95 credits in classroom. When using the multimedia system in classroom there are changing the method the method of teaching-learning and be able to individual teaching system. All of students and teachers had being able to encourage in science education and to technology using science apparatus. Instead of unable actually investigating or dangerously simulation are showing real situation with multimedia system, understand real matters of problem and notions showing over timeㆍspace ideas. Finally, the using of multimedia system may connect science learning among teacher and students, school, and school and home, school and school, and school and society.

초등학교 학생들을 위한 과학탐구능력 측정 도구 개발

조선형,정수길 淸州敎育大學校 科學敎育硏究所 1996 科學과 數學敎育論文集 Vol.17 No.-

The purpose of this study was to develop the science education items for 5th grade classes in Korean elementary school. The inquiry learning is recently showing more high achievement in learning method than traditional either extension of science inquiry skills or coefficiently score and experimental skills. Past quarter of a century, in spite of the inquiry learning declines its teaching method, but it should be encourage the teaching method of science and technology in society(STS) in and out of Korea on thesedays. There are no useful evaluation items of inquiry learning in elementary school, and so need good them according to teach the inquiry learning for achieved the goal of science teaching. The Author studied the development of instrument of measuring science inquiry skills of elementary school students. The 10 science inquiry skill properties were selected from SAPA program, with what are observing, classifying, measuring, predicting, inferring and operating instruments, controlling variabling and concluding or generalization on corporational inquiry skills in material things, motion and energy, life and earth science. The evaluation items are 25 with which divided into 10 skills that developed 2 dr 3 items for 40 minutes. Each point of validity and objectivity are 0.92 what same in the first treatment to 130 students and 177 students in second. In second(II) treatment, the standard deviation 3.712, the coefficient 0.568, average index of discrimination 0.347, index of response 63.9%, average index of difficulty 52.19, and measuring standard error 0.297. At last, the developing evaluation items are almostly very well by the indexes, but a few items(1,6 and some others) are need to change or to make clear once again.

광주·전남지역의 자살 경향 및 특성에 관한 연구 : 신문기사에 나타난 사례를 중심으로

김형수,편승용,김선구 朝鮮大學校 社會科學硏究所 2006 社會科學硏究 Vol.27 No.1