Doing Inquiry like Scientists: Elementary Students’ Scientific Inquiry in an Untact Online Science Learning Environment

Jang,Shinho(Shinho Jang) 경인교육대학교 교육연구원 2022 교육논총 Vol.42 No.-

In this study, a scientific inquiry program was developed to allow elementary school students to practice self-directed inquiry, as scientists do, in untact online exploration. This study examined the main characteristics of student exploration that appeared in online scientific inquiry and investigated how students perceived it. For this study, 167 elementary school students from all over Korea participated in an untact online scientific inquiry program. The students explored a total of seven inquiry topics, including ‘Making a strong and beautiful bridge,’ read activity guidance, and conducted inquiry activities for three weeks. As a result of the study, it was found that students positively and actively experience the process of conducting scientific inquiry just ‘like scientists.’ However, many students also expressed frustration and failure to solve a given inquiry problem. The students showed a variety of exploratory processes. Some students tried to explain scientifically why these results and phenomena appear while other students simply repeated trial and error—rather than going through the process of building evidence and justifying their findings by explaining reasonably, they did not think of a better way to solve the problem. Furthermore, the students expressed the deficiencies of the untact online inquiry situation and their regret or difficulty with it. Educational implications for science education are discussed to promote effective online scientific inquiry in untact mode.

과학 탐구 경험을 촉진하는 온라인 메이커 교육의 사례: 초등학생의 흥미, 상호작용의 관점에서

장신호(Jang, Shinho) 경인교육대학교 교육연구원 2021 교육논총 Vol.41 No.4

이 연구에서는 초등학생들의 과학 탐구 경험을 촉진할 수 있도록 현미경으로 작은 세계 관찰하기, 빛으로 움직이는 크로마토그래피 나비 등 탐구 기반 온라인 메이커 교육 프로그램을 개발하여 운영하였으며, 프로그램에 참여한 학생들의 흥미와 호기심, 교사-학생 상호작용의 특징을 조사하였다. 이를 위하여 온라인 메이커 교육 프로그램에 참여하는 학생들의 활동 내용 및 탐구 과정을 분석하였으며 네이버 카페에 업로드된 학생들의 댓글, 질문, 교사와의 대화, 그리고 학생들의 탐구 결과 기록 및 사진/동영상 등을 분석하였다. 분석 결과, 학생들은 온라인 프로그램에 대해 재미있다, 신기하다 등 단순한 흥미를 표현하는 경우가 대부분이었지만, 일부 학생들의 경우 과학 주제의 내용과 과학 원리를 찾아보고 추가 탐구를 계획하는 등 단순 흥미 이상의 탐구적, 과학적 흥미를 보였다. 교사-학생의 상호작용을 온라인 프로그램 상에서 나눈 대화 내용으로 분석한 결과, 상호작용 유형은 실험 진행을 위한 단순한 질문, 실험 실패의 원인에 대한 문의 등 기계적 수준의 질문에 한정되는 특징을 보였지만, 과학적 개념 이해를 위한 논의나 탐구 호기심을 해결하기 위한 교사와의 상호작용은 매우 제한적인 것으로 나타났다. 이러한 연구 결과를 바탕으로 온라인 메이커 교육 프로그램의 긍정적인 기대 효과와 나이 어린 학생들의 과학 탐구 경험 촉진을 위한 온라인 프로그램의 역할 및 중요성에 대해 논의하였다. This study developed inquiry-based online maker education programs, such as small world observation and light-driven chromatography butterflies, to promote elementary school students science exploration experiences, and analyzed the characteristics of teacher-student interactions. For this study, the activities and inquiry process of students participating in the online maker education program were analyzed; students comments, questions, and conversations with teachers were uploaded to the Naver café; and students inquiry results, records, and photos/videos were analyzed. As a result of the study; most of the students expressed simple interest in online programs, but some students demonstrated scientific interest, such as finding the contents of scientific topics and scientific principles and planning additional exploration. An analysis of teacher-student interactions with conversations conducted on online programs demonstrated that students interactions were limited to mechanical-level questions such as simple questions for experimental progress and the cause of experimental failure, while discussions and inquiries were very limited. Based on these analyses, the importance of online programs to promote scientific inquiry experiences for younger students was discussed, along with the expected positive effects of online maker education programs.

과학 대화를 이용하는 수업에서 교사와 학생이 겪는 어려움 및 대화 능력의 변화·발전에 대한 사례 연구

장신호 한국초등교육학회 2004 초등교육연구 Vol.17 No.1

본 연구에서는 과학 대화를 이용한 미국의 한 초등학교 2학년 과학 수업의 사례를 통하여, 과학 대화를 도입하고 사용하는 과정에서 교사와 학생들이 경험하는 어려움 및 변화, 발전 과정에 대하여 연구하였다. 과학대화를 이용하여 수업을 준비하는 과정에서 교사는 과학 교수에 대하여 긍정적인 태도의 향상을 보였다. 과학 대화를 도입한 초반부에는 교사와 학생 모두 효과적인 과학 대화를 진행하는 데 어려움을 겪었다. 교사는 학생들에게 충분한 토론의 시간을 주지 않은 채 일방적으로 답을 제시하는 등 운영상의 미숙함을 보였으며, 학생들은 과학적 증거를 바탕으로 자신의 의견을 개진하는 과학 대화의 진행 원칙을 제대로 지키지 않았라. 그러나 수업 차시가 진행됨에 따라 교사는 점차 효과적이고 능숙하게 과학 대화를 이끌어나갔고, 이에 따라 대부분의 학생들이 주어진 과학 주제에 대하여 깊이 생각하고 과학적 증거와 타른 사랑들의 의견에 준하여 논의하고 논쟁하는 과학 대화 및 의사소통 능력의 향상을 나타냈다. The purpose of this study is to investigate the use of the science talk in a second grade science classroom in U. S. This case study examined a prospective elementary teacher's attitude to the science instruction during her preparation for science lead teaching based on the use of the science talk. This study also described the teacher's and students' difficulties as well as the developmental process appeared in their strenuous efforts of employing the science talk to their science classroom. For this study a prospective elementary teacher was selected while she was doing her internship in the 5th year of her teacher education program at Michigan State University and was teaching 17 lessons of "the food for the plants" unit for an elementary science classroom of 18 second graders. The multiple sources of data included researchers' participatory field notes and video/audio-recordings acquired from her classroom teaching and students' classroom activities during 8 weeks. The interview data were gathered, and all of the audio-taped interview data were fully transcribed. Analysis of the data showed that in the beginning of the adoption of the science talk, both teacher and students showed difficulties in managing and developing the effective science talk. At the beginning, the teacher revealed the inefficient management skills of the science talk. As a result, the students did not make a good scientific discussion and argument! not providing their own scientific evidence. As the science classes were moved on, however, both teacher and students were able to make significant progress on their scientific discussion and discourses through their strenuous efforts to use on-going science talks. Finally, the students showed not only the ability to deeply think about and discuss the particular science topics, but also the overall improvement of communicating sharing, and discussing of their science ideas based on scientific evidence and reasoning.

초고속통신망 광케이블의 유지보수 및 시스템 발전방향

최신호(Shinho Choi),이병욱(Byeongwook Lee),박갑석(Kapseok Park),장은상(Eunsang Jang),김성일(Seongil Kim) 대한전기학회 1998 대한전기학회 학술대회 논문집 Vol.1998 No.7

Exploration of a method for CreativityㆍPersonality Education in the Elementary Science Education through the Case of Design-based Learning Class

( Shim Youngsook ),( Jang Shinho ) 한국초등과학교육학회 2015 한국초등과학교육학회 학술대회 Vol.68 No.-

This study explored that DBL((Design-based Learning) is possibile to be one of the science teaching method in the elementary school for students in the 21st century. The Learner in the 21st century can multitask, use the variety of technologies and needs to use meta cognition to select the information and control himself because a student is exposed to a lot of information. The future society demands critical thinking, communication ability and problem solving skill. The 2009 revised national curriculum is purposed to bring up creative human and global talent for the future, and emphasizes personality education. Therefore, science education needs devising a proper teaching method for the 21st century. Through the theoretical reflections, we analysed that DBL was related social constructivism, practical context from situated learning, Problem based Learning(PBL), Experience and reflective thinking of John Dewey, and Integrative STEM. The differences between DBL and others were design based process in the cooperation and social construction and reflective thinking during the repetitive trial and error. We investigated the case of gifted students in the DBL class. The results showed that students discoursed from the perspective of knowledge sharing and did 4 levels of reflective thinking. Since cooperative discourse(including problem-solving skill, communication skill and critical thinking) and reflective thinking is important elements for creative human resources and personality education, DBL will be possible as a teaching method for the future science education.

뇌졸중 연하장애 환자의 호기근육 강화 훈련에 관한 연구

장석영(SeokYoung Jang),고주연(JuYeon Ko),정신호(ShinHo Jung) 대한치료과학회 2015 대한치료과학회지 Vol.7 No.1

Objective: The purpose of this study is to examine the effect expiratory muscle strengt h training on the swallow function to stroke patient with dysphagia. Method: This study was conducted on 4 patients who had swallowing disability after st roke confirmed by Videofluoroscopy study. Swallowing function were accomplished with the before experiment later. They were applied to the traditional swallowing treatment a pplied after adding the expiratory muscle strength training. The training program on sub jets 20 min per course, 5 days a for 4 weeks. The evaluation about the expiratoty functi on will be a maximum expiratory pressure and Peak expiratory flow. Result: After 4 weeks of experimentation, swallowing function has improved more than the expiratory muscle strength training applied before. Conclusion: The result supported the expiratory muscle strength training with traditiona l swallowing management on the more improvement of the airway protection to stroke patient.

광선로 운용감시 시스팀 개발

김성일(Seongil Kim),최신호(Shinho Choi),박갑석(Kapseok Park),장은상(Eunsang Jang),이병욱(Byeongwook Lee) 대한전기학회 1998 대한전기학회 학술대회 논문집 Vol.1998 No.7

중국 촌,진 계획의 문제점과 대책에 관한 연구

Chi, Dao, Moonki Jang, Yulong Zhang, Zailin Piao, Rhee Shinho 충북대학교 농업과학기술연구소 2008 農業科學硏究 Vol.24 No.-

-본문 참고-

초등학생들의 창의적 과학 문제 해결 과정에서 나타나는 시각화 활동 분석

김지수 ( Kim Jisoo ),장신호 ( Jang Shinho ) 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.1

Cultivating creativity is one of the goals in science education. Previous studies report that students use visualization while they solve the creative science problem and it looks helpful to make them think more. For this study three 6^th grade students were selected in the consideration of pre-test through the qualitative think-aloud method. The results show that even though students have many ideas in planning stage in problem solving, they appeared to visualize familiar and empirical ideas at first. So if teachers want to watch another creative ideas, they tended to give enough time to visualize many ideas. Students drew lines, circles, “X”marks to select or remove information during their problem solving works. They said these marks seem to be useful to understand question. However, removal marks sometimes turn out to block another chance to re-think. Also students did not have a chance to reflect what they did. It means that they lose the chance to do convergent thinking. The implications of this study include the importance of students` visualization works to facilitate their creative ideas and support their problem solving strategies. In this study, we discuss the meaningful messages for teachers who construct science classroom for creativity.

가상현실 기반의 과학관 전시물 사례 연구 - 한국, 홍콩, 일본 과학관을 중심으로 -

이주연 ( Juyeon Lee ),장신호 ( Shinho Jang ) 한국창의정보문화학회 2020 창의정보문화연구 Vol.6 No.3

본 연구에서는 우리나라와 홍콩, 일본에서 전시되고 있는 가상현실(VR) 기반 과학관 전시물의 현황과 특성을 연구하여 국내 VR 과학관 전시물의 개선점을 도출하였다. 이 연구를 위하여, 과학관 VR 전시물에 대한 선행 문헌을 고찰하였으며 3개국 과학관의 온라인과 오프라인 자료를 수집하고 이를 분석 비교하였다. 연구 결과, 한국의 과학관 VR 전시물은 오락적 놀이와 신체활동을 하는 것을 목표로 두는 전시물이 주를 이루고 있으며 일방향적인 관계의 전시물이 많았다. 홍콩 과학관 VR 전시물은 우주, 항공, 환경과 관련된 전시물들이 57%로 많으며 상호작용적인 쌍방향적 관계의 전시물이 많았다. 일본 과학관 VR 전시물은 환경과 에너지, 로봇과 관련된 전시물이 많았으며 상호활동적인 쌍방향적인 관계의 전시물이 많았다. 또한, VR 전시물 분류 결과로 도출된 4가지의 특성을 바탕으로 향후 가상체험 과학관 개발 및 운영을 위한 제안점과 우리나라 VR 과학관 전시물에 주는 시사점을 논의하였다. In this study, the present state and characteristics of VR exhibits currently exhibited in Korea, Hong Kong, and Japan were studied to derive the improvements in the domestic VR exhibits. The previous literatures on VR exhibits at Science Museum were reviewed and online and offline data were collected, analyzed and compared. As the result of the study, VR exhibits at Science Museum in Korea turned out to focus on interest and fun rather than containing scientific content, and exhibits aimed at recreational play and physical activity. The Hong Kong Science Museum VR exhibits are more physically targeted exhibits than the cognitive target exhibits. In addition, at the Japanese Science Museum, there are many exhibits aimed at the physical target exhibits. As the result of classifying VR exhibits into the similar types, it was possible to derive them into four characteristics. The implications for future KOREA VR museum exhibitions were discussed.