실험수업이 과학 학습부진아에게 미치는 효과에 대한 연구

김진,임인택 全南大學校 師範大學 科學敎育硏究所 2004 科學敎育硏究誌 Vol.28 No.1

The purpose of this study is to investigate how much the experimental class influences on science scholarship achievement, inquiry ability skills, and science-related attitude compared to the lecture style class and then utilize this information as the basis to create a strategy for underachievers on science class. The subjects in this study are 64 science underachievers in a boy's middle school in Suncheon. They were divided into three groups: control group, experimental group 1 and experimental group 2. The control group is attended a lecture style class without experiment, the experimental group 1 had a class that used experimental material similar to a textbook without a worksheet and the experimental group 2 had a class with worksheets that were developed to supplement underachiever's difficulties. To find out the effect of the experimental classes on the underachievers, a pretest and a post-test were given to measure science achievement, inquiry ability skills, and the science-related attitude of the students. 특히, 과학교과에 적용되는 심화 • 보충형 수준별 교육과정에서는 한 학급 내에 모든 학생이 이수해야 할 최소기준으로 기본학습내용을 구성하고, 학생의 기본과정 성취도에 따라 심화 또는 보충 학습을 선택적으로 제공하여 자기 주도적 학습이 가능하도록 운영하고 있다 그러나 학급 내 학습자들 사이 에 존재하고 있는 개인차를 해소하는데 아직도 많은 어려움이 있는 것 같다. 특히 농촌지역으로 갈수록 학습부진의 문제가 심각해지 고 있다. 21C에 들어와서 국가적 측면에서 영재 교육의 필요성이 제기되어 실시되고 있는 반 면, 한편에서는 많은 학생들이 기초학력 부진으로 인해 과학수업에 정상적으로 적응하지 못하고 관찰, 분류, 측정, 예상 등 기초탐구능력을 필요로 하는 실험실습 조차 어려움을 겪어 좌절감, 열등감을 느끼고 있는 실정 이 다. 과학과 7차 교육과정의 특징 중의 하나로 과학 교과서에서 탐구활동의 강화는 실제로 학생들의 학습 향상에 도움이 되었다고 알려져 있다(이문재, 2000, 이범홍, 김영민,1983). 그러나 이 연구들은 일반적인 학생들의 결과를 나타내고 있고, 과학 학습부진 아들에게도 7차 교육과정에 의한 실험 수업이 어느 정도 효과적인지에 대한 연구결과 는 부족한 것 같다. 본 연구를 통해 7차 교육과정에 의한 실험 수업이 과학 학습부진아들의 과학 학업 성취도와 과학 탐구 능력, 과학에 관련된 태도 에 어떤 변화를 주는가를 알아보고자 한다. 그래서 과학 학습부진아에 대한 효과적인 과학 수업 전략 수립의 기초자료로 활용하고자 한다.

중학교 과학영재교육을 위한 심화학습 프로그램의 개발 및 적용-빛의 반사와 굴절 단원을 중심으로

양권승,조중현,오희균 全南大學校 師範大學 科學敎育硏究所 2001 科學敎育硏究誌 Vol.25 No.1

Gifted education has been emphasized in two views , one is self-realization of individual and the other is educating the talented requisite for the knowledge-based future society. In order to vitalize the gifted education, enrichment programs must be developed along with the education system. In this research literature were reviewed for developing the study resource adequate for the gifted in science. The direction of the resource-development was established on the basis of combination of several models such as Enrichment Triad Model (Renzulli,1978), Self-directed learning Model(Treffinger,1982) and Creative Problem Solving Model (parnes, 1967). The objective of resource development is to raise the creativity and problem solving ability of students through their various experiences in interesting studies. The scope of resource development is "Reflection and Refraction of the light" of grade 7 in the 7-th curriculum. Developed resources were applied to the students of Sun Cheon gifted c1ass, advance science c1ass of Yeong Gwang Hong Nong middle school. The students were instructed to do creative and self-directed study activities. The feedbacks from students after the application of developed resources were 1. Contents of the program were appropriate in view of the difficulty and the interconnectivities of contents 2. Procedure was interesting and it was helpful to raise the ability in self-directed study and creative problem solving. 3. Most students hope to take part in the science gifted education program with various topics. This developed resource can be utilized not only in many kinds of gifted classes, advanced curriculum but also as individualized resources for improving creative problem solving ability. Teachers in charge of the gifted education, can have the opportunity to participate in development of abundant resources in various areas

高等學校 Energy 敎育을 위한 實態調査와 資料開發(Ⅱ)

趙東山,金昌大 全南大學校 師範大學 科學敎育硏究所 1983 科學敎育硏究誌 Vol.8 No.1

The energy crisis has been heightened by the shortage of energy resources and the man’s expanding needs for energy, resulting in the social, economical and environmental difficulties. To overcome and solve such difficulties, it is very important to reflect the energy problems on the high school curriculum and to educate students. In this paper, the contents of science textbooks being used in the American high schools have been investigated. especially the contents related to energy. The results have been analyzed and compared with those obtained previously in the Japanese and the Korean textbooks. The formation. recognition and attitude of energy concepts of teachers and students have been also examined. With this results. we have suggested a model for developing the teaching materias for energy education appropriate to the high school level.

師範大學 및 敎育大學院의 數學敎育課程에 관한 硏究

宋炳檜 全南大學校 師範大學 科學敎育硏究所 1983 科學敎育硏究誌 Vol.8 No.1

In this paper, we propose a new pattern of curriculum of Mathematics for students in the college of Edcation and in the graduate school of Education of which properties are different from those of other colleges. The purpose of this curriculum is for students to obtain extensively the knowledge of Mathematics and didactics of Mathematics and to be able to teach Mathematics efficiently and creatively.

STS를 활용한 중학교 지구과학 수업이 학생들의 과학에 관련된 태도에 미치는 효과

윤석태,박은영 全南大學校 師範大學 科學敎育硏究所 2006 科學敎育硏究誌 Vol.30 No.1

The purpose of this study was to propose STS (Science, Technology and Society) teaching-learning method to fit our educational environments and to investigate the effect of STS teaching-learning method on students' attitude by applying it to the locale of school education. First of all, in order to create an educational model that will be suitable for application of STS teaching-learning method, which will be different from the traditional teaching, 1 came up with a plan for teaching and learning having selected an appropriate topic and applied it thereto. The issues that 1 had dealt with putting the focus on were: First, does STS teaching learning method bring about a positive effect on students' learning attitude comparing with traditional teaching method? Second, if STS teaching-learning method exhibits more positive effect than that of traditional teaching, so then, on what attitude has it been mostly influential? The study was carried out by having sampled 4 classes of 1 st grade in middle school located in Gwangju Metropolitan City, and 1 divided them into Control Group and Test Group, consisting of two classes each of group. And 1 confirmed the homogeneity of each group by performing a pre-test beforehand, and applied STS teaching-learning method to the test group and the traditional teaching method to the control group, and then after, 1 tried to find out. changes between two groups through post-test. As for instrument for test, 1 used Test of Science-Related Attitudes (TORSA) that verified in connection with teachings about science. Results from these tests revealed the followings: First, both groups showed a positive change, however, the test group displayed a significant difference of change comparing with the control group. Second, STS teaching-learning method affected students' attitude more positively than that of the traditional teaching method, and it was influential positively on the students' attitude in the order of “" Interest in Learning about Science," “" Pleasure as for Science-Related Hobby," “" Attitude toward Quest for Science," and “" Application for Scientific Attitude." And girls revealed more changes than those of boys in the STS teaching-learning method, rather than the traditional teaching method. The results of these study works revealed that STS teaching-learning method affect the changes of students' attitude more positively comparing with the traditional teaching, therefore, STS teaching-learning method was much more effective in the locale of school teaching. Particularly, by proceeding learning class using materials and information excerpted and selected from media and everyday life, I could excite interests of students, in addition 1 was able to increase their concentration on study, for students could easily participate in discussions and also make speeches before peer students naturally through such procedures.

신문을 활용한 수업이 고등학생들의 과학과 관련한 태도에 미치는 영향

나은숙,정영근 全南大學校 師範大學 科學敎育硏究所 2006 科學敎育硏究誌 Vol.30 No.1

This study is to investigate the effects of NIE on science-related attitudes of 2nd grade high school students learning Earth Science I as a selective subjects in a rural district, Jeollanam-do province. The teaching material for NIE on the change of weather is collected and organized using the KINDS program of the Korea Press Institute. The total 28items of the TOSRA questionnaire are used twice, before and after NIE class, to testify the science-related attitudes change. The average score of the scientific inquiry, normality of science, leisure interest in science in the before class test. Through NIE class, the adoption of scientific attitudes, enjoyment of science lessons, leisure in science show the significant change in the attitude test score. Especially, the enjoyment of science lessons and adoption of scientific attitudes are improved in its order in the after-class test.

ICT를 활용한 수업이 수학교수-학습에 미치는 효과 : 미적분 단원을 중심으로

나성태,김용구 全南大學校 師範大學 科學敎育硏究所 2003 科學敎育硏究誌 Vol.27 No.1

The purpose of this paper is to find out the effects on the student’s preferences and attitudes for mathematics when ICT(Information and Communication Technology) is applied to the teaching of mathematics. 8th grade students (a1together 62 students) were divided into two groups. To one group of students(31 students), lectures were given using only the traditional methods and to another group of students(31 students) lectures were given with the ICT. Results showed that the teaching of mathematics with the help of ICT had positive effects on the student’s preferences and attitudes for mathematics and cognitive area. Especially ICT had an opportunity for the students to get a good chance to study hard mathematics with ease and for teachers to teach the students mathematics with fun. If there is unsettled subjects left, one is for the students to get a positive attitude in learning. The other is for the educational institute to give them places and various softwares. ln addition, the research for the improvements of educational environment should be provided.

중학교 학생들의 성격유형과 과학 학습 불안 및 학업 성적간의 상관관계

고병연,오희균 全南大學校 師範大學 科學敎育硏究所 2009 科學敎育硏究誌 Vol.33 No.1

The purpose of this study is to investigate the correlations between individual personality and anxiety and achievement in science -learning of junior high school students. For this study 136 students were sampled out (70 males and 66 females). About the half of them were on relatively higher academic achievement level and the rest on the lower level. The personality-types of students were analyzed by Myers-Briggs Type - Indicator(MBTZ) form. The learning-anxiety in science was measured with SAMS by Lee-Jae chon(1992). The relative ranks of students were determined with grade data of mid-term and final term examinations. The main results of the correlations between the preference tendencies (4 items), temperament types( 4 items) and gender differences are as follows First, the different preference tendencies¹⁾ affect science anxiety, and science achievement. Low-level students had a low preference with E-types and J-types. This is caused by E-type students being more willing to communicate, and J-type students having a clearer understanding of directions. Second, the high-level students had the preference with I-types and J-types, and the low-level students had the preference with N-types. Third, the different function types2) affect the correlation between function types and science anxiety, and that between function types and science grade. The high-level students had a low preference with NT -types, and the low-level students had a low preference with NF-types. Fourth, the science grade depends on the function types. Both high and low-level students had the preference with NT and NF-types. fifth, the different temperament types3) could affect the correlation between temperament types and science anxiety, and that between temperament types and science grade. The NT-type students had a low science anxiety, and SP-type students had a high science anxiety. Sixth, the science grade depends on the temperament types. The NT-type students had a high science grade, and SP-type students had a low science grade. Seventh, in examining the correlation between personality type and science anxiety and that between personality type and science grade, there did not show significant statistical differences based on either the gender or level of students. However, 상lS would possibly be due to the limited number of students sampled. A closer observation revealed that a high proportion of high-level NT-type students had low science anxiety and a high science grade. while there were only very few low-level NT-type students who had high science anxiety and a low science grade. Based on this study, it appears that high-level NT-type students for the most paπ are interested in a logical and analytical approach to determine facts objectively. For the same reason, low-level students of the same personality type appear hi맹y unstable, thus resulting in higher science anxiety and a lower science grade. Thus, some special personality types of MBTI were related to the science anxiety and science grade. Accordingly, if we know the personality types of the students, science anxiety will be decreased and their science grade will improve. Even thou화, it is not sufficient for teachers to hold rigidly to single-level or even multi-level education methods based on academic achievement, the personality type of individual students also needs to be taken into account. We hope that a development-type teaching method with varied questioning, modelled according to student personality types, should be useful in reducing science anxiety and improving the science grade of students.

中等敎師를 위한 數學敎育에 관한 硏究

宋炳檜,任中圭 全南大學校 師範大學 科學敎育硏究所 1977 科學敎育硏究誌 Vol.2 No.1

It is often said that the characteristics of a mathematics teacher must be enhanced as a professional man like a medical man or a pharmacist by intensifying his qualifications. At present, the training course is of a diverse nature according to the different colleges(e.g. college of education, college of liberal arts and sciences), and even according to the national or private college of education. Hence, there is no fixed standard for qualification control for a mathematics teacher. In this article, a tentative plan is made by analyzing and adapting the mathematics curriculum of Japan's for the purpose of producing a better mathematics teacher, claiming good quality plus a good knowledge of a teacher,

중등지구과학 영재교육 교재 분석

고영구,오규동,정영근,윤석태,김종희 全南大學校 師範大學 科學敎育硏究所 2007 科學敎育硏究誌 Vol.31 No.1

This study aimed at analyzing 113 activities developed for middle school science gifted students by Chonnam National University Science Education Center for Gifted between the school years 2003 and 2005. The analysis framework designed is consisted of 4 factors: number of activities, type of materials and activities, educational objective domains, contents of the program, cognitive thinking, and inquiry process. The results showed that all activities were written in the form of worksheet, consisting of introductory knowledge, questions and blank for answer. 70 percent of activities were classified as high school level, and 25 percent as college level. The most activities were type of activities in laboratory, role play and discussion method were rare. The most activities were basic inquiry type, and required convergent thinking rather than divergent thinking. Therefore higher inquiry experiments and creative activities should be contained and the contents for divergent thinking should be reflected more on the distance education materials. 과학영재교육을 하기 위해서는 과학영재 의 영재성에 대한 철학과 정의에 대한 이해, '과학영재 교육 프로그램의 목적과 목표 설정, 과학영재 교육과정과 수업지도안 등의 프로그램 개발, 과학영재 동정 및 선정, 과학영재 교육 프로그램에 대한 평가 및 피드백과 관련한 계획을 세워야 하며 이후에 여러 관련프로그램에 대한 정보를 수집하여 프로그램 에 대한 평가를 통해 영재아들에게 적절한 것을 준비해야 한다(심규철, 1994).