연구논문 : 코넬식 과학일지 쓰기가 초등학생의 과학 관련 태도에 미치는 영향

여상인 ( Sang Ihn Yeo ),이대한 ( Dae Han Lee ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.2

This study aimed to investigate the effects of Cornell typed science journal writing on elementary students` science-related attitude by gender and academic achievement. The subjects of study were 109 elementary students (5th grade). The experimental group performed Cornell typed science journal writing and the control group maintained traditional lectures for one semester. Science-related attitudes of this study are classified into scientific attitudes (7 sub-domains) and attitudes toward science (5 sub-domains). The collected data were analyzed by ANCOVA with SPSS. The results of study were as follows: Several sub-domain (voluntariness, cooperation, perception about science and scientist) of science-related attitudes positively changed in experimental group. Cornell typed science journal writing was especially effective on improving scientific attitude in male students, and attitude toward science in female students. Also, science journal writing was effective on improving science-related attitude (both scientific attitude and attitude toward science) in high-achieving group, but not effective in low-achieving group.

과학문화에 대한 중 · 고등학교 교사들의 인식

김세미 이화여자대학교 교육대학원 2006 이화교육논총 Vol.16 No.-

Science culture is a very wide, diverse and complicated notion, In order to define science culture, it is important to scrutinize it from various angles. In this study, we have performed analysis of western notions of science culture which have been discussed and domestic notions which-exist currently. Based on this consideration, we set up the notion of science culture as the combination between science and culture in order to match it to the intention of the study. From the defined notion, we investigated essential areas which compose science culture and constructed the index system of science culture. The system is divided by science history, science philosophy, science literature and art, social activities concerning science, and science mass media. It is used to probe the difference between cognition of secondary school teachers as their major and gender. The result of research is like this. 1. In the teacher's cognition of history of science, there was a statistically significant difference in the questions of 'Understanding of science historic discovery and invention', Frequency of visiting science museums and the time and expenses required', 'Expenses required on visiting science-culture historic sites'(P<-05). And in all questions except 'Expenses required on visiting science museums' and 'Expenses required on visiting science-culture historic sites', science teachers showed higher cognition for science culture than humanities and sociology teachers. In the analysis according to their gender, only the question related to 'understanding of science-historical discovery and invention' showed the meaningful difference between male and female(P<.05); cognition of male teachers is higher than that of female teachers. 2. In the teacher's cognition of philosophy of science, science teachers showed higher cognition for science culture than teachers who majored in humanities and sociology in the questions of 'Whether having interests in scientific issues', 'The extent of interest in recent scientific issues' and 'Whether using scientific methods', and there was a statistically significant difference(P<.05). In the analysis according to their gender, the questions related to 'Concern about scientific issues', 'Concern about new scientific issues' showed the meaningful difference between male and female(P<05); cognition of male teachers is higher than that of female teachers. 3. In the teacher's cognition of science literature and art, science teachers showed the higher cognition for science culture than teachers majored in humanities and sociology in the questions of 'Frequency of seeing science performance', 'Frequency of seeing science movies' and 'The amount of purchasing science novels', and there was a statistically significant difference(P<.05). There wasn't a statistically significant difference in any question between male and fema1e(P>.05). 4. In the teacher's cognition of science-related social activities/ there was a statistically significant difference in the questions of 'frequency of visiting science museum science pavilion experience halls and the time required', 'Frequency of using scientific information at libraries', 'frequency of participating in science-related events', 'frequency of participating scientific organizations and group activities' and 'The interest in science and technology policies'(P<.05). Among the above-mentioned questions, in all questions except 'frequency of science museum science pavilion experience halls and the time required', teachers majored in science showed higher cognition for science culture than teachers majored in humanities and sociology, In the analysis according to their gender, the questions related to Frequency of participating in science-related events', 'frequency of participating scientific organizations and group activities', 'The interest in science and technology policies' showed the meaningful difference between male and fema1e(P<05); cognition of male teachers is higher than that of female teachers. 5. In the teacher's cognition of scientific massmedia, there was a statistically significant difference in the questions of 'Subscription of science papers and magazines', 'Frequency of reading science-related books', 'Frequency of watching science education programs', 'Frequency of watching science channels' and 'Frequency of using science-related internet sites' (P<05). Among the above-mentioned questions, in all questions except 'Frequency of watching science channels', science teachers showed higher cognition for science culture than teachers majored in humanities and sociology. In the analysis according to their gender, the questions related to 'Subscription of science magazines', 'Frequency of reading science-related books', 'Frequency of watching science education programs', 'Frequency of watching science channels' and 'Frequency of using science-related internet sites' showed the meaningful difference between male and female(P<.05); cognition of male teachers is higher than that of female teachers. As above results of the study, there was a significant difference by teacher's major of science, humanities and sociology in many questions. Especially, it was found that science teachers were more sensitive to scientific events or issues, participating in scientific historic sites or occasions, using scientific methods in their daily lives, and using scientific mass media than teachers with any other majors, therefore, in modem times when the importance of science is getting increased, we should raise teachers' cognition about science culture through various research activities.

과학 일기쓰기가 과학 관련 태도 및 학업성취도에 미치는 효과

이용섭,박미진 대한지구과학교육학회 2010 대한지구과학교육학회지 Vol.3 No.3

The purpose of this study was to investigate the effect of science journal writing on science-related attitude and science academic achievement of elementary school students in order to find out the value of science journal writing. For this purpose, one class of 6th graders was tested. The result of this study were as follows: First, Science journal are classfied by forms and content. The most frequently used types are prose and organizing concept. Second, Science journal writing brought positive effects on science - related attitude, especially cognition of science. Third, Science journal writing has positive effect on science academic achievement. Therefore Science Journal Writing can be useful method in Science education.

과학기술과 시민사회 정치패러다임: 과학상점의 대안가능성 탐색

정복철,손혁상 경희대학교(국제캠퍼스) 국제지역연구원 2008 아태연구 Vol.15 No.2

이 글은 과학기술과 시민참여의 문제를 생활세계의 관점에서 고찰하고, 최근 한국사회에 등장한 과학기술 문제와 생활세계 현장이 결합된 새로운 거버넌스 패러다임의 하나의 모델인 과학상점의 한국적 사례를 조명하고자 한다. 우선 과학기술과 시민사회의 소통의 당위성을 인문학적 견지에서 성찰하고, 최근의 과학기술 정책영역에서 나타나는 거버넌스의 변화에 주목하여 시민사회 정치패러다임에 어떠한 변화가 나타나고 있는 지를 탐색한다. 과학기술과 관련된 시민참여 프로그램은 다양하지만 본 논의에서는 과학상점을 중심으로 파악하고자 한다. 과학상점은 과학기술 정책영역에서 정부와 과학전문가, 그리고 일반시민 간 정책이슈에 대한 상호침투를 가능하게 해주는 거버넌스에서의 주요한 정책행위자로서 기능할 것으로 보여진다. This paper examines the problem of science-technology and citizens' participation in civil society from the life world's perspective. It discusses the Korean case of ‘science shop' as a new governance paradigm combining science-technology issues and life world. First, it looks into the necessity of communication between science-technology and civil society from a humanistic point of view, and it traces the changes of political paradigm in civil society by observing the structural transformation of governance in the current science-technology policy area. This paper mainly focuses on 'science shop' among various programs related to citizens' participation in the field of science-technology. It argues that 'science shop' will emerge as an important institutional space for policy deliberation by facilitating interactions between the government, science experts and ordinary citizens over science-technology issues

Utilization of Scientific Method as a Tool of Architectural Design

이용규,이윤규 대한건축학회 2010 Architectural research Vol.12 No.2

Science (natural science) is the systematic attempt to understand and interpret the nature phenomenon. For this reason, architects have used science to adapt nature to their design. With the rise of modern science, architecture became more closely related with science. Science available to develop new technology for architecture and it influenced architect’s idea and concept. Symbolically, Architects use method or process of science to generate building form. The Rules of compositing particles in the chemistry or DNA (deoxyribonucleic acid) in the biology are used to generate a form of building. Literally, Architects use technology as a tool of science to improve physical performance of architecture. Like mathematical understanding of structure load enabled people to construct enclosure without columns or any of support system inside of architecture. Still natural phenomenon is not fully understood as science and science is still discovering a new phenomenon or changing its theory to adapt new discovery. New discovery or limitation of science influenced architecture throughout the history. This paper is to discuss how architectural theories are rest upon idea set forth by science. In addition, how technology as a tool of science has been utilized in architecture.

과학과 관련된 사회적·윤리적 문제에 대한 예비 과학교사들의 의사결정유형

이현주 이화여자대학교 교과교육연구소 2008 교과교육학연구 Vol.12 No.2

As science has become integrated with economic, commercial, military, political or other social activities, it often brings up various moral, ethical, social problems related to its development. These are generally named socioscientific issues(SSI). Current science education aims to educate students as future citizens who are scientifically literate, and the inclusion of SSI into science curricula has been generally regarded as an essential element to achieve this aim. However, a onsiderable amount of research has reported that only a small percentage of science teachers address SSI in the science classroom. And most science teachers still feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. The author attempted to figure out the reasons by investigating the current state of science teachers in terms of their perception and understanding of SSI and nature of science. As an initial step, the author asked 21 pre-service science teachers to write weekly journals regarding 8 kinds of SSI after participating in class discussions, and identified some decision-making patterns from their responses. The results indicated that the pre-service science teachers showed different decision-making patterns depending on the issues, such as emotive informal reasoning, rationalistic informal reasoning, evidence-based compromising, and emotion-based compromising. Their decision-making patterns also represented their view of science, and the teachers tended to have somewhat ambiguous, but positive expectation or fear toward the advancement of science and technology. In addition, this study showed the possibility that the teachers could expand their view of science and enhance their decision-making skills by continuously experiencing SSI decision-making process. 과학기술은 자연현상을 이해하고 그 규칙성을 찾아내는 순수 과학적 성격(truth-seeking)에서 점차 경제·사회·정치 등 사회의 여러 영역과 접목되면서 여러 가지 윤리적·도덕적 문제를 낳고 있다. 이러한 문제들을 과학과 관련된 사회적·윤리적 문제(socioscientific issues, 이하 SSI)라고한다. 현재 과학교육은 SSI를 도입함으로써 학생들에게 과학-기술-사회의 주요 논쟁들에 참여하고 현명하게 대처할 수 있는 능력, 즉 ‘과학적 소양’(scientific literacy)을 길러주어야 함을 강조해오고 있다. 이러한 목표를 달성하기 위해서는 과학교사의 역할이 매우 중요하며, 따라서 본 연구에서는 효과적인 SSI 도입 방안을 마련하기 위한 첫 단계로 중등현장에서 과학을 가르칠 사범대학에 재학 중인 3·4학년 예비교사들을 대상으로 이들의 SSI에 대한 인식과 의사결정의 유형을 분석해 보았다. 예비교사들은 총 8주에 걸쳐 8개의 과학과 관련된 윤리·사회적 문제(SSI)에 대해 30-40분 정도 토의시간을 가진 후 각 주제에 대해 저널을 작성하였고, 본 연구자는 각 주제별 응답의 경향성을 파악하여 4개 유형으로 분류하였다. 참여자들은 SSI 주제가 지닌 성격에 따라 다른 의사결정 유형을 보였다. 맞춤아기나 대리모와 같이 현실성이 적다고 판단되는 주제들에 대해서는 감정기반의 사고를 하는 경향을 보였으며, 안락사와 유전자조작식품과 같이 사회의 주체로서 당면할 수 있는 문제들에 대해서는 장단점을 고려하여 논리적으로 근거를 제시하는 사고유형을 보였다.원자력 발전과 배아복제와 같이 부작용은 있으나 현실적 이득을 고려해야 하는 주제에 대해서는 찬반의 의사결정 보다는 보완책을 제시하는 방향으로 의사를 결정하였으며, 과학기술로 인한 삶의 변화 및 인터넷 사용과 같이 우리 삶에 깊숙이 파고들어있는 과학기술의 만연함에 관한 주제에 대해서는 대립된 감정 사이에 갈등을 경험한다는 것을 볼 수 있었다. 이는 예비 교사들이 주제를 자신이 당면한 현실적 문제로 받아들일수록 근거를 명확히 제시하여 의사를 결정하는 경향을 보인다고도 할 수 있다. 또한 본 연구는 참여자들에게 SSI에 대한 계속적인 의사결정 기회를 제공하는 것이 과학교사들의 과학에 대한 관점을 확대·확립하고, 보다 합리적인 의사결정을 하는데 도움을 줄 수 있다는 가능성을 보여주었다.

과학연극 참여 경험이 학생들의 과학에 대한 정의적 특성에 미치는 영향

성유리,임성민 한국물리학회 2019 새물리 Vol.69 No.2

The purpose of this study is to explore the effect of science drama participation experience on students’ science-related affective domain and to suggest implication of science drama in school science education by describing the difficulty of science drama. For this, we investigated the changes in students’ cognition, interest, and attitudes before and after applying science drama by using questionnaires and by analyzing students’ reflective journals, interviews, teachers’ field notes, and descriptive survey results. We found significant improvements in cognition about science, sciencerelated careers, and importance related to STS problems in the cognition dimension; in interests toward science, science learning, science activities, and anxiety in the interest dimension; and curiosity and critical-mindedness in the attitude dimension. Those who participated in science drama described problems with implementing science drama in school such as lack of prior experience with or expertise on science drama, heavy load for academic achievement, negative expectation for science drama, and requirement for resources to implement science drama. 이 연구에서는 과학연극 참여 경험이 학생들의 과학에 대한 정의적 특성에 어떤 영향을 미치는지를알아보고자 하였다. 또한 실제 과학연극을 수행하는데 어려움을 조사하여 학교 과학교육에서 과학연극의실천에 대한 시사점을 찾고자 하였다. 이를 위해 과학에 대한 정의적 특성을 과학에 대한 인식, 과학에대한 흥미, 과학적 태도로 구분하고 과학연극 전과 후의 학생들의 정의적 특성 변화를 조사하였다. 또한학생들의 반성일지와 면담, 연구자와 동아리 교사의 관찰일지, 서술형 설문과 면담 등을 통하여 과학연극이학생들의 과학에 대한 정의적 특성에 어떠한 영향을 주었는지를 정성적으로 분석하였다. 연구 결과, 인식차원에서 과학에 대한 인식, 과학자와 과학 관련 직업에 대한 인식, 과학-기술-사회의 상호관련성에 대한인식에서 유의한 변화가 있었으며, 흥미 차원에서는 과학에 대한 흥미, 과학 학습에 대한 흥미, 과학과관련된 활동에 대한 흥미, 과학 불안의 영역에서, 태도 차원에서는 호기심과 비판성 영역에서 유의한 향상이있었다. 과학연극에 참여한 교사와 학생들은 연극에 대한 사전 경험이나 전문성의 부족, 학업 성취에 대한부담과 인식의 한계, 연극 실행을 위한 자원의 소요 등을 과학연극의 실천에 대한 어려움으로 지적하였다.

Utilization of Scientific Method as a Tool of Architectural Design

Yi, Yong-Kyu,Yi, Yun-Kyu Architectural Institute of Korea 2010 Architectural research Vol.12 No.2

Science (natural science) is the systematic attempt to understand and interpret the nature phenomenon. For this reason, architects have used science to adapt nature to their design. With the rise of modern science, architecture became more closely related with science. Science available to develop new technology for architecture and it influenced architect's idea and concept. Symbolically, Architects use method or process of science to generate building form. The Rules of compositing particles in the chemistry or DNA (deoxyribonucleic acid) in the biology are used to generate a form of building. Literally, Architects use technology as a tool of science to improve physical performance of architecture. Like mathematical understanding of structure load enabled people to construct enclosure without columns or any of support system inside of architecture. Still natural phenomenon is not fully understood as science and science is still discovering a new phenomenon or changing its theory to adapt new discovery. New discovery or limitation of science influenced architecture throughout the history. This paper is to discuss how architectural theories are rest upon idea set forth by science. In addition, how technology as a tool of science has been utilized in architecture.

학교 과학에서 과학 글쓰기의 위상과 교육적 의미

이선경,김찬경,고훈영,윤진희,민경진 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.6(A)

The purpose of this paper is to explore the status of science writing and its educational significance in school science. According to science curriculum and literature reviews, writing in school science is mainly dealt as a role to provide communication opportunities to promote knowledge and inquiry from an instrumental point of view. In this paper, beyond the comprehension of science writing as an instrumental viewpoint of science learning, a new point of view is suggested as an expression of empathy and communicating the understanding of ourselves in the world. From this point of view, science writing has been understood as a collaborative process of paradigm thinking and narrative thinking, expanding into the process of participating in science culture as part of life. Based on this, science writing as a discourse space of school science is not an singular experience but it is required to be treated as a long-term communication process. Finally, the educational meanings of them were discussed. We presented Science Writing Heuristic(SWH), Observation-based Science Writing, Science Column that deals with Socio-Scientific Issues (SSI) and discussed their educational significance. 이 논문은 학교 과학에서 과학 글쓰기의 위상과 교육적 의미를 탐색하는데 궁극적 목적이 있다. 과학과 교육과정과 여러 문헌에 따르면 학교 과학에서의 글쓰기는 주로 도구적 관점에서 지식 및 탐구를 촉진하기 위한 의사소통의 기회를 제공하는 역할로서 다루어졌다. 이 논문에서는 과학 글쓰기를 과학 학습의 도구적 관점으로 이해하는 것을 넘어서 글쓴이가 자신과 세상에 대한 이해를 공감하고 소통하는 표현으로 보는 새로운 관점을 제시하였다. 이러한 관점에서 과학 글쓰기는 삶의 일부로 과학 문화에 참여하는 과정으로 확장하고 패러다임 사고와 내러티브 사고의 협력적 과정으로 이해되었다. 이를 기반으로 학교 과학의 담론 공간으로서 과학 글쓰기는 일회적 경험이 아니라 호흡을 길게 하는 의사소통 과정으로 다루어질 것이 요구된다. 구체적인 활동으로서 탐구 과정을 통해 지식 생성을 촉진하는 탐구적 과학 글쓰기(SWH), 관찰 대상에 대한 민감성을 키울 수 있고 충분한 글감을 토대로 하는 관찰기반 과학 에세이, 과학적 소양을 갖춘 민주시민으로서 일상에서 직면하는 과학 관련 사회적 논제(SSI)를 다루는 과학 칼럼 쓰기를 제시하고 교육적 의미에 대해 짚어보았다.

초등 과학영재와 일반학생의 과학 윤리성, 과학 진로 지향도 및 사회 기여 의식과의 상관관계

박지호,최선영 한국생물교육학회 2017 생물교육 Vol.45 No.4

The purpose of this study examined correlations between science ethicality, career orientation of science, and social contribution consciousness of the scientifically gifted students and general students in elementary school. For this study, 36 scientifically students and 39 general students were surveyed. The questionnaire was composed of 145 items; 114 items for science ethicality, 20 items for career orientation of science, 11 items for social contribution consciousness. The results were as follows: First, it was showed that elementary science gifted students were generally higher than general students in science ethicality, career orientation, and social contribution consciousness sub-area and there was a statistically significant difference. Second, it was found that both of elementary science gifted and general students were sligh- tly high as positive relationship with the results of analysis of correlation between science ethicality and career orientation of science. As the result of regression of this, it was confirmed that individual personality element of science ethicality had significant impact to career orientation of science for science gifted students. Third, looking at the correlation between science ethicality and social contribution consciousness, it was noticed that science gifted students were high as positive relationship in all factors, but general students were low. As the result of regression analysis, motivation element of science ethicality for science gifted students was the most impact factor in social contribution consciousness.