韓國産 닭의장풀屬의 分類學的 硏究

李永魯,오용자,余星姬 梨花女子大學校 韓國生活科學硏究院 1977 韓國生活科學硏究院 論叢 Vol.19 No.-

한국산 닭의장풀 무리에 대하여 외부형태, 표피, 화분과 생육장소 등을 조사 연구한 것으로서 한국에 나는 닭의장풀속은 좀닭의장풀 Commelina coreana Le´ve´ille´와 닭의장풀 Commelina communis complex의 그룹으로 나눌 수가 있다. 그리고 좀닭의장풀은 비교적 변이가 없고 安定한 상태로 있는 종이라고 보나 닭의장풀은 변이가 많다는 것을 알 수가 있다. 닭의장풀의 변이형을 꽃색으로 나누어 보면 청색이며 포와 엽초에 털이 있는 것, 청색이며 포와 엽초에 털이 없는 것, 엷은 청색, 흰색, 자색과 흰분홍색으로 대별할 수가 있다. 그리고 좀닭의장풀은 산지의 석회질 토양에 나고 닭의장풀은 산 밑 또는 길가등의 습한 곳에 흔히 나고 있다. 닭의 장풀의 변이형이 많고 같은 장소에 나있는 점을 고려할 때 이 닭의장풀 무리는 근대에 와서 또한 현재 종분화가 진행되고 있는 것이 아닌가 생각된다. 그밖에 본 연구 결과 밝혀진 것으로 Commelina ludens Miq.는 Commelina communis 異名이며 Commelina coreana f. leucantha는 Commelina communis f. leucantha라고 보는 바이다. 따라서 Commelina communis f. leucantha Makino는 새로운 記錄種이 된다고 본다. Nakai (1952) reported 3 species, and one variety and one forma, Commelina coreana,Commelina communis var. latifolia and Commelina coreana f. leucantha, in his the last publication "A Synoptical Sketch of Korean Flora". This study is to find characteristics of the taxa and relationship among the Korean taxa of Commelina, using detail of gross morphology, pollens, stomata, hairs, flower colors and habitats in Korea. The result of the study was that we recognized two groups of Commelina species, Commelina coreana and Commelina communis. The taxon of Commelina coreana usually grows in lime soil of the mountains and the taxon has stable characteristics of elongated leaves with hairs on the margin of leaf sheath, and blue flowers. The characteristics of Commelina communis species are very variable. The hairs on bract, colors of flowers and the size of stomata are much diferent among the taxa of Commelina communis complex. The colors of the taxa are white, blue, pale blue, purple and pale pink. The blue flowered taxa are classified by the hairs on bracts and leaf sheaths. The variable taxa of Commelina communis complex grow at sympatric areas in rather low land. Probably the speciation of taxa, Commelina communis complex occured very recently. We found a white flowered taxon, Commelina communis f. leucantha. It is considered that the taxon Commelina coreana f. leucantha was misnominated by Nakai Takenoshin. We also recognized a taxon of Commelina ludens Miquel as a synonym of Commelina communis. Commelina minor has the characteristics of small pale purple folwers, and large pollens and epidermal cells.

초,중등학교 과학교과서(생물영역)의 식물 분류 체계에 관한 연구

여성희 ( Sung Hee Yeau ) 한국과학교육학회 1998 한국과학교육학회지 Vol.18 No.4

2014-2017학년도 중등생물임용시험의 생명과학 내용영역 분석 : 핵심개념, 탐구기능, 문제해결방법과 답안서술구조를 중심으로

여성희,박민영,안지혜 이화여자대학교 교과교육연구소 2017 교과교육학연구 Vol.21 No.4

This study was designed to provide basic information for pre-teachers preparing for the biology teacher’s certification examination for secondary schools. The data was collected from the 2014-2017 secondary school biology teacher’s examination focusing on core concepts, inquiry skills, problem solving skills, and answer structure. The results from the study are as follows: First, most of the questions were evenly balanced amongst the domains of biology. However, animal physiology (18.7%) and molecular biology (14.7%) had more appearance than others, and molecular biology experiment methods (10.7%) were emphasized as well. Second, the required inquiry skills that the examination assessed corresponded to ‘data interpretation-reasoning(53.2%)’ and ‘data interpretation-correlation(23.5%)’. Third, the question format varied in their way of providing the data as 51 questions (75%) gave only the data without providing the experiment while 17 questions (25%) included the experiments. For problem solving skills, the short-answer questions mainly focused on merging the data with scientific concepts whereas the essay questions focused on gauging the pre-teachers’ ability to interpret the results based on their understanding of the experiments or data. Lastly, the essay questions were mostly formatted according to type V, which asked the pre-teachers to write their interpretation of figures or concepts by drawing on scientific theory and supporting it with evidence. 본 연구는 예비교사들이 중등생물임용시험을 효율적으로 준비할 수 있는 기초자료를 제공하기 위하여 2014학년도부터 2017학년도까지 출제된 생명과학 내용학 문제를 대상으로 주요 영역과 핵심개념, 탐구기능, 문제해결방법, 그리고 요구되는 답안서술구조를 분석하였다. 본 연구 결과는 다음과 같다. 첫째, 중등생물임용시험은 생명과학 각 영역별로 골고루 출제되었으나 동물생리학이 14건(18.7%), 분자생물학이 11건(14.7%)으로 두 영역의 출제 빈도가 다소 높게 나타났다. 특히 분자생물학 실험방법이 8건(10.7%)으로 높게 나타나 실험과정에 대한 이해가 중요시된다. 둘째, 중등생물임용시험에서 요구되는 주요 탐구기능은 자료해석-추리(53.2%), 자료해석-상관관계(23.4%), 자료해석-예상(14.9%), 자료해석-인과관계(4.3%), 결론도출(4.3%) 순으로 나타나 자료해석능력이 중요함을 알 수 있다. 셋째, 중등생물임용시험의 자료제시유형은 실험이 제시된 경우가 17건(25.0%), 실험 없이 자료만 제시된 경우가 51건(75.0%)으로 나타났다. 문제 유형별 문제해결방법은 기입형의 경우,자료에 과학적 개념을 연계하여 해결하는 방법이 24건(70.6%)으로 가장 많았고, 서술·논술형의 경우 제시된 자료의 결과를 해석한 후 관련 개념을 적용하여 문제를 해결하는 방법이 15건(44.1%)으로 높게 나타났다. 넷째, 중등생물임용시험의 서술·논술형은 증거나 주장을 제시하는 과정에서 과학적 이론이 어떻게 쓰이느냐에 답안 서술 구조의 유형이 달라진다. ‘주장과 관련된 증거를 제시하는 과정에서 과학적 이론을 활용하여 합당한 주장을 펼치는 쓰기 구조’가 48.9%로 가장 높게 나타났다. 따라서 서술·논술형 문제의 답안을 서술할 때 증거와 주장, 설명에 필요한 과학적 이론을 먼저 인지하고, 이를 구조화하려는 사고와 교육이 필요하다고 할 수 있다.

환경 UCC에 나타난 생물과 예비 교사의 환경 문제 인식과 환경관에 대한 분석

유희영(Hee-Young Ryu),심규철(Kew-Cheol Shim),소금현(Keum-Hyun So),여성희(Sung-Hee Yeau) 한국환경교육학회 2012 環境 敎育 Vol.25 No.1

The purpose of this study was to analyze characteristics of environmental awareness and environmental worldviews on environmental UCCs which made by 27 pre-service biology teachers, and relationship between environmental awareness and environmental worldviews of them. Environmental worldviews were divided into planetary management worldview, stewardship worldview and environmental wisdom worldview. As for theme fo environmental UCCs, most of pre-service teachers chose themes such as environmental destruction, environmental protection, environmental conservation and coexistence with human and environment. Themes of environmental UCCs were somewhat different between females and males. Female pre-service teachers preferred UCC themes related to human’s daily life as a consumer but males preferred to environmental protection. Many pre-service teachers referred that major cause of environmental problem was development of environment. Most of them had envionmental wisdom worldview, and tried to use fear appeal to express ways of solving of environmental problems and envieonmnetal worldviews. After making environmental UCCs, more pre-service teachers had envionmental wisdom worldview. This result implies that it is necessary to develop pre-service educational programs realted to environmental worldview formation.

A Palynotaxonomic Study of Korean Adonis (Ranunculaceae)

( Chung Hee Lee ),( Sang Tae Lee ),( Young Bae Suh ),( Sung Hee Yeau ),( Nam Sook Lee ) 한국식물학회 2004 Journal of Plant Biology Vol.47 No.4

The pollen morphology of Korean Adonis was examined to clarify its specific recognition. Pollen grains were divided into two major types, according to the size and number of their echinae; those with many small echinae were further subdivided into two subtypes: 2 to 3 aligned foveolae vs. unaligned foveolae. The three types of pollen morphology determined here agree well with recent taxonomic treatments of Korean Adonis. Those analyses, based on morphological and molecular properties, previously recognized Adonis amurensis, Adonis multiflora, and Adonis pseudoamurensis.

멀티미디어 게임을 활용한 환경수업이 초등학생의 외래생물에 대한 인식, 학습동기 및 성취도에 미치는 영향

박성경 ( Sung Kyong Park ),배진호 ( Jin Ho Bae ),심규철 ( Kew Cheol Shim ),여성희 ( Sung Hee Yeau ),소금현 ( Keum Hyun So ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.3

The purpose of this study was to develop a multimedia game program as a strategy for teaching alien species and to examine the effect of the program on recognition, motivation and achievement about alien species. In order to find the effect of developed program, 62 students among 6th graders at S Elementary School located in Gyeonggi-do were divided into two groups. Lesson with multimedia game was given to the experimental group, and the control group received traditional lesson. The results were as follows. First, the experimental and control groups showed significant difference in recognition of alien species. Second, the two groups showed statistically significant difference in learning motivation. For the subdomains of the recognition, significant results were obtained at the significance in attentiveness, relevance, confidence and satisfaction. Third, the two groups showed significant difference in academic achievement. Lastly as a result of interviewing subjects of the experimental group about lesson based on game, subjects generally had positive opinions that the new learning method is interesting and has helpful influence on the lesson.

남한에 자생하는 복수초의 형질특성에 관한 연구

안영희 ( Young Hee Ahn ),여성희 ( Sung Hee Yeau ),이남숙 ( Nam Sook Lee ),이상태 ( Sang Tae Lee ) 한국환경생태학회 1999 한국환경생태학회지 Vol.13 No.3

한국산 노랑초파리의 Adh 염기서열 변이와 유전자 발현의 연관성

강순자,여성희,박광숙,이경연,배영주 한국유전학회 2001 Genes & Genomics Vol.23 No.2

The aquatic fern Azolla is used as a green manure for rice production systems in warm temperate and tropical regions throughout the world. We used lead nitrate in nutrient media to assess the tolerance/response of two Azolla microphylla and Azolla filiculoides to heavy metals. While both species showed negative responses in growth with an increase in lead concentrations, They were distinctly different in their tolerance for higher concentration of the heavy metal. This was apparent in their growth and biochemical characteristics. A. microphylla was more tolerant of the higher concentrations of lead nitrate (25 and 50ppm), whereas A. filiculoides had a higher rate of lead uptake.

교육과정의 목표 설정 준거에 따른 제 6차 중학교 과학교과서 생물영역 분석

장남기,여성희,홍정림,강경미 한국과학교육학회 1999 한국과학교육학회지 Vol.19 No.2

본 연구는 제 6차 중학교 과학과 교육과정 목표를 달성하기 위한 교수매체인 과학 교과서 생물영역의 내용과 구성을 분석함으로써 체계적인 교과서 개발에 관한 제안을 하고자 하였다. 제 6차 과학과 교육과정의 하위목표와 Klopfer 및 교육부의 분류틀에 근거하여 교육목표의 포괄성을 분석하였다. 또한 Tyler의 교육과정 모형에서 제시된 목표 설정 준거인 학습자 차원, 교과차원, 사회 차원에 따라 생물영역의 내용과 구성을 분석하였다. 분석결과는 다음과 같다. 1. 제시된 목표의 포괄성은 매우 낮았다. 2. 학습자 차원에 있어서 주요 개념의 인지적 수준은 학년이 올라감에 따라 형시적 조작수준의 것이 급격히 증가하였다. 또한 학습 주제와 영역에 있어 학습자의 흥미 반영도가 낮았다. 3. 교과 차원에서는 학년이 올라감에 따라 탐구 학습활동에 비해 개념 중심의 학습활동의 비중이 증가하였으며, 탐구과정의 하위요소 분석결과, 1학년에서는 관찰, 분류, 기록정리, 기능 중심으로 구성되었고, 2 학년에서는 관찰과 기구조작 중심으로, 3학년에서는 자료해석이 증가하였다. 문제와 과정이 주어져 탐구 자유도가 낮았다. 학습상황은 실생활적 상황에 비해 학문적 상황 중심으로 구성되었다. 4. 사회 차원에서는 환경과 건강에 관한 학습 주제들은 많이 다루어져 있었으나, 생명공학 진로에 관한 주제는 매우 적었으며, 2학년과 3학년에 편중되어있다. 본 연구의 분석 결과, 교육과정 목표의 효과적인 달성을 위해서는 목표의 포괄성을 높이고 교과서의 내용과 구성이 학습자, 교과, 사회 차원에서 균형 있게 조직되어야 함을 시사한다. This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer' s and the Korean Educational Department' s objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner' s interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented, but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively, the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

중 , 고등학교 과학교사의 탐구수업 환경 요인에 관한 연구

장남기,여성희,이현욱,심규철 한국과학교육학회 1998 한국과학교육학회지 Vol.18 No.3

본 연구는 중·고등학교 과학교사의 탐구수업 환경 요인에 대한 인식을 조사하였다. 조사도구는 근무 여건, 탐구수업 환경 요인, 탐구수업 장애 및 개선 요인 등의 3개 영역으로 구성되어 있다. 중·고등학교 과학교사간의 근무 여건에는 유의한 차이가 없었다. 탐구수업 환경 요인에는 '시설 및 장학지원', '업무량과 학습자료', '교사교육과 교과서', '탐구에 대한 지식과 실천', '필요성인식과 교사의 만족도' 등 5개의 요인으로 구성되었으며, 중·고등학교 과학교사들은 '필요성 인식과 만족도'를 제외한 나머지 요인들에 대해 탐구수업을 실시하기에 부적절한 수준인 것으로 생각하였다. 탐구수업의 장애 및 개선 요인으로 중학교 과학교사들은 '다인수 학급', '교과서', '학습 자료'를 우선으로 생각하였으며, 고등학교 과학교사들은 '다인수 학급'과 '입시제도'를 우선으로 생각하였다. 중·고등학교 과학 탐구수업을 활성화시키기 위해서는 적절한 탐구 학습자료의 개발과 보급을 통해 업무량 및 심리적 부담을 감소시키고, 교사 교육의 체계적인 재조직 및 강화가 요구된다. This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improvement factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as `facilities and encouragement', `amount of works and materials', 'teacher education and textbook', `practice and knowledge' and `perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', `textbook' and `learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.