觀察 能力 伸張을 阻害하는 要因에 對한 分析的 硏究

吳允謙 濟州敎育大學 科學敎育硏究所 1978 科學敎育硏究誌 Vol.3 No.-

自然科 학습 지도에 있어서의 의문의 경향 및 빈도에 관한 조사연구(Ⅱ)

오윤겸,김영호 濟州敎育大學 科學敎育硏究所 1976 科學敎育硏究誌 Vol.1 No.-

An Investigation of the Questionary tendency & frequency in the learning guidance of primary school science - (Ⅱ)

자연과 學習指導에 있어서 疑問의 傾向및 頻度에 關한 調査硏究

吳允謙 濟州敎育大學校 1975 論文集 Vol.5 No.-

When the pupils of elementary school have a question, they show their own actions and attitude of various forms about it. So the question itself can be the pupils interest and concern to try to know and solve the problems and conditions with which they themselves meet, and their own expression of the intellectual spirit of inquiry. The result is as follows; which investigated and analyed the pupils own problems for the object of the pupils of 3th and 6th year grades of 15 primary schools selected in the four zones through out Jejudo. 1) The questionary sphere takes it in order that the pupils of 3th year grade have 26.0 percent of daily necessaries of life, 25.6 percent of animate things, 25.3 percent of humean life and 23.0 percent of natural phenomena, and the pupils of 6th year grade have 37.4 percent of human life, 25.4 percent of natural phenomena, 20.5 percent of animate things and 17.0 percent of daily necessaries of life. 2) The kind of questions of 3th year grade pupils are not concrete, but vague and general. 3) The important element of accurrence of questions of 6th year grade pupils is mainly caused by their own characters and functions, and that of 3th year grade pupils is caused by their own accurrence and origin of the questions. 4) We can see a 49.0 percent of 3th year grade pupils and 60.7 percent of 6th year grade pupils in solving the questions in dependence on their own teachers. 5) By investing the actual condition of questions befor and after learning, we can give the accurrence of learning interest and the opportunity of a motive endowment.

救荒食品에 關한 調査硏究 : 濟州地域을 中心으로 In a Region of Jeju Island

吳允謙 濟州敎育大學 科學敎育硏究所 1980 科學敎育硏究誌 Vol.5 No.-

In Je Ju island, the wild plants and the seaweeds that are used to the substitute food or usable to the general food are classified into 67 family 166 species and 13 family 31 species respectively. The method of the preparation of the useful substitute food is colligated by the data from the results had on interview with the people in Je Ju island who have experienced really that. It was found that it makes a difference between the preparation of the useful substitute food in Je Ju island and that in Korea proper to use the seaweeds together with the wild food plants.

自然科敎育의 硏究分野에 關한 實態調査

吳允謙 濟州敎育大學 科學敎育硏究所 1979 科學敎育硏究誌 Vol.4 No.-

Retort Pouh 식품의 품질변화에 영향을 주는 요인

오윤겸 濟州敎育大學 科學敎育硏究所 1981 科學敎育硏究誌 Vol.6 No.-

濟州道 國民學校 自然科 敎育評價에 關한 調査硏究

吳允謙,金英昊,吳相哲 濟州敎育大學 科學敎育硏究所 1977 科學敎育硏究誌 Vol.2 No.-

The purpose of this study is to detect various problems arising from evaluation of the scientific education conducted at elementary schools in Jeju-do Province, and search for proper forms of evaluation which would pave the way to normal and reasonable management of education of natural science presenting its model. With a view to accomplishing this purpose, I have collected and analyzed the materials of evaluation used on the 7th of March. 1776 at 49 primary schools the number of which corresponds to 43% of the total primary schools in Jeju-do Province, and examined correctly the actual condition of the evaluation through interviews and group discussions with 150 primary school teachers concerned. The result of the investigation has diclosed that 83.9% of the primary schools are availing themselves of the questions offered by monthly magazines or commercial evaluation, and 70% of them are adapting the questions regarding the study of the subject actually verified. My investigation has also made it clear that 94% of the schools disposed of the result of the examination by writing down the marks obtained on a list of their school records, but the investigation shows that method of evaluation to promote its timely execution, and its putting into practical use fell short of variety. As a method of searching the main factors and solutions of these issues, I have made a model of formative evaluation which could solve them in cooperation with the unit of a class and/or a school that is indispensable in the process of study of natural science. For constructive process in the mode of the formative evaluation, I have also drawn up a list of dual goal classification necessary in respective unit of study proceeding of the subject, and used study papers which will make them serve for diagnostic evaluation in the process of the subsequent learning guidance. Upon analysis of the result displayed in the study papers, increase in volum and supplement of the study of the subject have been attempted in accordance with the result of the analysis. After assuming full activities through this method, I have evaluated the result by drawing tip formative evaluation papers; and as selection of the study unit, I have also adapted the lessons of "Light and Shadow" for 2nd year as a branch of energetic conception, "Separation of Materials" for 4th year, and "Ecological System" for 6th year grade as a branch of material conception after having investigated the preceeding studies to avoid its overlapping. Actual study of the subject has been carried out at the Primary School attached to the Jeju Teachers College making the pupils of a representative class of respective 2nd, 4th and 6th year grade the objects of the study, I have led the pupils to devote themselves to learning activities in obeidance with their ability through analysis of the result of the formative evaluation, giving them feed back and increase in quantity of study of the subject by means of discussions on interviews, study papers of inspection, skill measurement and production of debates. Result of this shows that passing rate for the written examination has reached 70~98%, For example, in the case of 6th year grade, passing-rate for the written examination of a question put to them about "food chain" showed 98%, while the passing- rate for the same question was previously only 44%. From the point of view of the result, in order to heighten more efficient educational effect and obtain substantial materials for valuation system, a) Ought to develop valuation system of more variety, and contents of a question must be concise, relevant and correct in expression. b) Study for practical use of evaluation result must be developed more actively, and adaption of any evaluation papers which are published with the intention of commercial profit must be avoided unless the true value of them is appreciated. c) It is necessary to organize a joint evaluation committee made up of the members of Jeju Teachers' College, Board of Education, and general schools, which will probably bring the problems awaiting solution to a settlement and set the elementary education of Physical science in the Province in the right and normal direction. The committee will also work on various evaluation and study appers which may take an accurate measurement of researchiful stuy through due experiments and practices

Single-Cell Protein (S.C.P)生産의 必要性과 現況에 관한 考察

吳允謙 濟州敎育大學校 1982 論文集 Vol.12 No.-

科學敎育의 史的考察 (1) : 開化期에서 解放前까지

吳允謙 濟州敎育大學校 1971 論文集 Vol.2 No.-

科學的 態度 및 興味를 爲한 學習方法 및 學習資料 開發에 關한 硏究

吳允謙,金英昊,左升元 濟州敎育大學 科學敎育硏究所 1977 科學敎育硏究誌 Vol.2 No.-

The purpose of this study is to lead learners to observe the natural objects and phenomena correctly, and set up practical examples of effective methods for the study of elementary science by the learners participating at positive activities in the study with absorbing interest. I have analysed the problems existing in the study of elementary science which is being progressed in the proper educational institutes upon my investigation of the study from the following points of view : 1. Learning method in elementary science which pupils are desirous of. 2. Constitution of school course requested in the study of elementary science 3. Interest of the pupi1s in their study of elementary science. 4. Response shown by the parents of the pupils ill their own study of elementary science. As the result of my analysis mentioned above, the followinig problems have been detected : 1. The further pupils advance in their study of the subject, the more they are interested in independent study of method, and the more they are desirous of individual experiment needed in its study. 2. Questions, instructions, and demonstrations given on the part of teachers have great influences on durability of the pupils' interest and concern in consequence of their teaching methods. 3. The result of my analysis shows 5,2% of the pupils are fond of the subject, and 22,3% of them are not; (N=578) the followings are the reasons shown in otation as described : a. Contents of the subject are hard to make out. b. Vast bulk of contents of the subject is unbearable. c. Scientific terms used in the subject are inintelligible. d. The subject is uninteresting. The reasons of their being fond of the subject are : a. They have chances of conducting experiments and observation on the subject. b. They can enjoy pleasure experiments on the subject. 4. The subject meets with little response on the part of the parents on the occasion of their own study of the subject, proving of little service to them. The reasons ascertained are : a. They lack understanding of the contents of the subject. (54.2%) b. They can hardly afford to prepare for research materials (36.2%) This shows the fact that we can hardly warrant any sanguine expectations regarding their home learning of the subject, The following are methods of teaching conducted practically in order to solve the abovementioned problems, the result of which got the Pupils interested intensively in their study of the subject, bring on a remarkable change in their learning attitude : 1. Teaching method by funny form style ( applied by the lesson, "Light and Shawdgw", 2nd Pear grae) 2. Teaching method by vigorous mannerr of acfivity in teaching (applied by the lesson, ('Eleectric Current and Magnetic Field, 6th year grade) a. Investigation of the pupils, readiness. b. Presentation of phenomena for independent study of the subject. 3. Teaching method by analysis of teaching materials.