초등학교 과학 수업에서 게임을 이용한 협동학습의 효과

강석진,고내영,고한중,Kang, Suk-Jin,Go, Nai-Young,Koh, Han-Joong 대한화학회 2005 대한화학회지 Vol.49 No.4

학생들의 학교 밖 과학 경험과 과학의 본성에 대한 견해 사이의 관계

강석진,Kang, Suk-Jin 대한화학회 2012 대한화학회지 Vol.56 No.3

이 연구에서는 학생들의 학교 밖 과학 경험과 과학의 본성에 대한 견해 사이의 관계를 조사하였다. 연구 대상은 서울시 소재의 학교에서 표집한 6학년 267명, 8학년 281명, 10학년 307명이었다. 과학의 본성에 대한 학생들의 견해 조사에는 과학의 목적, 과학 이론의 정의, 과학적 모형의 성질, 과학 이론의 잠정성, 과학 이론의 기원에 관한 5 문항으로 이루어진 과학의 본성 검사지를 이용하였다. 학생들의 학교 밖 과학 경험은 7 문항으로 구성된 수정본 과학 경험 검사의 하위 범주를 이용하여 측정하였다. 연구 결과, 6학년에서는 학생들의 학교 밖 과학 경험과 과학의 본성에 대한 견해 사이에 통계적으로 유의미한 관계가 나타나지 않았다. 8학년의 경우, 학교 밖 과학 경험 상위 수준 학생들은 과학적 모형의 성질에 대한 문항에서 현대 인식론적인 견해를 지니고 있었으나, 과학 이론의 잠정성 문항에서는 반증주의적 견해를 지니고 있었다. 10학년 학생들의 경우, 과학의 목적, 과학 이론의 정의, 과학적 모형의 성질에 대한 문항에서 학교 밖 과학 경험 상위 수준 학생들이 하위 수준 학생들에 비해 인식론적으로 세련된 견해를 지니고 있는 것으로 나타났다. In this study, the relationship between students' out-of-school science experience and their view on the nature of science was investigated. The participants were 267 sixth graders, 281 eighth graders, and 307 tenth graders from schools in Seoul. A test of views on the nature of science which consists of five items concerning the purpose of science, the definition of scientific theory, the nature of scientific model, the tentativeness of scientific theory, and the origin of scientific theory was administered. Students' out-of-school science experiences were measured with a subscale of the modified Science Experience Survey consisting of seven items. The results indicated that no statistically significant relationship was found between students' out-of-school science experience and their view on the nature of science in sixth graders. In eighth graders, high level students in terms of out-of-school science experiences were found to possess more contemporarily epistemological view in the item concerning the nature of scientific model but more falsificationist view in the item concerning the tentativeness of scientific theory. High level tenth graders in terms of out-of-school science experiences exhibited more epistemologically sophisticated understandings of the nature of science than their counterparts in the items concerning the purpose of science, the definition of scientific theory, and the nature of scientific model.

학습자의 인지적 특성이 개념 변화에 미치는 영향

강석진,박지애,최숙영,노태희,Kang, Suk-Jin,Park, Ji-Ae,Choi, Sook-Yeong,Noh, Tae-Hee 대한화학회 2008 대한화학회지 Vol.52 No.5

초등 과학 협동학습에서 유화성을 고려한 소집단 구성의 효과

강석진,서아영,권혁순,Kang, Suk-Jin,Seo, A-Young,Kwon, Hyeok-Soon 대한화학회 2007 대한화학회지 Vol.51 No.3

이 연구에서는 협동학습에서 학생의 유화성 수준을 고려한 집단 구성이 초등학교 6학년 학생들의 과 학 성취도, 자아효능감, 과학 학습 동기에 미치는 영향을 조사했다. 1개 초등학교의 6학년 3개 학급 학생 72명 을 학급 단위로 통제 집단과 처치 집단으로 임의 배정했다. 사전 검사로 유화성 검사, 자아효능감 검사, 과학 학 습 동기 검사를 실시했다. 처치 집단의 학생들은 유화성 수준에 따라 동질 혹은 이질적으로 소집단을 편성한 후, 협동학습 전략에 따라 수업을 실시했다. 반면, 통제 집단 학생들은 임의로 소집단을 편성한 후, 전통적인 방 식으로 수업을 실시했다. 협동학습 처치는 5주(16차시) 동안 실시했다. 수업 처치가 끝난 후, 성취도, 자아효능 감, 과학 학습 동기 검사를 실시했다. 연구 결과, 이질 집단과 동질 집단의 성취도 검사 점수가 통제 집단에 비 해 유의미하게 높았지만, 유화성 수준에 따른 집단 구성은 성취도에 영향을 주지 않았다. 자아효능감과 과학 학 습 동기 검사에서는 수업 처치에 따른 차이가 나타나지 않았다. In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

The Expression of c-myc, bcl-2 and p53 Proteins in Adenocarcinomas of Lung

Jinyoung Yoo,Ji Han Jung,Hyun Joo Choi,강석진Seok Jin Kang,Chang Suk Kang 대한암학회 2004 Cancer Research and Treatment Vol.36 No.2

Purpose: c-myc, bcl-2 and p53 are known to regulate apoptosis. There has been growing interest in analyzing their contribution to the pathogenesis and prognosis in a variety of human cancers. This study was undertaken to investigate the expression of these proteins in pulmonary adenocarcinomas and to determine their relationship with clinicopathologic parameters and survival. Materials and Methods: Archival tumor tissues from 61 patients with adenocarcinoma of lung were analyzed by immunohistochemistry for the expression of c-myc, bcl-2 and p53 proteins. Clinical information was obtained through the computerized retrospect database from the tumor registry. Results: Of 61 patients, 32 were men and 29 women with the median age 63 years. 4 had stage I disease, 2 had stage II disease and 55 had stage III disease. The expression of c-myc protein was identified in 13% (8/61) tumors, bcl-2 protein was detected in 1.6% tumors (1/61) and p53 was detected in 77% (47/71) tumors. The association of the expression of c-myc, bcl-2 and p53 was not detected. The survival time was longer in patients expressing c-myc protein than in patients without the c-myc protein expression (p=.045). Neither bcl-2 nor p53 showed the correlation to clinicopathologic variables. Conclusion: Our data suggest the involvement of p53 alteration in the pathogenesis of lung adenocarcinoma. The c-myc expression in some tumors indicates that c-myc alone may not contribute critically to the development and/or the progression of these tumors. It, however, correlated to the survival time, suggesting the c-myc expression as a favorable prognostic factor possibly through the apoptosis pathway.(Cancer Res Treat. 2004;36:146-150)

영미문학 교육과 사이버네틱스

강석진(Suk Jin Kang) 한국영미문학교육학회 2020 영미문학교육 Vol.24 No.3

Cybernetics, particularly second-generation cybernetics, may provide the framework for thinking and learning necessary for contemporaries living in a hyperconnected era. The educational content and teaching methods of English language and literature need to be redesigned so that students can be more familiar with the products of modern science, including AI and virtual reality. In addition, English language and literature classes should demonstrate an inclusive and receptive attitude to the common languages of science, mathematics, and machine language as well as their achievements. The core competencies in the field currently classified as humanities need to be cultivated intensively so that graduates can contribute to social organization and live a meaningful life by providing values that can be shared with engineering and business students. English language and literature education needs to reinforce the core competencies of humanities in line with modern industrial structures. It seems possible to partially consider a convergent approach with cybernetics and related management theories with aesthetic content in classes. Expanding aesthetic sensibility education into practical disciplines such as engineering and business management can also be meaningful work.

聖書 속의 土地記錄에 관한 硏究

강석진(Kang Suk-Jin),지종덕(Ji Jong-Duck) 한국지적학회 2003 한국지적학회지 Vol.19 No.2

The purpose of this study is to investigate the outlook on the land such as the definition of land, landownership, and land boundary register, and then to reexamine the creation and the developments of cadastral systems. The results of this study will contribute to the technical advance and the development of cadastral systems through the analysis on the special characteristics of the ancient landownership, the land boundary and the units of measurement etc. 본 연구는 성서(성경전서)에서 나타나는 토지정의와 토지소유권, 경계표시 기록 등의 토지관을 규명하여 지적제도의 생성 및 발전과정을 재조명하는데 그 목적이 있다. 이에 본 연구결과는 고대 토지소유의 방법 및 경계표, 계량단위 등의 특수성을 분석함으로써 지적제도의 기술적 진보 및 제도적 발전을 모색하는데 기여하게 될 것이다.

논문 : 『세일즈맨의 죽음』의 유대성

강석진 ( Suk Jin Kang ) 한국문학과종교학회 2010 문학과종교 Vol.15 No.3

Arthur Miller`s Death of a Salesman seems so wedded to American culture, yet can be analyzed from a Jewish perspective. Willy Loman attempts to gather his scattered family, though he lives in American modern society. Like a Jewish patriarch, he attempts to bind his family and preserve the faith of his fathers. Being exiled and removed far away from his home, Willy roams around his country and sells his good will. Wandering and dispersal are key aspects of Willy`s life and integral parts of the Jewish experience. Additionally, he suffers from his inability and negligence of performing his duties in his chosen house, which demonstrates the Jewish shared experience and their shared destiny. Like Hamlet`s father in Shakespeare`s play, Ben`s specter appears and reappears repeatedly in Death of a Salesman. The boundary of past and present is constantly blurred through Willy`s memories. His memories retain those of moral responsibility, the Holocaust, and Jewish history. Self-denial, betrayal, and responsibility, thus, become the core of Willy`s drama. Under Jewish moral code, Willy suffers from the guilty conscious arising from the failure of moral fulfillment to his descendants. The story of betrayal also dates back to his elder brother and his father. Death of a Salesman, in this context, retains the collective memories of Jewish history and is deeply rooted in Jewishness.

과학 교수-학습 지도 자료에 대한 초등교사들의 요구

강석진 ( Suk Jin Kang ),임희준 ( Hee Jun Lim ),여상인 ( Sang Lhn Yeo ),최선영 ( Sun Young Choi ),신명경 ( Myeong Kyeong Shin ),정용재 ( Yong Jae Joung ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.3

In this study, elementary school teachers` needs for the teachers` manual for science instruction were investigated. The participants were 143 elementary school teachers. The test for needs analysis consisted of thirty-seven 5-point Likert-scaled items: Seven items for the professional knowledge category, fourteen items for the laboratory category, ten items for the instruction category, and six items for the design category, respectively. Teachers` background variables such as sex, age, teaching career, major, and the frequency of using teachers` manuals for science instruction except for the teachers` manuals for science textbooks were also examined. The results indicated that elementary school teachers` needs were generally found to be high, which means they are not satisfied with the current teachers` manuals for science textbooks and/or other teachers` manuals for science instructions. In addition, teachers` needs for the laboratory category tended to be higher than those for the other categories. In several items, elementary school teachers` needs were also found to be different in terms of their characteristics.

초등학교 과학 교과서의 읽기자료에 대한 교사와 학생의 인식

강석진 ( Suk Jin Kang ),석종임 ( Jong Im Seok ),고한중 ( Han Joong Koh ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.3

In this study, we investigated elementary school teachers` and students` perceptions of the reading materials in science textbooks. Participants were 181 teachers from 23 elementary schools who were teaching science and 643 third- to sixth-grade students from 12 elementary schools. A questionnaire for teachers consisted of 18 items and a questionnaire for students consisted of 11 items about their perceptions of the reading materials in science textbooks. Nine to twelve items, according to grades, examining the actual uses of each reading material in science textbooks were also included to both questionnaires. The results indicated that teachers have positive perceptions about reading materials and frequently use them in case of needs for supplement and/or enrichment of science learning. Novice teachers were found to have less positive perceptions about reading materials than expert teachers. Over 70 percent of students responded that they read all reading materials. Fifth- and sixth-grade students were tended to have less positive perceptions about reading materials than third-grade students. Finally, students tended to have more positive perceptions about reading materials than their teachers.