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- 저자 : 강순민 ( Soon Min Kang ) (검색결과 11 건)
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강순민,임재항,공영태,남정희,최병순,Kang, Soon-Min,Lim, Jai-Hang,Kong, Young-Tae,Nam, Joung-Hee,Choi, Byoung-Soon 대한화학회 2004 대한화학회지 Vol.48 No.1
본 연구에서는 CASE 프로그램의 적용이 중학교 학생들의 과학 맥락에서의 논의 과제 해결 시 논의과정에 어떤 변화를 가져왔는지 알아보았다. 학생들의 논의과정은 ''설명과 논의과정''과 ''대화적 논의과정''으로 구분되었으며, 다양한 논의과정 요소들을 활용하였다. 학생들 논의과정의 절반 이상은 주장과 근거가 차지하고 있었으며, 자신의 생각을 단편적으로 상대방에게 제시하는 수준의 논의 기술에 머물러 있었다. 또한 ''설명적 논의과정'' 요소의 활용보다는 ''대화적 논의과정'' 요소의 사용 비율이 낮았다. CASE 프로그램을 처치한 후 학생들의 ''대화적 논의과정'' 사용 비율이 상대적으로 높아졌으며, 집단구성에서 대칭집단이 비대칭집단 보다 프로그램의 효과가 컸으나 그 변화가 불안정하였다. 인지 수준에 따른 논의 참여 정도는 형식적 조작기 학생의 참여 비율이 전체적으로 높았으나 후기 과제로 갈수록 과도기 학생들의 ''대화적 논의과정''에의 참여비율이 높아졌다. The purpose of this research was to investigate the change of argumentation of middle school students when they participated in argument tasks with CASE(Cognitive acceleration through science education) programs. Students argumentations were divided into two categories; 'explanatory argumentation' and 'dialogic argumentation'. Several argumentation components were used in their argumentation. Among argumentation components, claim and ground took place more than half of argumentation components. The percentage of 'dialogic argumentation' was lower than the percentage of 'explanatory argumentation'. The percentage of 'dialogic argumentation' was getting higher during CASE intervention. CASE programs had more effect on symmetric group than asymmetric group, however it was unstable. In general, participation ratio in argumentation of the formal operational student was high and the ratio in argumentation of the transitional student was getting higher.
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새로운 교육과정 시행에 대한 중학교 과학 교사들의 인식 및 제안
임재항,강순민,공영태,남정희,Lim, Jai-Hang,Kang, Soon-Min,Kong, Young-Tae,Nam, Jeong-Hee 대한화학회 2004 대한화학회지 Vol.48 No.3
이 연구에서는 1차 설문을 통하여 새로운 교육과정 시행에 대한 중학교 과학 교사의 인식 및 준비도, 새로운 교육과정의 내용 구성(화학 영역을 중심으로)에 대한 인식 그리고 교육과정 개정에 대한 인식에 대해서 알아보았다. 그 결과 새로운 교육과정에 대한 전반적인 이해도 및 준비도가 낮게 나타났으며, 많은 비율의 교사들이 새로운 교육과정 시행 자체에 대해 부정적이거나 부담을 가지는 것으로 나타났다. 또한 교육과정 개정 시의 교사 참여가 제대로 이루어지지 않고 있으며, 교사의 역할 또한 불분명한 것으로 나타났다. 그리고 1차 설문의 결과들을 바탕으로 한 2차 설문 및 인터뷰에서는 개정된 교육과정이 학교 현장에 전달되는 효율적인 방법, 교육과정 개정 참여시 교사의 역할 및 참여 방안에 대해서 논의하였다. This study was conducted to find out how many secondary school science teachers are aware and ready to implement new science curriculum as well as its revision process. For the purpose of this study, teachers had been asked to fill in a questionnaire. The results showed that teachers' overall understanding and readiness was low and that the implementation of new curriculum was a burden to a large number of teachers. Some teachers even expressed a negative opinion. Furthermore, it turned out that teachers didn't have an important role in revising the curriculum as a only small number of teachers participated. So, the second questionnaire and interviews were provided in order to ask for various opinions as to how new science curriculum should be communicated to schools and when school teachers should participate in the revision of curriculum, along with their role and participation methods.
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생각하는 과학 프로그램의 변인활동이 초등학생의 변인통제 능력에 미치는 효과
한효순(Hyo Soon Han),최병순(Byung Soon Choi),강순민(Soon Min Kang),박종윤(Jong Yoon Park) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.3
This is one of the basic research for inspecting the possibility of the development of logical thinking capability to make possible formal thinking. The 5th grade students (n=306) in the elementary school were participated in this study. Performing the 6 variable-controlling activities in the `Thinking Science` program for one semester, the SRT Ⅱ test and the Variable-Controlling test were operated to examine the effects on the development of the variable-controlling ability by treatments, gender, and cognitive levels. Performing of the variable-controlling activities was highly successive on the development of students` variable-controlling ability. Although learning effect on the ability of identifying causal variable was moderate, the abilities of controlling experimental condition, measurement of variable, and identifying result variable were significantly developed. There was statistically significant difference by gender. Girls showed better performance all the time in both groups. Boys in the experimental group were getting better gradually, so the difference by gender was somewhat decreased. Examining the variable-controlling ability by cognitive levels, students in the experimental group show significant increase in all levels, especially the students in early, mid, and mature concrete level show substantial learning effects. The results of this study implied that the variable-controlling activities in the `Thinking Science` could be effective for learning of variable-controlling and eventually for the development of logical thinking capability to make possible formal thinking.
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고재문 ( Jae-moon Koh ),강순민 ( Soon-min Kang ) 한국고등직업교육학회 2008 한국고등직업교육학회논문집 Vol.9 No.4
To determine the actual conditions of various factors of the status of women in paid job environment, we investigated the process of the bottleneck facts and the discrimination against women, pays, supervision, promotion, and the job-related satisfaction. In addition to the discrimination of women interested in the issue, we examined the work condition of the sexual affection from women's duties. These studies help women improve and promote the rights as we provide Jeju special self-governing provincial with the basic methods and materials to obtain the international competitiveness in the world , and also the foundation of the policy for women.
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강순민,김재필 한국응급구조학회 2001 한국응급구조학회지 Vol.5 No.1
Post these safety tips in any swimming area for all swimmers to read. 1. Always swim with companions. Swim only in area well supervised by lifeguards. 2. Never drink alcohol or use drugs when you're swimming or boating. 3. Always check the water depth. Walk in from shore or ease in from the dock or the edge of the pool. 4. Know the limits of your own swimming abilities. If you're a good swimmers, don't tempt nonswimmers or beginner swimmers to try to keep up with you. 5. Keep any eye on younger swimmers at all times. 6. Learn the proper way to dive in the water safely. Follow guidelines for safe diving. 7. Follow the lifeguards instructions and respect their judgment, Never fake an Emergency. Obey all swimming rules.
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임재항,강순민,공영태,최병순,남정희 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.6
이 연구의 목적은 STS에 대해서 우리 나라 고등학생들이 가지는 견해를 알아보기 위한 평가도구인 HS-VOSTS(Korean students' views on STS)를 개발하는 것이다. HS-VOSIS문항을 개발하기 위해서 다음과 같은 연구과 정을 수행하였다. 우선, 문헌과 선행 연구 고찰을 통해 4가지 범주의 10가지 하위 범주와 관련하여 23개의 논제를 포함하는 STS 범주 체계를 설정하였다. STS 범주 체계는 정의ㆍ과학의 외적 사회학ㆍ과학의 내적 사회학ㆍ인식론의 네 가지의 커다란 범주로 구성되어 있다. 다음은 91f 범주 체계를 기초로 4단계에 걸쳐 문항을 개발하였다. 1단계에서는 각 논제에 대한 짝진술문을 기초로 학생진술 문항지를 작성하여 772명의 고등학생들(16.3세)에게 투입하였다. 2단계에서는 짝진술문 중 하나를 제거하여 문항의 진술문으로 하고, 분류된 공통견해를 답지로 하여 1차 다지선다형 문항지를 구성하였다 3단계에서는 고등학생 28명(16.5세)을 대상으로 반구조화 면담을 실시하여 그 결과 분석을 통해 2차 다지선다형 문항지를 구성하였다. 4단계에서는 2차 다지선다형 문항지를 고등학생 306명에게 적용하여 낮은 반응비율을 보인 답지들을 제거하여 최종 검사도구를 완성하였다. HS-VOSTS는 학생들의 STS에 대한 신념 및 견해를 알아볼 수 있는 유용한 도구로서, 그 결과는 교사뿐만 아니라 교육과정 개발자, 교과서 저자, 교육정책 입안자들에게 많은 시사점을 줄 수 있을 것이라 생각한다. The purpose of this study was to develop HS-VOSTS(High School Students' Views On Science-Technology-Society), which is an instrument that monitors high school students' views on STS. For this study, 23 multiple-choice items were developed on four categories. First, a categorial scheme was constructed. The categorial scheme was based on many instruments that evaluate students' understanding on STS, literature review, and STS learning goal that many researchers had asserted. Second, the multiple-choice items were developed. The development of the items was carried out through four steps. In the first step, some pairs of statement on each subordinate category were formed. Next, the student statement questionaries which were based on the pairs of statement were responded by 772 students. In the second step, the response written by the students were analyzed to common viewpoints and the first multiple-choice items were constructed. In the third step, the semistructured interview with 28 high school students was implemented and the second multiple-choice items were constructed. In the fourth step, the final version of the instrument was developed through the analysis of the students' response on the second multiple-choice items. HS-VOSTS is an useful instrument for monitoring students' beliefs and viewpoints on STS topics. The results of the students' responses to HS-VOSTS items reflect the students' own thoughts directly. These results will give some implications for the curriculum developers, the authors of text books and the educational policy makers as well as the teachers.
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