대학 일반 화학 수업에서 개념도 활용 전략의 효과

고한중,도은정,강석진,Koh, Han-Joong,Doh, Eun-Jeong,Kang, Suk-Jin 대한화학회 2007 대한화학회지 Vol.51 No.2

In this study, the effects of concept mapping on the preservice elementary teachers' achievement, conceptual understanding, anxiety toward science, and science teaching efficacy belief were investigated in the undergraduate general chemistry course. The aptitude-treatment interaction (ATI) between preservice teachers' learning approach and concept mapping strategy was also investigated. Sixty-nine freshmen from a university of education were assigned to a control group and a treatment group. Tests regarding students' learning approach, anxiety toward science, and science teaching efficacy belief were administered as pretests. Treatment lasted for 9 weeks. In every class, students in the treatment group constructed concept maps, while those in the control group solved the problems of the textbook after the lecture. After the instructions, tests of achievement, conceptual understanding, anxiety toward science, and science teaching efficacy beliefs were administered. The results indicated that students in the treatment group significantly outperformed those of the control group in the achievement test. In the conceptual understanding and the science teaching efficacy beliefs, however, no statistically significant differences were found between two groups. Students of the treatment group showed significantly higher anxiety than their counterpart in the test of anxiety toward science. No aptitudetreatment interaction between students' learning approach and the concept mapping strategy was found. 이 연구에서는 일반화학 수업에서의 개념도 작성이 초등 예비교사의 성취도, 개념 이해도, 과학에 대한 불안감, 과학교수효능감에 미치는 영향을 조사했다. 또한, 예비교사들의 학습 접근 방식과 개념도 작성 활동 사이의 적성-처치 상호작용 효과도 조사했다. 1개 교육대학교의 1학년 학생 69명을 처치 집단과 통제 집단으로 배정했다. 사전 검사로 학습 접근 방식, 과학에 대한 불안감, 과학교수효능감 검사를 실시했다. 처치는 9주 동안 진행되었는데, 처치 집단은 강의 후 개념도 작성을 했고, 통제 집단은 강의 후 교과서의 연습 문제를 풀었다. 처치가 끝난 후, 성취도, 개념 이해도, 과학에 대한 불안감, 과학교수효능감 검사를 실시했다. 연구 결과, 성취도 검사에서는 처치 집단의 점수가 통제 집단보다 유의미하게 높았다. 그러나 개념 이해도와 과학교수효능감에서는 처치 집단과 통제 집단 사이에 통계적으로 유의미한 차이가 나타나지 않았다. 과학에 대한 불안감 검사에서는 처치 집단 학생들의 불안감이 통제 집단에 비해 유의미하게 높았다. 학생들의 학습 접근 방식과 수업 처치 사이의 적성-처치 상호작용 효과는 발견되지 않았다.

예비 초등교사들의 열과 온도에 대한 개념 분석

고한중(Han Joong Koh),백성혜(Seoung Hey Paik) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.1

This study identified concepts of heat and temperature. The study was conducted by 200 pre-service elementary school teachers at J-university. The questionnaire consisted of 11 multiple choice questions regarding equilibrium of heat, amount of heat, conduction, and radiation. The questions were designed to provide reasons based on answers. The results showed a misconception about the direction of heat transfer. A large percentage of individuals surveyed believed temperature was a measure of heat and also thought heat to be an element. They were not able to distinguish between conceptions of heat and conceptions of temperature.

초등학교 과학 수업에 적용한 협동학습 전략에서 보상구조의 효과

고한중(Han Joong Koh),홍선희(Sun Hee Hong),강석진(Suk Jin Kang),노태희(Tae Hee Noh) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.1

Although the reward based on group accomplishment in cooperative learning has a merit to emphasize interdependency, it may have some undesirable side effects such as free rider effect and sucker effect. For the purpose of reducing these side effects, this study examined how the adjustment of the reward structure affected the scholastic achievement, the perception of learning environments, and the attitude toward science class by adding individual reward to group reward. We selected 2 classes of sixth grade in an elementary school, and taught on oxygen and carbon dioxide for 13 class hours in cooperative learning strategies. Group reward was applied to one class, and both group and individual rewards were applied to the other class. Analysis of the results indicated that the achievement scores of the students under the group and individual rewards were significantly higher than those under the group reward. In addition, they had more difficulty in science class and felt less satisfied. The upper level students under the group and individual rewards were also found to exhibit more competition. Educational implications were discussed.

초등학교 과학 수업에서 대본을 사용한 협동학습의 효과

고한중 ( Han Joong Koh ),강석진 ( Suk Jin Kang ),문소현 ( So Hyun Moon ),한재영 ( Jae Young Han ),노태희 ( Tae Hee Noh ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.3

제7차 교육과정에 의한 초등학교 과학 교과서의 STS 내용 분석

고한중 ( Han Joong Koh ),전경문 ( Kyung Moon Jeon ),노태희 ( Tae Hee Noh ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2

The purpose of this study is to analyze STS contents in the elemementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour. Higher proportions of the STS contents are found in the domains of `energy` and `material`. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are `group activity` or `experiment·observation`. There are few activities of `role playing`, `spot study` or `interview`. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.

불일치 사례로 유발되는 초등학생들의 반응에 대한 정성적 연구

고한중 ( Han Joong Koh ),석종임 ( Jong Im Seok ),노태희 ( Tae Hee Noh ),강석진 ( Suk Jin Kang ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.4

초등학교 과학 교과서의 이독성 연구

고한중 ( Han Joong Koh ),송정미 ( Jeong Mee Song ),강석진 ( Suk Jin Kang ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.2

The purpose of this study is to devise a new method for examining the readabilities of textbooks and to compare the readabilities of elementary school science textbooks. Third and sixth grade science textbooks were compared in terms of word, sentence, and paragraph in this study. In the word analyses, criterion suggested by Kim (2003) who classified about 238,000 words into seven categories according to their educational importances was adopted. In this study, the words from 3rd and 6th grade science textbooks were classified into four categories, and then the kinds and frequencies of words in each category were investigated. In the sentence analyses, sentences were classified either a simple sentence or a compound/complex sentence, and the ratios of each type were calculated. The average number of words in a sentence was also calculated in the sentence analyses. The ratios of conjunctions and demonstratives were examined in the paragraph analyses. The results indicated that both the kinds and frequencies of words in 3rd grade science textbook were smaller than those of 6th grade one. However, both science textbooks were similar in the distributions of words across the four categories. The ratio of simple sentences in 3rd grade science textbook was higher than that of 6th grade one, and the length of a sentence in 3rd grade science textbook was also shorter than that of 6th grade one. Both the ratios of conjunctions and demonstratives in 3rd grade science textbook were lower than those of 6th grade one.

간이비중계 실험의 개선방안

고한중(Han Joong Koh),한광래(Kwang Lae Han),문소현(So Hyun Moon) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.2

The purpose of this study is to improve the experiments of supplementary gravimeter in elementary school. The developing procedures of the experiments of supplementary gravimeter are as follows. First, we investigated the solutions which indicated the largest difference of the supplementary gravimeter between the dilute and concentrated solution. Second, we investigated the improvement of the supplementary gravimeter. Considering the price and safety of the chemical and easy making of the supplementary gravimeter, supplementary gravimeter of rubber-clay with the solution of the unrefined-sugar can be used effectively in experiment for elementary school.

일반 화학 수업에서 설명적 피드백을 이용한 개념도 학습의 효과

고한중 ( Han Joong Koh ),김경수 ( Kyung Soo Kim ),강석진 ( Suk Jin Kang ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.3

In this study, the effects of concept mapping with feedbacks providing explanatory comments on students` achievement, science learning anxiety, and science learning motivation were investigated in the undergraduate general chemistry course. The aptitude-treatment interactions between students` level of mastery goal orientation and the concept mapping with explanation feedback treatment were also examined. Sixty-seven freshmen from an university of education were assigned to a control group and a treatment group. The tests of mastery goal orientation, science anxiety, and science learning motivation were administered as pretests. For the treatment group, feedback providing students with explanatory comments through whole class discussion was presented after each concept mapping. Whereas the control group students were presented with opportunities solving excercise problems followed by explanation feedback. The intervention was lasted for 10 weeks (30 class periods). After the instructions, a researcher-made achievement test, the science learning anxiety test, and the science learning motivation test were administered. The results indicated that no statistically significant difference was found in students` achievement. In the science learning anxiety, however, the scores of the treatment group was significantly lower than those of the control group. The scores of the treatment group also tended to be higher, though not significant, than those of the control group in the science learning motivation. However, no significant aptitude-treatment interactions were found in all dependent variables.

초등학교 과학 수업에서 학생들의 수행 목표 지향성 수준에 따른 협동 학습의 효과

고한중 ( Han Joong Koh ),김연실 ( Youn Sil Kim ),강석진 ( Suk Jin Kang ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.3

In this study, we investigated the effects of cooperative learning by the levels of students` performance goal orientation in science classes on 6th graders` science achievement and science learning motivation. Two classes (47 students) from an elementary school were respectively assigned to a control group and a treatment group. A performance goal orientation test and a science learning motivation test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. A researcher-made achievement test and the science learning motivation test were administered after the instructions. ANCOVA results indicated that the score of the treatment group was significantly higher than that of the control group in the achievement test. However, no interaction was found between the cooperative learning treatment and the levels of students` performance goal orientation. There were significant aptitude-treatment interactions in science learning motivation.