고등학교 과학 생식단원과 관련하여 성에 대한 학생들의 개념 분석 및 개선 방안

김동렬 ( Dong Ryeul Kim ) 대경교육학회 ( 구 우리교육학회 ) 2007 교육학논총 Vol.28 No.2

초등 예비교사들의 해양학적 소양과 해양 관련 주제의 교수 전략에 대한 의견 분석

김동렬(Dong-Ryeul KIM) 한국수산해양교육학회 2017 水産海洋敎育硏究 Vol.29 No.2

This study aims to analyze pre-service elementary teachers’ oceanographic literacy, understanding of ocean environmental problems and opinions on teaching strategies for ocean topics. As survey participants, this study selected 126 pre-service elementary teachers. Firstly, as a result of testing their oceanographic literacy, this study found out that out of all the basic principles, ‘Oceans Largely Unexplored’ was highest in the mean score, followed by ‘Human Connections’, ‘Ocean & Its Life Shape Earth’, ‘Habitability’, ‘Biodiversity’, ‘Weather & Climate’ and ‘Size of Ocean’. Besides, regarding environmental problems affecting all the aspects of ocean, they mentioned oil spills caused by vessel accidents, so called ‘Oil Pollution’, as the most serious marine environmental problem. Regarding environmental problems affecting coral reefs, they considered over-fishing as the most serious problem. Secondly, as a result of analyzing their opinions on effective teaching strategies for ocean-related topics in elementary science textbooks, this study found out that regarding topics about understanding the undersea topography in the chapter of the earth and moon, they proposed ‘Making an Undersea Topographic Model with Sand’ most as an effective teaching strategy. As an effective teaching strategy for the chapter of animals’ lives, they proposed ‘Classifying Animals with Marine Animal Cards’ most. As an effective teaching strategy for the chapter of ground surface changes, they proposed ‘Making and Simulating Seashore Topography’ most.

초등 예비교사들의 먹이그물, 생태피라미드 모형 개발 과정의 단계별 일관성과 과학적 모형 평가와의 관계 분석

김동렬(Dong-Ryeul KIM) 한국수산해양교육학회 2021 水産海洋敎育硏究 Vol.33 No.2

This study analyzed correlations between scientific model assessments and consistency appearing in the process of pre-service elementary school teachers’ developing a food web and ecological pyramid model. As research subjects, 15 students in the third school year of education graduate school, who were taking classes of science teaching material research and teaching methods, were selected and divided into 5 groups, each of three persons. They were made to develop a food web and ecological pyramid model for about a month. Then, their reports on results, models completed, inquiry diaries and PPT presentations were all used as analysis data. The analysis results were as follows; Firstly, when analyzing consistency in the process of developing such a model, this study found consistency in two different perspectives from three groups and one perspective from two other groups. Secondly, when analyzing causes leading consistency to break-off, this study found one cause in the phase of setting learning goals, two causes in the phase of actual survey, one cause in the phase of analyzing textbooks and three causes in the phase of developing a model. Thirdly, this study discovered that as a group had higher frequency of consistency, it received higher scores from the scientific model assessment.

초등 예비교사들과 현직교사들의 과학 오개념에 관한 지식과 교정 전략에 대한 관점

김동렬(Dong-Ryeul KIM) 한국수산해양교육학회 2018 水産海洋敎育硏究 Vol.30 No.2

This study aims to analyze elementary pre-service and in-service teachers’ knowledge about science misconceptions and views on correctional strategies. Firstly, as a result of analyzing teachers’ knowledge about science misconceptions, this study found out that elementary pre-service teachers evaluated the meaning of arrows in the food chain as a misconception that elementary school students find most difficult, while in-service teachers evaluated the meaning of arrows in the food chain and the interpretation of gymnosperm. Even when analyzing the results of pre-service and in-service teachers correcting misconceptions in person, this study found out that the rate of scientifically correcting the meaning of arrows in the food chain was lowest. Secondly, as result of analyzing their views on misconception correction, this study found out that both pre-service and in-service teachers mentioned ‘Questions’ most as a method for students to confirm misconceptions and ‘Observation’ as a teaching & learning method to correct misconceptions. Thirdly, as a result of analyzing teachers’ thoughts about the process of elementary students’ changing their conceptions, this study found out that both pre-service and in-service teachers perceived the pattern of ‘Replacement’ as a process of changing conceptions most.

중학교 과학 소화순환호흡배설 단원 수업 후 학생들의 시스템적 사고와 교사의 반성적 사고 분석

김동렬(Dong-Ryeul KIM) 한국수산해양교육학회 2014 水産海洋敎育硏究 Vol.26 No.2

This study aims to analyze middle school students’ systemic thinking to express organic relations between different organ systems about the movement of food and air and teachers’ reflective thinking about science teaching through their reflective journals after the lesson of digestion, circulation, respiration and excretion. Firstly, when investigating the moving route of hamburger eaten inside the body, students expressed the names, locations and forms of organs in the digestive system more than those in the circulatory system or the excretory system. When investigating the moving route of a painkiller taken inside the body, students seemed to have more difficulty in expressing the related organ systems than when investigating the moving route of other things, and they mostly drew pictures of organs in the digestive system as done for the moving route of hamburger. However, when investigating the moving route of water drunk inside the body, students mostly described organs in the digestive system but drew more pictures of organs in the excretory system, than when investigating the moving route of other things. When investigating the moving route of air inhaled inside the body, students mostly drew pictures of organs in the respiratory system, but the rate of their drawing pictures of circulatory organs was low. Secondly, this study analyzed one of the teachers’ reflective journals, named Mr. Park. According to his journal, students showed different levels of understanding of organ names, depending on their degrees of familiarity with each organ, and in regard to the locations of organs, science teachers mostly aim to achieve learning objectives so much that they often forget to instruct the locations of organs in fact. As for the forms of organs, science teachers mostly spend so much time explaining the functions of organs that they often forget to describe the exact form of each organ.

CHAT를 활용한 초등 예비교사들의 광합성 실험활동 체계 분석

김동렬(Kim, Dong Ryeul) 경인교육대학교 교육연구원 2022 교육논총 Vol.42 No.1

본 연구는 초등 예비교사들이 과학교과 교재연구 및 지도법 수업에서 수행한 광합성 실험활동에 대해 CHAT를 활용하여 그룹 구성원간의 사회문화적 관점에서 행동체계를 분석하는 데 목적이 있었다. 광합성 실험활동에 참여한 예비교사 11개 그룹 중에서 동료 평가를 통해 최고 최저 점수를 얻은 각각 1개 그룹씩 선정하여 그 그룹의 초등 예비교사들이 작성한 탐구일기를 분석 대상으로 하였다. 분석은 CHAT 6가지 구성요소에 따라 분석이 이루어졌다. 동료평가에서 최고 점수를 보인 A그룹의 예비교사들은 비록 각각 다른 주체 요소에서 출발하였으나 나머지 구성 요소는 모두 동일한 관점을 가졌으며 특별한 갈등과 충돌 없이 광합성 실험활동을 교사로서의 전문성 배양이라는 목적을 두고 진행한 것으로 나타났다. 이러한 동일한 행동체계는 과학적 결과의 도출에도 작용한 것으로 분석되었다. 반면에 최저 점수를 보인 B그룹의 예비교사들은 모두 기존의 도구와 재료를 이용하여 공식적인 규칙에 따라 광합성 실험을 수행하였으나 갈등과 충돌을 겪었다. 각 예비교사의 광합성 실험활동의 목적에도 차이를 보여 과학적 결론 도출에도 문제점이 나타났다. 따라서 CHAT 분석을 통하여, 동일한 목적에 도달하지 못하여 비과학적 결론을 이끌어낸 경우에 대해서는 그룹 구성원 간의 재논의를 통해 우선적으로 동일한 목적을 설정한 후에 CHAT 주체 요소부터 재설정할 수 있는 시행착오의 기회를 제공하여 과학적 결론 도출을 이끌어 낼 필요가 있다. This study analyzed the behavior system of pre-service elementary school teachers’ photosynthesis experimentation performed in the class studying science textbooks and teaching methods using the CHAT method from a sociocultural perspective. Of 11 pre-service teacher groups that participated in photosynthesis experiment activities, this study selected 2—the first due to its highest score and the other due to its lowest score in the peer evaluation—and analyzed their inquiry diaries. The analysis was performed in accordance with the six CHAT components. Each pre-service teacher from Group A who received the highest score in the peer evaluation began with a different subject element, but all of them shared a single perspective on the remaining components and performed photosynthesis experiment activities without any particular conflict or discord, pursuing the goal of developing their specialization as science teachers. It was also found that a similar behavior system enabled them to deduce their scientific results. In contrast, all pre-service teachers from Group B who received the lowest score carried out the photosynthesis experiment using the existing tools and materials according to the official rules, but they experienced a certain amount of conflict and discord. They showed different goals for photosynthesis experiment activities from each other, further showing problems in drawing scientific conclusions. Therefore, when CHAT analysis identified that some pre-service teachers failed to attain the same goal and drew unscientific conclusions, they should be brought to identify the same goal, most of all, through discussion between group members, and they should be provided with a chance of trial and error so that they could reestablish the subject element of CHAT and successfully draw scientific conclusions.

COVID-19 펜데믹 전후 생명영역 과학교과교재연구및지도법 수업 프로그램 변화에 따른 초등 예비교사의 과학 학습 소속감 분석

김동렬(Kim, Dong-Ryeul) 경인교육대학교 교육연구원 2021 교육논총 Vol.41 No.1

본 연구는 COVID-19 펜데믹 전후 생명영역의 과학교과교재연구및지도법 수업 프로그램 변화에 따라 초등 예비교사들의 과학 학습 소속감에 어떠한 차이가 있는지를 알아보는데 목적이 있었다. 조별 탐구 활동을 위해 한 조가 3명 이상 8개 조 이상으로 편성이 가능한 COVID-19 펜데믹 전후 각각 5개 학과 초등 예비교사들을 연구의 대상으로 하였다. COVID-19 펜데믹 이전의 생명영역의 과학교과교재연구및지도법 수업은 초등 과학교과서의 탐구 주제 10개를 선정하여 3명으로 구성된 그룹이 각자 한 주제를 탐구하여 그 결과를 발표하는 형태로 수업이 진행되었다. COVID-19 펜데믹 이후의 생명영역의 과학교과교재연구및지도법 수업은 Eclass를 통해 강의 내용을 영상으로 안내하고 예비교사들은 개별 탐구활동과 통합탐구과정에 대한 조별 탐구활동, 강낭콩 한살이 개별 탐구활동으로 비대면 수업이 진행되었다. 과학 학습 소속감 분석 결과, 자기존중감, 유대감, 자기효능감 영역 모두에서 COVID-19 이전의 생명영역의 과학교과교재연구및지도법 수업 프로그램이 적용된 예비교사들이 COVID-19 이후의 생명영역의 과학교과교재연구및지도법 수업 프로그램이 적용된 예비교사들보다 통계적으로 유의미하게 평균 점수가 높은 것으로 분석되었다. COVID-19 펜데믹 이후에 온라인 중심의 비대면 수업에 맞게 생명영역 과학교과교재연구및지도법 프로그램을 개발하여 진행하였으나 면대면 수업 때 보다 과학 학습 소속감이 낮은 것을 볼 때, 비대면 수업이 지속될 시에 온라인을 통한 조별 활동의 강화와 다양한 교육 시스템의 개발을 통한 상호작용을 활성화할 방안 마련이 절실한 것으로 나타났다. This study aimed at identifying how pre-service elementary school teachers’ community consciousness in science studies changed after the COVID-19 pandemic, according to the programmatic change of class on science textbook research and teaching methods in the “Life” domain. For the comparative analysis of their consciousness before and after the pandemic by teams, pre-service elementary school teachers from five departments were selected as research subjects, consisting of eight teams at least each of which consists of three members at least. Before the pandemic, the class on science textbook research and teaching methods in the “Life” domain was conducted in such a way that each group of three members researches one of the ten themes selected from elementary science textbooks and presents the findings. After the pandemic, the class was conducted in a contact-free way that those who were guided by the internet video class on lecture content carried out individual research, team-based integrated inquiry processes, and individual inquiries on a kidney bean’s life cycle. As a result of analyzing their community consciousness in science studies, the pre-service elementary school teachers who participated in the pre-pandemic program showed statistically significantly higher average points in all aspects of self-esteem, fellowship, and self-efficacy than those who participated in the post-pandemic program. Given developing and implementing the post-pandemic program for the contact-free online-based class decreased community consciousness in science studies compared to the face-to-face class, it turned out to be an urgent task to prepare the measures of activating interactions by intensifying online team-based activities and developing various education systems in case of the sustaining necessity of contact-free class.

역할놀이 비유활동 중심의 순환학습 모형을 4E 적용한 생물수업이 중학생들의 학업 성취도와 생물교과에 대한 태도에 미치는 효과 : '유전과 진화' 단원을 중심으로

김동렬(Kim, Dong-Ryeul) 성신여자대학교 교육문제연구소 2012 교육연구 Vol.53 No.-

본 연구에서는 중학교 과학 교과의 유전과 진화 단원에 대한 역효놀이 비유활통 중심의 4E 순환학습 모형을 적용한 생물수업 프로그램을 개발하고 이를 현장에 적용하여 중학생들의 학업 성취도와 생물교과에 대한 태도에 마지는 효과를 얄아보고자 하였다. 본 연구는 울산광역시 소재 중학교 3학년 8개반의 261명을 대상으로 4개반(129명)은 실험집 단으로, 나머지 4개반(132명)은 통제집단으로 설정하였다. 실험집단은 역할놀이 비유활동 중심의 4E 순환학습 모형에 의거한 8차시 분량의 수업을 하였으며 통제 집단은 실험집단과 동일한 학습목표와 주요 학습 내용을 기준으로 과학 교과서에 제시되어 있는 학습내용과 탐구활동을 토대로 차시 수업을 실시하였다 두 집단의 각 차시별 수업 내용은 1~2차시에는 멘델의 유전법칙 3~4차시는 사람의 유전에서 사람의 유전형질 조사와 가계도 분석을, 5~6차시는 사람의 유전에서 사람의 혈액형 유전과 색맹에 대해, 7~8차시는 진화에 대한 것이었다 역할놀이 비유활동 중심의 4E순환학습 모형을 적용한 수업의 단계는 탐색(Exploration), 설명(Explanation), 확장(Expansion), 평가(Evaluation)단계로 구성되어 있으며 특히 확장 단계에서는 전 단계에서 습득한 지식을 새로운 영역이나 새로운 상황에 적용하는 전략으로 그리고 학습의 전이를 위하여 단순한 정교화를 넘어서 직접 과학 개념을 행동으로 표현하여 내면화 하도록 하는 전략으로 역할놀이 비유활동을 진행하였다 본 연구의 결과는 다음과 같다 첫째 역할놀이 비유활동 중심 4E 순환학습 모형을 적용한 생물수업이 교과서 중심의 전통적 강의식 방법보다 학업 성취도 향상에 효과가 있는 것으로 나타났다 둘째 역할놀이 비유활동 중심 4E 순환학습 모형을 적용한 수업이 교과서 중심의 전통적 강의식 방법보다 학생들의 생물교과에 대한 태도 향상에 효과적인 것으로 나타났다. This study intended to develop a biology class program based on the frame of 4E Learning-Cycle Model focused on role-playing analogy for the middle-school science unit of 'heredity and evolution' and apply the program to the real class, whereby to explore its effects on the middle-school students' academic achievement and attitudes toward biology subject. Targeting 261 students of eight third-grade classes in a middle school located in Ulsan, it established four classes (129 students) as the experimental group and the other four classes (132 students) as the control group. The former group attended eight times of classes by the 4E Learning-Cycle Model focused on role-playing analogy, while the latter attended the same times of classes focused on the learning contents and inquiry activities suggested by science textbooks with the same learning objectives and main learning contents. The learning contents for both groups were the Mendel's law of heredity at the 1st to 2nd times; research and analysis of inherited characters and genealogy in human heredity at the 3rd to 4th times; human heredity of blood type and achromatopsia at the 8th to 6th times; and evolution at the 7th to 8th times. The process of classes framed in 4E Learning-Cycle Model focused on role-playing analogy consisted of exploration, explanation, expansion, and evaluation; in the phase of expansion, particularly, role-playing analogy was carried out in such strategical ways as to apply the knowledge acquired from the previous phase to new areas or situations, and express the scientific concepts with firsthand gesture for knowledge transfer and internalization beyond simple elaboration. As a result of this study, the biological class framed in 4E Learning-Cycle Model focused on role-playing analogy was found to be more effective for improving students' academic achievement as well as their attitudes toward biology subject than the traditional lecture-based class focused on textbooks.

과학 탐구활동지 만들기 수업 프로그램이 초등 예비교사들의 과학에 대한 태도와 과학 탐구에 대한 태도에 미치는 영향

김동렬 ( Dong Ryeul Kim ) 경북대학교 과학교육연구소 2013 科學敎育硏究誌 Vol.37 No.2

본 연구에서는 교육대학교 초등과학교육론 수업에서 과학 활동지 만들기 수업 프로그램을 통해 초등 예비교사들의 과학에 대한 태도와 과학 탐구에 대한 태도에 미치는 영향을 알아보고자 하였다. 연구대상은 교육대학교 3학년에 재학중인 예비교사141명을 대상으로 하였다. 연구결과는 다음과 같다. 첫째, 과학 탐구활동지만들기 수업 프로그램은 초등 예비교사들의 과학에 대한 태도를 개선시켰으며, 과학에 관한 지식을 갖추는 것이 중요하다는 인식에 도움을 주어 장래 학교에서 과학을 가르치는 일을 더 즐거운 것으로 느끼게 만들 수 있었던 것으로 판단된다. 둘째, 과학 탐구활동지 만들기 수업 프로그램은 초등 예비교사들의 과학 탐구에 대한 태도에 긍정적인 영향을 준 것으로 나타났다. 즉, 탐구 기반 학습 유형을 중요한 과학 수업의 과정으로 생각하는 것으로 나타났다. 셋째, 과학 탐구활동지 만들기 수업 프로그램이 현장에 가서 어떠한 도움이 될 수 있는지에 대한 개방형 질문 결과, 수업모형의 활용 방안 측면에서 도움이 된다는 반응이 가장 많았고, 초등학생들의 과학적 지식이나 탐구과정 이해에 도움을 줄 것으로 생각하고 있었다. This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers` attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers` attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers` attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

초등학생들의 학교 운동장 환경에 대한 인식 분석

김동렬(Dong-Ryeul Kim) 한국환경교육학회 2014 環境 敎育 Vol.27 No.3

This study aims to investigate what primary school students think of school yard environments, based on their experiences related to school yards. As research subjects, this study selected 187 fifth graders in a metropolitan area. The results of this study can be summarized as below. Firstly, in the drawing of an ideal school yard, the majority of primary school students filled 40% of the school yard with ground facilities, and the number of ground facilities was 5.2 on average. Trees were drawn most out of all the things drawn over twice in the drawing, and for labels or signs for nature in the drawing, the students wrote, ‘Environment Protection’, ‘No Trespassing’, ‘Caution/Danger’ and ‘Warning’ and so. Secondly, what the primary school students liked most out of all the things in a school yard was a bench, and what they hated most was a shadeless place. A bench was what they wanted to have most in a school yard, and many of them also wanted to have ecological environments, such as forests and ponds. Lastly, out of all the activities they could do in a school yard, they wanted to do ball-activities most, which requires active teamwork as a group activity. Out of all the places in a school yard, they used a sand ground most.