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거제동광상(巨濟銅鑛床)의 광물공생관계(鑛物共生關係)와 유체포유물(流體包有物)
김찬종,박희인,Kim, Chan Jong,Park, Hee-In 대한자원환경지질학회 1984 자원환경지질 Vol.17 No.4
Geoje copper ore deposits are fissure filled copper veins which developed in late Cretaceous pyroclastics, andesite and shale. Mineral paragenesis reveals a division of the hydrothermal mineralization into three stages: Stage I, deposition of pyrite, magnetite, specularite, quartz and chlorite; Stage II, deposition of chalcopyrite, sphalerite, galena, tetrahedrite, aikinite, cosalite, electrum, quartz and chlorite; Stage III, deposition of barren calcite. Filling temperatures of fluid inclusions in quartz of stage I range from 171 to $282^{\circ}C$ whereas fluid inclusions in quartz and sphalerite of stage II range from 213 to $262^{\circ}C$ and from 186 to $301^{\circ}C$ respectively. Salinities of fluid inclusions in quartz of stage I range from 5.2 to 11.2 weight percent equivalent to NaCl. Salinities of fluid inclusions in quartz and sphalerite of stage II range from 6.6 to 10.9 and from 7.1 to 14.4 weight percent equivalent NaCl. Salinities of ore fluid during major mineralization stage in this deposits reveal nearly the same ranges as those of many copper deposits in Koseong copper mining district which located about 30km apart from Geoje mine. But filling temperatures of fluid inclusions formed during major copper mineralization stage in this deposits show slightly lower than those of copper deposits in Koseong copper mining district.
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Chan Jong Kim(金燦鍾),Hee In Park(朴喜寅) 대한자원환경지질학회 1984 자원환경지질 Vol.17 No.4
Geoje copper ore deposits are fissure filled copper veins which developed in late Cretaceous pyroclastics, andesite and shale. Mineral paragenesis reveals a division of the hydrothermal mineralization into three stages: Stage I, deposition of pyrite, magnetite, specularite, quartz and chlorite; Stage II, deposition of chalcopyrite, sphalerite, galena, tetrahedrite, aikinite, cosalite, electrum, quartz and chlorite; Stage III, deposition of barren calcite. Filling temperatures of fluid inclusions in quartz of stage I range from 171 to 282°C whereas fluid inclusions in quartz and sphalerite of stage II range from 213 to 262°C and from 186 to 301°C respectively. Salinities of fluid inclusions in quartz of stage I range from 5.2 to 11.2 weight percent equivalent to NaCl. Salinities of fluid inclusions in quartz and sphalerite of stage II range from 6.6 to 10.9 and from 7.1 to 14.4 weight percent equivalent NaCl. Salinities of ore fluid during major mineralization stage in this deposits reveal nearly the same ranges as those of many copper deposits in Koseong copper mining district which located about 30km apart from Geoje mine. But filling temperatures of fluid inclusions formed during major copper mineralization stage in this deposits show slightly lower than those of copper deposits in Koseong copper mining district.
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초등학교 학생들의 빛에 대한 개념과 달의 위상 변화 개념 사이의 관련성 : 개념 생태학적 접근
김찬종(Chan Jong Kim),박현정(Hyun Jeong Park) 한국초등과학교육학회 1997 초등과학교육 Vol.16 No.1
Toulmin used the concept of conceptual ecology in explaining the interconnectedness and dependence of science concepts and intellectual environment on each other. The concept of conceptual ecology seems to contribute to the understanding of the nature of learners` intuitive ideas about natural phenomena. The purpose of this study is to investigate the relations among elementary school students` conceptions about the phase change of the Moon and light in the light of conceptual ecology. An elementary school was selected from Chongju-shi, and two classes were sampled from 4th-, 5th-, and 6th-grade level respectively. The inventory of phase change of the Moon and light concept(IPCMLC) developed by the researchers were administered to collect data. Major findings about students` conceptions of the phase change of the Moon is as follows. ① Moon shines by itself(34.8%), ② More than half of the subjects cannot perceive the parts of the Moon seen from the earth correctly(87.8%), ③ Half Moon comprises half of the total surface area of the Moon(61.3%), ④ More than half of the subjects cannot match the shape and the name of last quarter(53.8%), ⑤ The phase of the Moon changes because the Moon moves into the shadow of the earth(23.5%). Many subjects cannot describe the path of the light scientifically when they draw the shadow of an object. Only a few students hold scientific understanding of reflection of light, and few subjects hold scientific views about the scattering of light. The students holding scientific views of light hold more scientific views of the phase change of the Moon than others. The average percent correct of the students holding scientific views about the path of light is 50 percent higher than those of others. Therefore, the conception of the straight path of the light seems to play an important role in the sound understanding of the phase change of the Moon. Students hold many intuitive ideas about the phase change of the Moon and light. Students` concepts of the phase change of the Moon and light seems to be dependent on each other. The interaction among concepts in the conceptual ecology could be different across grade level. To design rare effective conceptual change strategies, fundamental misconceptions in science should be investigated in terms of conceptual ecology.
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피드백 제공자에 따른 초등학생들의 과학 학업 성취도 차이 및 피드백에 대한 반응
김찬종 ( Chan Jong Kim ),오필석 ( Phil Seok Oh ),전진구 ( Jin Ku Jeon ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.2
The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students` science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was offered to students in the control group. The results of the science achievement test indicated that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.
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초등학교 자연과 상호작용 강화 학습일지의 학교 수준 적용 방안
김찬종(Chan Jong Kim),오영선(Young Sun Oh) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.2
Students` journals in science class are supposed to contribute to students` science learning and to provide plentiful information on students` learning and progress. If interaction could be reinforced in the process of writing journals, the positive effects of the journals are expected to be increased. New approaches in teaching should be supported by school and community. Otherwise, teachers are frequently frustrated and failed to introduce new ways of instruction into science classes. The purposes of the study are to develop interactive journals, and approaches to introduce interactive journals at school level. The status and situation of the school were investigated by survey. Interactive journals were developed by teachers who experienced workshops on developing journals. A model journal was provided as a guidance to teachers. To establish environments for introducing journals in the school, an invited lecture was provided to increase parents` perceptions on journals. A communication system among students, parents, and teachers was establishd, and educational materials, such as encyclopedia, books, computers, and so on were prepared. For efficient administration of journals, various prizes and events were established. As a result of the study, teachers participated experienced professional development in terms of journals, interactive journals for science class were developed, the environments for the introduction of interactive journals at school level were established, and most students successfully completed science journals.
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초등학교 과학과 포트폴리오 평가의 내용 타당도 검증 및 학생 포트폴리오에서 파악할 수 있는 정보의 유형
김찬종(Chan Jong Kim),윤선아(Ah Sun Yoon) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.1
The purpose of this study is to test content validity of a portifolio assessment an to analyse the information which can be obtained from student portfolios. The content validity of the portfolio was tested against the objectives of each lesson and the emphasis of curriculum. The information was identified from the analysis of student portfolios. Students` portfolios from a fourth grade class in Pyeungteak, Kyeungki-do were used for analysis. The portfolios included students` evidence of learning on (1) Strata, Unit 2 `Strata and Fossil,` and (3) Change of Object by Heat, Unit 4 `Heat and Change of Object`, Fourth-grade science textbooks were also analyzed to understand the base level information for portfolio analysis. Two science education specialists and ten elementary teachers majored in science education took part in this analysis. The results of the analysis showed 70~100% of agreement between the objectives of lesson and portfolio forms. Over 90% of agreement is reached between portfolio forms and the emphasis of the curriculum. Student portfolios revealed much information on comprehension, observation, will to study, and process of learning. They also revealed some information on drawing conclusion, communication, self-direction. progress of learning. self-concept. interaction, and process of learning. As a whole, the information in students` portfolios is similar with that dealt in science textbooks. However, students` portfolios have more information on anticipation, will to study, self-direction, and interaction. On the contrary, science textbook deals more with information on observation, planning inquiry, than students` portfolios. The portfolio assessment examined has very sound content validity. The results also show that much more and various information which can not be obtained from pencil and paper test could be obtained from student portfolios. The use of information, obtained from student portfolios will make it possible understand students` learning, their strength and weakness, hence improve student` science learning.
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김찬종(Chan Jong Kim),최미애(Mi Aee Choi) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.1
The purpose of the study is to develop major types of scoring rubrics of portfolio system, and estimate the reliability of the rubrics developed. The portfolio system was developed by Science Education Laboratory, Chongju National University of Education in summer, 2000. The portfolio is based on the Unit 2, The Layer and Fossil, and Unit 4, Heat and Change of Objects at fourth-grade level. Four types of scoring rubrics, holistic-general. holistic-specific, analytical-general. and analytical-specific. were developed. Students` portfolios were scored and inter-rater and intra-rater reliability were calculated. To estimate inter-rater reliability, 3 elementary teachers per each rubric (total 12) secored 12 students` portfolios. Teachers who used analytical-specific rubric scored only six portfolios because it took much more time than other rubrics. To estimate intra-rater reliability, second scoring was administered by two raters per rubric in two and half month. The results show that holistic-general rubric has high inter-rater and moderate intra-rater reliability. Holistic-specific rubric shows moderate inter- and intra-rater reliability. Analytical-general rubric has high inter-rater and moderate inter- and inter-rater reliability. Analytical-general rubric has high inter-rater and moderate intra-rater reliability. Analytical-specific rubric shows high inter-and inter-rater reliability. The raters feel that general rubrics seems to be practical but not clear. Specific rubrics provide more clear guidelines for scoring but require more time and effort to develop the rubrics. Analytical-specific rubric requires more than two times of time to score each portfolio and in proved to be highly reliable but less practical.
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