초,중,고 학생의 과학 정의적 영역 성취도 비교 분석

김수연 ( Sue Yeon Kim ),김효남 ( Hyo Nam Kim ) 한국교원대학교 초등교육연구소 2012 초등교과교육연구 Vol.16 No.-

이 연구는 초·중고 학생들의 과학 정의적 특성을 비교 분석하여 과학 정의적 영역에 대한 학생들의 특성을 알아보고, 더 나아가 초·중·고 학생들에게 바람직한 과학적 인식, 흥미, 태도를 함양하여 앞으로의 과학 교육의 내용과 방향을 제시하고자 하는데 목적이 있다. 이를 위해 2011년 2월에 초중고 학생 595을 대상으로 과학의 정의적 특성을 조사하였다. 본 연구의 결과는 과학 정의적 특성의 평균 점수가 초등학교 5학년에서 중학교2학년으로 올라가면서 통계적으로 유의하게(p<.05) 하락한 후 고등학교 1학년에서 상승하는 것으로 나타났다. 또한 남학생이 여학생보다 통계적으로 유의하게(p<.05) 높은 점수가 나타났다. 초등학교 5학년과 고등학교 1학년은 과학적 태도에서 유의미한 차이가 나타나지 않았으며, 중학교 2학년에서는 과학에 대한 인식에서 유의미한 차이가 나타나지 않고 있다. 본 연구 결과에 의하면 초등학교에서 중·고등학교로 진학하면서 과학에 대한 정의적 특성 성취 점수가 낮아지는 것을 보면 학생들에게 과학 수업에 대한 흥미와 태도를 높일 수 있도록 과학교육과정에서 내용과 방향에 대한 개선을 모색해야 할 필요가 있다. 또한 여학생의 과학에 대한 인식, 흥미, 태도를 향상 시킬 수 있는 교수-학습 과정을 모색하며 과학의 성취 수준에 대한 계속적인 분석을 통해 과학 교육의 질적 향상을 해야 한다고 생각한다. The purpose of this study was to investigate students` achievement of science affective domain. Achievement of science-related affective domain of elementary, middle, and high school students according to grades and gender was analyzed. The number of students who responded the questionnaire of science-related affective domain was 595, consisted of 172 elementary school students, 193 middle school students and 230 high school students in the same city. The students answered were 302 boys and 293 girls. The questionnaire of science-related affective domain developed by Hyo-Nam Kim and her colleagues was used. The questionnaire consisted of cognition of science, interest toward science, and scientific attitude. The reliability of the instrument was .86. The result of this study are as follows: First, the fifth graders showed the highest achievement of science-related affective domain, and the tenth graders were followed. The middle school students showed the lowest achievement of science-related affective doaim. Second, the boys showed higher achievement of science-related affective domain than girls. To maintain interest toward science and scientific attitude of students science curriculum improvement is necessary. Especially to increase girl`s and middle schoolers` achievement of science-related affective domain science teaching should consider affective domain of science education.

현대건축 - 강릉,도시ㆍ건축 읽기

김효남,Kim, Hyo-Nam 대한건축사협회 1999 建築士 Vol.1999 No.2

초등 과학영재 수업에서의 언어적 상호작용 사례 분석

김동현 ( Dong Hyun Kim ),김효남 ( Hyo Nam Kim ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.8

The purpose of this study was to analyze and extract the features of verbal interactions between teacher and science-gifted students in their classes. For the purpose of this study, authors observed 27 elementary science classes for the science gifted of three elementary teachers. To analyze the verbal interactions in the classes, the authors have adopted the theoretical background, which was based on Sinclair & Coulthard`s Initiative-Response- Feedback pattern. Verbal interactions in the classes were analyzed by Kim`s framework, which modified Jeong`s framework. IRF patterns were derived from the verbal interactions of science classes for the science gifted. As a result, authors obtained some important features in IRF pattern. The most commonly used IRF pattern was the teacher`s managerial question-student`s short answer pattern, which was due to the regional policy for the science gifted. The teacher`s delayed feedback as well as the teacher`s question was meaningful for student`s thinking ability. If elementary teachers consider the pattern, the strategy should be applied, which is depending on student levels and levels of contents. But three teachers did not show the characteristic verbal interaction regarded as a pattern strategy. In the future, inservice programs about verbal interaction are needed for the science gifted classes.

한국 과학교육의 실태분석

김효남 ( Hyo Nam Kim ) 한국교원대학교 과학교육연구소 2011 청람과학교육연구논총 Vol.17 No.1

This study tried to figure out the status of science education in Korea. Research methodology was using questionnaires, interviews and class observations. Forty three teachers were responded to the open style questionnaire about status of Korean science education. Seven teachers were responded to the structured questionnaire. Seven teachers were interviewed about status of science education. And two science instructions were observed. Data collected by various methods were categorized individually and synthesized by triangulation. This study found such as: first, science class hours were limited to cover all of the contents in elementary science textbooks. Middle and high school students had ideas that science was a difficult subject. The contents of high school science included some new contents to high school teachers. Second, teachers avoided experimental or experiential instruction because of their job load or lack of their cognition about effective science instruction. Third, Korean schools needed enough science labs. Fourth, teachers needed in service education about science contents, teaching methods, and teachers`` perception and will of science education. Fifth, evaluation criteria for performance assessment should be developed for time and effort saving for teachers. Sixth, positive psychological learning environments should be established by 망actually arranged science contents according to increasing grades. Seventh, students in elernentary, middle and high schools liked science instruction by experiments.

초등예비교사들의 과학과 모의수업에 대한 동료평가분석

김효남 ( Hyo-nam Kim ) 한국교원대학교 과학교육연구소 2016 청람과학교육연구논총 Vol.22 No.1

Science instruction is the key event in science education in terms of curriculum implementation, academic achievement, and career development. This study analyzed peer evaluation of 21 science instructions by 20 pre-service elementary teachers. Nine factors of instruction are considered such as showing clear instructional objectives, effective motivation, proper teaching methods and instruction models, proper teaching and learning materials, correctness of instruction contents, proper and effective questions, student engagement to instruction, proper language and behavior of teachers, and proper affirmative evaluation. Pre-service elementary teachers sorted specific effective teaching skills and strategies from simulated science instruction of their peer pre-service elementary teachers. Some effective science teaching skills and strategies were reading instructional objectives written on the board or the screen with students, using various teaching materials including textbooks, computer applications, pictures, post-it and science activity journals, and guiding various proper science activities.

일본 5 학년 이과 교과서 내용 분석

김효남(Hyo Nam Kim),이영미(Young Mi Lee) 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.1

Content analysis of Science textbook is a good method to find out the objective of science education pursued by textbook authors and authorities of education. Japanese 5th grade science textbooks-upper and lower volumes are analyzed. Analysis form is consisted by knowledges and inquiry processes, Knowledge is divided by fact, concept and rule. Inquiry processes is divided by 13 subcategories such as problem cognition, variable control, observation, measurement, prediction, inference. The result of analysis is as follows : 1. In analysis of knowledge, facts are greatly emphasized and a little of concepts and rules are appeared. 2. In analysis of inquiry process, observation, prediction, problem cognition, experimental planning are greatly emphasized. 3. In units of `plant growth` and `dissolution of matter`, observation and prediction are tried to pursue. 4. In units of physical science areas, measurement is appeared more than biological area. 5. In units of `birth of human and animal` and `sun and moon`, knowledge is greatly appeared comparing with other units.

한국과 미국의 초등학교 과학 교과서 분석

김효남 ( Hyo Nam Kim ),박도영 ( Do Yong Park ) 경북대학교 과학교육연구소 2009 科學敎育硏究誌 Vol.33 No.2

과학교과서는 한국과 미국에서 가장 많이 쓰이는 교수 학습 자료이다. 과학교육목표와 과학교과내용의 특징을 분석하기 위하여 한국과 미국의 초등학교 과학 교과서를 분석하였다. 한국과 미국의 1학년과 4학년 과학 교과서 각각100 쪽을 무작위로 선택하여 과학교육목표를 분석하였다. 1학년에서 6학년까지의 생명 영역의 과학 내용이 분석되었다. 한국의 1학년 과학내용은 슬기로운 생활 교과서를 분석하였는데, 슬기로운 생활 교과는 과학교과와 사회교과의 통합교과이다. 미국에서 많이 쓰이고 있는 초등학교 교과서 중 하나인 Harcourt Science의 1학년과 4학년 교과서를 분석하였다. 과학교육목표분석체계는 과학 지식, 과학적 탐구, 과학적 태도, STS, 그리고 과학 철학과 역사로 구성되어 있다. 한국과 미국의 초등학교 과학 교과서의 내용을 분석한 결과는 다음과 같다. 미국의 초등학교 과학 교과서는 과학적 탐구 보다 과학 지식을 더 많이 포함하고 있었다. 한국의 과학 교과서는 과학 지식 보다는 과학적 탐구를 더 많이 포함하고 있었다. 미국의 초등학교 과학 교과서는 생명 영역의 일부 주제에 대하여 한국 보다 더 어려운 내용을 다루었고, 세포나 생태계의 종류에 대해서는 여러 학년에 걸쳐 반복적으로 다루고 있는 것으로 분석되었다. Science textbook is the most frequently used teaching material in elementary schools of the United States and Korea. Elementary science textbooks of the United States and Korea are analyzed to find out the educational objectives and characteristics of contents shown in textbooks. About 100 pages each in the first grade and fourth grade science textbooks each nations are selected randomly for educational objective analysis. Life science contents of 1st to 6th grade are analyzed from elementary science textbooks of the United States and Korea. The analyzed textbooks in Korea are `Wise life,` an integrated subject with social studies and science, and `science.` The analyzed elementary science textbooks of the United States are Harcourt Science, which is one of the frequently used textbooks. The educational objective framework used includes science knowledge, scientific inquiry, scientific attitude, STS, and philosophy and history of science. The results show science textbooks of the United States emphasize scientific knowledge more than scientific inquiry. Korean science textbooks emphasize scientific inquiry more than scientific knowledge. Elementary science textbooks of the United States present some life science topics redundantly and expose more difficult topics than Korean.

문장 완성 검사에 의한 과학 , 과학의 과정 , 과학자에 대한 국민학교 1 , 2 , 3 학년 학생들의 태도 조사

김효남(Hyo Nam Kim),고세환(Se Hwan Ko) 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.1

The purpose of this study was to survey attitude on Science, Science Process, Scientist of Elementary lst grade, 2nd grade, 3rd grade students. The object Elementary of study is located in large city, one grade is 12∼13 class, total is 74 class. 1st grade is 48 persons, 2nd grade 40 persons, 3rd 50 persons. The test of instrument is used Sentence Completion Test of Lawrence F. Lowery. this instrument validity is established by the consistency of score` among the projective technique: percentage agreements in excess of 80 percent are reported. Reliability is inter-rater reliabilities for three judges are reported. Science .92, Science Process .87, Scientist .81. Pre- and post -test agreements are given as Science 92.5?7.6 percent, Science process 77.5∼80.0 percent, and Scientist 77.5∼87.5 percent. (These are for 335 grade 5 pupils) The results were as follows: 1. Attitude of 1st, 2nd, 3rd grade students on science were as follows: 1) They liked while development of science. 2) They disliked to science because of negligence of human, occurrence of an accident, danger, nothing of interest, explosion, smoke, etc. 3) They thought that field of science is experiment, discovery, invention, development, etc. 2. Attitude of 1st, 2nd, 3rd grade students on Science Process were as follows: 1) They thought that the pleasure of experiment was because of Science, interest, mysterious, etc. 2) They thought that the dislike of experiment is because of danger, explosion, fire, suffocation, etc. 3) They thought that the experiment in science is water, living thing, inanimate object, object of various, discovery, etc. 3. Attitude of 1st, 2nd, 3rd grade students on Scientist were as follows: 1) They liked scientist because of like to science, experiment, clear head, life of convenience, etc. 2) The dislike scientist because of faiure of experiment, experiment of a living body, occurrence, etc. 3) They thought that scientist is to study, experiment to science, and make efforts to development of science, commendable persons, etc.

과학교육과정 : 관찰에 의한 국민학교 3 , 5 학년 자연과 수업의 목표 분석

김효남(Hyo Nam Kim),고세환(Se Hwan Ko) 한국교원대학교 과학교육연구소 1991 청람과학교육연구논총 Vol.1 No.1

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교육과정 : 일본 5 학년 이과 교과서 내용 분석

김효남(Hyo Nam Kim),이영미(Young Mi Lee) 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

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