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비평 기법 활용 생물 수업이 요약, 분석, 평가 능력에 미치는 효과
김흥집,송신철,심규철 韓國生物敎育學會 2012 생물교육 Vol.40 No.2
The purpose of this paper was to examine effects of using criticism on abilities of summarizing, analysing and evaluating in the biology education. The biology instruction using criticism has a course of five phases, which are Observing/Reading I, Explaining I, Observing/Reading Ⅱ, Explaining Ⅱ and Criticizing. Observing/Reading I phase focuses the learner who can explore practical phenomena or materials, and understand scientific concepts through observing or reading. Explaining I phase focuses the learners' explaining of common things through summarizing. In Observing/Reading Ⅱ, learners are provided with additional learning materials, and they could observe or read. In Explaining Ⅱ, they explain differences or relevancies between various concepts or variations through analysing and interpreting. The last phase, Criticizing, focuses that the learners can find out problems in the progress of the study or problems with the results. Also, learners can make activities for assessment through evaluating and self-decision making or judgment. Subject to investigate effects of it were 84 high school students of three classes. The biology instruction using criticism has effect positively on summarizing of results of experiment and inquiry, analysing data and evaluating results of inquiry. The results of this study suggested that the use of criticism in high school biology classes could be an effective teaching strategy in the aspect of understanding biological concepts and relationship between variables, using available scientific evidences, and motivating various mental activities.
생물 수업에서 비평 기법의 활용이 학업 성취와 수업 인식에 미치는 효과
김흥집,송신철,심규철 韓國生物敎育學會 2011 생물교육 Vol.39 No.4
The present study focused to develop the biology instruction using criticism for high school students and examine effects of it on achievement and perception about it. Biology instruction using criticism consisted of five phases as follows: observing/reading I, explaining I, observing/reading Ⅱ, explaining Ⅱ and criticizing. Subjects to examine effects of it were 142 high school students in Chungnam province. They were divided into the experimental group and the controlled group. After the instruction were performed, the perception of high school students was surveyed about it, and the biology achievement of them was comparatively analyzed between them. There was significant difference between experimental and controlled groups in terms of biology achievement(p<.01). When examining students' perception about the instruction using scientific criticizing, they perceived positively that it was attractive to engage in biology lesson, more interesting and effective to learn biology. The use of criticism were very effective teaching method in terms of students' academic performance.
고주파 표면경화된 중탄소강의 비틀림 피로강도에 미치는 초기조직의 영향
정인상,김흥집 한국열처리공학회 1998 熱處理工學會誌 Vol.11 No.4
In order to evaluate the relation between prior structure and fatigue strength on a induction surface hardened medium carbon steel(SAE1050M) for automotive drive shafts, torsional fatigue test were conducted with various cases of different hardened depths and applied loads. Prior structures of the steel such as pearlite, fine pearlite and spheroidal pearlite were prepared by conventional nomalizing, tempering after quenching and spheroidized annealing, respectively. Maximum torsional fatigue strength can be obtained when the case depth is 18∼25% diameter of the bar in each prior structure. The effect of case depth on the torsional fatigue strength was different depending on applied load to specimen, but the most good fatigue life was shown in the case of pearlitic structure when the case depth was 4.0∼5.5㎜(18∼25% of bar diameter). Among three different prior structures, energy consumption, to obtain high strength or to get the same case depth, was the most saved in the case of pearlitic structure.