80년대와 90년대 북한 고등중학교 과학 교과서의 체제와 내용 변화-화학 분야를 중심으로-

노석구,Noh, Suk Goo 대한화학회 2000 대한화학회지 Vol.44 No.4

본 연구에서는 80년대와 90년대의 북한 화학 교과서의 내용 변화를 탐색하고자 하였다. 주된 연구 방법은 관련 문헌을 수집하여 분석하는 것이었으며, 북한 과학교육 체제의 이해를 위하여, 귀순한 북한교육 관련 인사와의 면담도 이루어졌다. 교육과정 편제 수준에 서 80년대와 90년대는 그다지 큰 변화를 보이지 않았다. 교과서의 외형적 체제와 관련하여 전체적인 쪽수가 매우 감소하는 경향을 보였으며, 교과서의 지질이 매우 악화된 것으로 나타났다. 화학의 내용 영역별로 교과서 구성 비율을 분석한 결과, '원소와 화합물' 관련 내용 및 '물질의 구조' 관련 내용은 상당히 감소하였으나, '화학적 변화'와 관련 내용은 비율이 높아지고 있다. 특히 산${\cdot}$염기 반응 및 산화${\cdot}$환원 반응 등의 내용이 80년대 교과서에 비하여 90년대 교과서에는 더욱 높은 비율을 차지하고 있다. 최근 강조되고 있는 과학-기술-사회 관련 내용의 비율은 80년대에도 미미하였지만 90녀대에 이르러 더욱 그 비율이 낮아지고 있는 바, 구미 각국의 과학 교육사조가 북한에는 거의 영향을 주기 않고 있다고 생각된다. In this study, the changes of contents and formats of science textbooks of North Korean sec-oery much and the quality of papers in the textbooks became worse. The changes of ratios of contents were as follows. While the ratio of 'Chemical Change' was increased especially in the contents of 'Acids and Bases' and 'Oxidation and Reduction', the ratios of'EIements and Compounds' and 'Structure of theMaterials' were decreased. The ratio or 'Science-Technology-Society' which hasbeen stressed very much recently in the science education was low in the eighties, and the ratio is even lower in the nincties. 0n the basis of these facts,it can be concluded that the world-wide recent trends in science education hardly affected North Korean science education.

제7차 과학과 교육과정에 관한 초등교사의 인식

노석구 ( Suk Goo Noh ),여상인 ( Sang Ihn Yeo ),장병기 ( Byung Ghi Jang ),임채성 ( Chae Seong Lim ),송민영 ( Min Young Song ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2

The purpose of this research is to direct the 7th national primary science curriculum to be performed properly. The research is based on the questionnaire to investigate the primary teachers` appreciation of the curriculum. The questions are about the general aspect of the 7th curriculum and special treatises on science curriculum. Questionnaires were distributed to 1000 teachers, and 822 teachers answered them. According to the survey results the teachers` thoughts were as following: First, there must be enough time to develop a new curriculum. It is not desirable to change the old curriculum totally. There should be some continuity between the old and the new curriculum. Second, teachers appreciated that the learning resources and supplements were helpful, and interested students. Teachers thought that IT equipment at class or school was not enough. Third, according to them the hierarchical structure of science curriculum was appropriate, but the contents need to be improved. Fourth, most teachers restructured the 7th science curriculum to adapt it to the class and school. They cooperated with one another in teaching science, and applied diverse teaching-learning methods according to the curricular contents and the grade levels. Teachers tried to evaluate all aspects of the students with various methods, but they felt it was hard. They were ont active in developing evaluation tools as a team, and in objectifying the information about students. Fifth, teachers felt it was hard to implement the science curriculum according to different levels of the students. Based on the survey of teachers` thoughts, the following can be suggested for successful implementation and reorientation of the curriculum. First, teachers need learning opportunities to appreciate and adapt the 7th curriculum creatively. Second, they need guidances in implementing the different levels of the curriculum, and the information about the appropriate resources for it. Third, we need to control the relative difficulty of the curricular contents, and reduce the hours and quantity of the study. Fourth, we need to improve the school equipment and facilities. Networking and cooperation among education-related institutions are essential for better education. Fifth, it is desirable to develop concrete and diverse learning models.

탈북 초등학생의 과학 교육 관련 인지적,정의적 특성

노석구 ( Noh Suk Goo ),오필석 ( Phil Seok Oh ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.4

The purpose of this study was to explore North Korean immigrant elementary students` cognitive and affective characteristics related to science education. A total of 68 North Korean immigrant students enrolled in 3 to 6 grades and 133 South Korean students in 4 and 6 grades in 3 South Korean elementary schools participated in the study. A short version of Group Assessment of Logical Thinking(GALT) was used to investigate the students` levels of logical thinking, and the Enjoyment of Science Lessons Scale(ESLS) of the Test of Science Related Attitudes(TOSRA) was administrated to examine their attitudes towards science lessons. The statistical analysis of data revealed that the level of logical thinking of the North Korean immigrant elementary students was very low and that this was also the case for the South Korean students. Especially, the mean score of logical thinking of the North Korean immigrant 6 graders was much lower when compared with that of the South Korean counterparts. For both the North Korean immigrant students and South Korean students, the enjoyment of science lessons decreased as they progressed through higher grades. This decreasing trend, however, turned out to be more serious in the South Korean elementary students. Based on these results, suggestions were presented to help successful science learning of North Korean immigrant elementary students.

액체 상태에서의 현상에 대한 예비 초등교사의 설명

노석구 ( Suk Goo Noh ) 한국초등과학교육학회 2008 초등과학교육 Vol.27 No.4

2000년대 북한 소학교 자연 교과서의 체제와 내용 변화

노석구 ( Suk Goo Noh ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.4

초등 현직 교사와 예비 교사의 기초적인 과학 지식에 관한 조사

강현숙 ( Hyun Suk Kang ),박재근 ( Jae Keun Park ),노석구 ( Suk Goo Noh ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.1

화학 교사에게 필요한 실험 능력

박현주,정대홍,노석구,임희준,한재영,박종윤,Park, Hyun-Ju,Jeong, Dae-Hong,Noh, Suk-Goo,Lim, Hee-Jun,Han, Jae-Young,Park, Jong-Yoon 대한화학회 2009 대한화학회지 Vol.53 No.6

이 연구는 중등 화학 교사 전문성 및 지향점 제공을 위한 기초 조사로서, 실험 수업을 성공적으로 진행하기 위하여 필요한 화학 교사의 실험 능력에 대한 규명을 목적으로 하였다. 문헌 연구, 교과서 실험 분석, 과학 교사 설문 조사의 결과에 기초한 연구팀의 지속적인 논의를 통하여 연구를 진행하였다. 화학 교사의 실험 능력 규명을 위하여 수집된 자료들을 정리하여 크게 네 개의 단계(실험 수업 준비, 실험 수행 및 정리, 실험실 관리, 실험실 안전 관리)로 나누고, 각 단계별로 실험 능력에 관련된 소영역과 세부 내용 요소를 선별 ? 수정하여 재배치하였다. 실험실 안전 관리는 실험실 및 실험 활동에서 ‘안전’의 중요성을 강조하기 위해 별도의 단계로 구분하였다. 화학 교사가 갖추어야 할 실험 능력은 실험 수업 지도를 전제로 하여 교사 스스로 실험 수행을 할 수 있는가에 대한 능력으로, 시약 및 측정기기 사용, 시료 준비, 실험 설계, 바른 실험 습관 및 숙련도, 자료 정리, 분석 및 추론, 그리고 실험실 관리 및 실험실 안전 관리에 관련된 능력으로 특정지어 질 수 있다. The purpose of this study is to identify secondary chemistry teachers' abilities to carry-out experiment lesson successfully. As far as the research method is concerned, literature reviews, analyses of abilities to carry-out experimentation from science textbooks, and a survey of science teachers' perceptions of experimental ability were employed along with the progressive discussions among the authors. In order to identify secondary chemistry teachers' abilities to carry-out experimentation, we divided the experiment lesson into three stages of preparation, conduct and arrangement, and management of lab, and added the stage of safety. Each stage is classified into sub-areas, and the sub-area consists of subordinate elements. The safety stage was included separately to emphasize the importance of the safety issue in lab and experimental activities. The secondary chemistry teachers' abilities to carry-out experimentation are the abilities to perform experiments in person, presupposing the instruction of experiment, and can be featured with the use of reagent and measuring instruments, the preparation of sample, designing experiment, correct experimental habit and skillfulness, data processing, analysis and reasoning, and management of lab and safety.

초등학생의 과학선호도에 영향을 주는 과학수업에 대한 인식 조사

장소영 ( So Young Jang ),노석구 ( Suk Goo Noh ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.4

마인드 맵 활용이 자연과 학업성취도와 과학적 태도에 미치는 영향 - 초등학교 5 학년을 중심으로 -

최은순(Eun Soon Choi),노석구(Suk Goo Noh) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.2

The purpose of this study was to identify the effect of mind map activity on scientific attitude and science achievement in elementary school science. The subjects of this study were fifth-grade students selected from two classes in elementary school located in Seoul. The subjects were classified into two groups: One group is composed of thirty-eight students(experimental group) who were participated in mind map activity, and the other is composed of thirty-five students(control group) who were participated in traditional teaching situation. Pretest showed that there were no significant differences between experimental and control group in scientific attitude and science achievement. The results were as follows: First, the experimental group showed a significant improvement in the post-test science achievement compared to the control group. Second, the experimental group showed insignificant improvement in the post-test scientific attitude compared to the control group. Third, female students and mid-ranking group showed a significant improvement in the post-test science achievement. Fourth, in sex and academic ranking, experimental group did not show significant difference in the post-test scientific attitude. In conclusion, mind map activity was more effective than traditional teaching situation on science achievement. But mind map activity was less uneffective than traditional teaching situation on scientific attitude.

개념도 작성 활동을 통한 수업이 분자운동 개념 형성에 미치는 효과

전근배(Geun Bae Jeon),노석구(Suk Goo Noh) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.1

The purposes of this study were grasping the degree of students` understanding for course contents through the concept mapping strategy as meaningful learning in science and measuring the effect for change of conception and changing the misconception. The results of the study were as follows: 1. Before the lesson, only 10.7% of students had scientific conception of molecular motion. Other students had various kinds of misconceptions. 2. The extent of concept formation after lesson through the using concept mapping strategy was tested. As a result, compared with the controlled group, the experimental group showed higher extent of sound concept formation (statistical significance level 0.05). 3. The differences between the experimental group and the control group were analyzed into quantitative and qualitative points of view. The results of the comparison showed that the maps of the students were well configured in the categories of the relationship, the hierarchy and the examples; while students showed lower abilities in the category of the cross-links. 4. The student`s attitudes to ward concept mapping was positive. Most of the students answered that teaching strategy of concept mapping benefits them in meaningful learning outcomes.