구성주의 관점에 의한 자연과 '지층과 화석' 단원의 교수-학습

배영부,이유미,Bae, Young-Boo,Lee, Yu-Mi 한국지구과학회 2000 韓國地球科學會誌 Vol.21 No.3

구성주의 학습은 의미구성의 적극적인 과정이며, 학생 스스로 개인의 흥미와 관심, 능력에 따라 스스로 학습목표를 결정할 수도 있다. 본 연구에서는 구성주의에 입각한 학습 교재와 교수-학습 모델을 개발하고 이를 서울의 한 초등학교 학생들에게 적용하였다. 4학년 2학기 ‘지층과 화석’ 단원을 학생과 교사의 토론을 중심으로 재구성하였으며, 안내-실천-표현-합의-발전의 단계에 따라 1개월 동안 수업을 실시하고 그 결과를 정리해 보았다. Constructive learning is an active process of meaning construction and students decide their individual learning objectives according to their own interest concern and ability. The purpose of this study is to develop a teaching-learning model and classroom materials from constructivist perspectives and to apply them to an elementary school classroom in Seoul for one month. In this study, it was reorganized the contents of unit of 'beds and fossils' based on the discussion between students and teacher during the second semester of 4th grade class. The teaching-learning model consists of five steps: 1) introduction; 2) exercise; 3) presentation; 4) consensus; and 5) development. The implementation results were summarized.

초등학교에서의 환경교육 -교사용 지도서를 중심으로-

배영부 ( Young Boo Bae ),최미자 ( Mi Ja Choi ) 서울교육대학교 초등교육연구원 2005 한국초등교육 Vol.15 No.1

초등학교에서의 환경교육 -교사용 지도서를 중심으로- Environmental Education in Elementary School -Based on Teachers` Guidebook-

초등학교 에너지 절약 수업의 효과에 관한 연구

배영부 ( Young Boo Bae ),최춘환 ( Choon Hwan Choe ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.22 No.1

서울에 위치하는 초등학교 4, 5, 6학년을 대상으로 2009년 4월부터 10월까지 환경 워크북과 해설책자를 이용하여 7개 학교 1개 학급을 실험반, 환경적으로 비슷한 이웃반을 비교반으로 하여 8개 주제를 가지고 실험반은 환경교육을 한 다음 9월 이후 환경해설 책자만 배부한 비교반과 비교하여 보았다. 연구 결과는 아래와 같다. 첫째, 연구 대상학교 전체에 대한 실험학급과 비교학급의 에너지 절약에 대한 인식과 태도는차이가 난다. 특히 비교학급에 비해 실험학급 학생들이 ``매우잘함``에 많이 응답한 것으로 보아 이프로그램을 통해서 에너지 절약에 대한 인식이 좀더 확고해졌고 태도도 향상되었음을 알 수 있다. 둘째, 8개 주제에 따른 집단별 t검증 결과 ``물 절약하기, 자동차 이용 줄이기, 전기 절약하기,학용품 아껴쓰기, 음식물쓰레기 줄이기, 자연과 친구되기``에서 모두 통계적으로 유의미한 결과가나왔다. 특히 ``학용품 아껴쓰기``, ``자연과 친구되기``에서는 p<0.001수준에서 검증되었는데 이는 아동들이 자의로 실천할 수 있는 주제이기 때문인 것으로 분석된다. 셋째, 다른 주제에 비해 ``많이 걷기``와 ``가스 절약하기``는 비교반과 통계적으로 유의미한 차이가 없는 것으로 결과가 나왔다. ``가스`` 사용은 초등학생들이 직접 사용하는 경우가 적고, ``걷기``의경우 대부분 학생들의 생활 패턴이 비슷하기 때문인 것으로 해석된다. 넷째, 기존에 환경 교육을 받은 아동에 비해 처음으로 환경교육을 접한 아동들에게서 훨씬 뚜렷한 교육효과가 있다. 초등학생들을 대상으로 짧은 기간의 교육으로도 큰 효과가 나타나므로,보다 많은 학생들에게 환경교육의 기회를 제공해야 할 것이며, 환경교육 경험이 있는 아동들에게는 보다 심화된 교육을 실행해야 할 필요가 있다. 다섯째, 학교별로 주제에 따른 교육효과에 차이가 있었다. 이것은 지도교사의 주제별 강조에따른 차이, 학교가 위치한 지역의 특성, 학생의 가정환경 차이 때문인 것으로 보여진다. In this study, an energy conservation education program was developed for 4-6th grade elementary students from seven (7) schools in Seoul. The program was implemented from April to October in 2009, with a post-test comparison between experimental group and control group. The experimental group was composed of seven (7) classes chosen from each of the seven schools and provided with workbooks and guidebooks in eight (8) environmental themes. The control group was composed of seven (7) similar classes from each of the schools but provided only with guidebooks. Some results of this study are as follows. First, the differences in energy conservation awareness and attitudes were reported between the experimental group and control group. Second,among the eight (8) environmental themes, there were statistical differences between the two groups in ``saving water use``, ``reducing car use``, ``saving electricity consumption``, ``saving educational supplies``, ``reducing food waste``, and ``becoming friends of the nature``. Third, there were no statistical difference between the two groups in the themes of ``increasing in walking distance`` and ``saving the use of liquefied natural gas``. Fourth, the effects of each thematic program were different among schools in this study and it means that implementation of the program were influenced by the focus of teachers, local conditions of schools and different quality of life levels among students.

과학지식, 부모양육태도, 특성, 지능, 인성, 감성 그리고 창의성간의 관계 -5학년 성적우수아를 대상으로-

배영부 ( Young Boo Bae ),이종갑 ( Jong Gab Lee ) 서울敎育大學校 初等敎育硏究所 2008 한국초등교육 Vol.18 No.2

본 연구는 수도권에 위치하는 초등하교 5학년 96명의 성적 우수아를 대상으로 학생의 과학지식, 부모양육태도, 특성, 지능, 감성, 창의성간의 관계를 알아 본 것이다. 검사도구는 이미 개발된 것과 연구자들이 구안한 것을 사용하였으며 자료 분석은 t-test, 위계적 회귀분석, 다중 회귀분석 등을 이용하였다. 연구를 통하여 얻어진 결과는 다음과 같다. 첫째, 성별에 따른 과학지식, 부모양육태도, 학생의 특성, 지능의 차이를 분석한 결과 학생의 특성이 성별에 따라 유의한 차이가 있는 것으로 나타났다. 여학생의 특성은 3.33으로 남학생의 2.89보다 높다. 성별에 따라 인성, 감성은 차이가 없으나 하위영역인 리더쉽은 차이가 난다. 둘째, 과학지식, 부모양육태도, 학생의 특성, 지능이 미치는 영향을 알아보기 위한 다중회귀분석결과 과학지식, 학생의 특성, 지능이 인성에 유의한 영향을 주며 학생의 특성이 지능, 과학지식보다 인성을 더 잘 설명한다. 셋째, 과학지식, 부모양육태도, 학생의 특성이 감성에 미치는 영향을 알아보기 위하여 다중회귀 분석을 실시한 결과 학생의 특성이 높을수록 감성을 더 잘 설명해 주며 창의력이 뛰어나고 참을성이 높으며, 침착한 모습으로 안전성이 높은 상태를 보이고 있다. 넷째, 과학지식, 부모양육태도, 학생의 특성, 지능 및 인성, 감성이 논리적 추론검사에 미치는 영향을 알기 위한 위계적 회귀분석에서 과학지식, 부모양육태도, 학생의 특성, 지식이 투입 했을 때 학생의 특성이 유의한 영향을 주는 것으로 나타났으며, 학생의 특성이 높을수록 논리적 추론이 높다. The study was carried out about correlation among children`s levels of scientific knowledge, parents` breeding attitude for education, characteristics, intelligence, human nature, emotional intelligence and creativity on the 96 fifth grade students. With testing tools for study, two kinds of standard test sheets were with used an intelligence test and a qualifying examination and general questionnaires were made by researcher. It was given the t-test, multiple regression analysis, and step wise regression analysis for data analysis, by using the SPSS 12.0 program. The results of this paper are as follows: First, there were significant differences between genders on the characteristics of students. The characteristics of girls are a little greater than those of boys. Furthermore, there was a significant difference between genders regarding leadership, derived from the sub items of emotional intelligence category. Second, multiple regression analysis showed that there were significant relationships between human nature of students and level of scientific knowledge, characteristics of students, intelligence and parents` attitude for education. This means that more scientific knowledge, greater characteristics of students, and higher intelligence of students, and higher intelligence of students induced higher human nature. In other words, students who had the more scientific knowledge, the more characteristics of students, higher intelligence and parents` attitude for education showed higher scores for such evaluation items as emotion, diligence, responsibility, teamwork, self-control, las-abiding, leadership and reliability. Third, multiple regression analysis showed that the characteristics of students affected emotional intelligence. Emotional intelligence was split into several sub categories: creativity, kindness, endurance, composure, scientific knowledge, the student`s attitude and the characteristics of students. Finally, step-wise regression analysis explained that characteristics of students have greater influence correlate with science knowledge, parents` breeding attitude for logical reasoning capabilities.

초등과학교육에서 탐구과정기능의 활용

배영부 ( Young Boo Bae ) 서울敎育大學校 初等敎育硏究所 2009 한국초등교육 Vol.19 No.2

우리나라의 초등과학교육에서 탐구과정기능은 3차 초등교육과정부터 2007년 고시된 2007년 개정 과학교육과정까지 초등과학교육에서 과학 지식 영역과 함께 수레의 양축을 형성하고 있다. 그러므로 과정기능의 교육은 초등과학교육의 경제성과 효율성을 위하여 체계적인 운영이 필요하다. 과정기능은 초등과학에서 필수적으로 습득해야 할 기초과정기능을 수준별로 교사용 지도서에 제시하여 초등학교 교사들이 이용할 수 있도록 해야 한다. 본 연구에서는 수준별 과정기능의 기준과 개념 및 과정기능을 연결한 학습 방법을 제시하였다. 그리고 하나의 과정기술 숙달뿐만 아니라 교육가능한 수의 과정기능과 개념을 연결시켜 학생들을 지도할 수 있는 수업모형도 개발하여 초등과학교육현장에서 이용할 수 있어야 할 것이다. The inquiry process skills have been essential components of national curriculum in Korean elementary science education since the 3rd national curriculum to the 2007 revised curriculum. In order to improve efficiency and effectiveness in elementary science education, inquiry process skills need to be incorporated into curriculum systematically. It is necessary to identify the basic process skills required in elementary science education and then provide them in the elemental science teachers` guide book. This paper is suggested that basic inquiry process skill according to grade level on observing, measuring, classifying, predicting, inferring and also pattern of connecting concept and process skill. Teaching modules which relate process skills to concepts are also needed for practical use in classrooms.

초등과학 교육에서 과학적 창의성 신장을 위한 학습에 관한 연구

배영부 ( Young Boo Bae ),한찬수 ( Chan Soo Han ) 서울교육대학교 초등교육연구원 2006 한국초등교육 Vol.16 No.1

초등과학 교육에서 과학적 창의성 신장을 위한 학습에 관한 연구 A Study on Learning for Development of Scientific Creativity in Elementary Science Education

철암은광상(鐵岩銀鑛床)의 광석(鑛石)과 유체포유물(流體包有物)

박희인,우영균,배영부,Park, Hee-In,Woo, Young-Kyun,Bae, Young Boo 대한자원환경지질학회 1987 자원환경지질 Vol.20 No.1

The Cheolam silver deposits are emplaced along the fractures in breccia dike and the Hongjesa granite. Breccia dike contains fragments of late Cretaceous acidic volcanic rocks and other fragments of various rocks distributed in the mine area. Therefore it is presumed that the mineralization was taken place in later than late Cretaceous time. Mineral paragenesis is complicated by multiple episodes of fracturing. Six distinct depositional stages can be recognized: stage I, deposition of base metal sulfides; stage II, deposition of base metal sulfides and silver minerals; stage III, deposition of carbonates; stage IV, deposition of silver minerals and base metal sulfides; stage V, deposition of silver minerals; stage VI, deposition of barren quartz. Silver minerals from the deposits are native silver, acanthite, pyrargyrite, argentian tetrahedrite, stephanite, polybasite, pearceite, allargentum, antimonial silver and electrum. Fluid inclusion studies ware carried out for stage I, II, IV and VI quartz and stage III calcite. Homogenization temperatures for each stage are as follows: stage I, from $225^{\circ}$ to $360^{\circ}C$; stage II, from $145^{\circ}$ to $220^{\circ}C$; stage III, from $175^{\circ}$ to $240^{\circ}C$; stage IV, from $130^{\circ}$ to $185^{\circ}C$; stage VI, from $120^{\circ}$ to $145^{\circ}C$. Salinities of ore fluids were in the range of 4 and 10 wt.% equivalent NaCl over stage I and stage VI. Ore mineralogical data of each stage indicate that temperatures are within the range of homogenization temperature of fluid inclusions and sulfur fugacities declined steadily from $10^{-9.7}atm$. to $10^{-18.7}atm$. through stage I into stage V.

鐵岩銀鑛床의 鑛石과 流體包有物

Hee In Park(朴喜寅),Young Kyun Woo(禹榮均),Young Boo Bae(裵永富) 대한자원환경지질학회 1987 자원환경지질 Vol.20 No.1

The Cheolam silver deposits are emplaced along the fractures in breccia dike and the Hongjesa granite. Breccia dike contains fragments of late Cretaceous acidic volcanic rocks and other fragments of various rocks distributed in the mine area. Therefore it is presumed that the mineralization was taken place in later than late Cretaceous time. Mineral paragenesis is complicated by multiple episodes of fracturing. Six distinct depositional stages can be recognized: stage Ⅰ, deposition of base metal sulfides; stage Ⅱ, deposition of base metal sulfides and silver minerals; stage Ⅲ, deposition of carbonates; stage Ⅳ, deposition of silver minerals and base metal sulfides; stage Ⅴ, deposition of silver minerals; stage Ⅵ, deposition of barren quartz. Silver minerals from the deposits are native silver, acanthite, pyrargyrite, argentian tetrahedrite, stephanite, polybasite, pearceite, allargentum, antimonial silver and electrum. Fluid inclusion studies ware carried out for stage Ⅰ, Ⅱ, Ⅳ and Ⅵ quartz and stage Ⅲ calcite. Homogenization temperatures for each stage are as follows: stage Ⅰ, from 225° to 360℃; stage Ⅱ, from 145° to 220℃; stage Ⅲ, from 175° to 240℃; stage Ⅳ, from 130° to 185℃; stage Ⅵ, from 120° to 145℃. Salinities of ore fluids were in the range of 4 and 10 wt.% equivalent NaCl over stage Ⅰ and stage Ⅵ. Ore mineralogical data of each stage indicate that temperatures are within the range of homogenization temperature of fluid inclusions and sulfur fugacities declined steadily from 10-9.7atm. to 10-18.7atm. through stage Ⅰ into stage Ⅴ.

노래 가사 바꿔 부르기를 활용한 수업이 초등학생의 환경감수성에 미치는 영향

김지윤(Jee-Yoon Kim),배영부(Young-Boo Bae),최돈형(Don-Hyung Choi) 한국환경교육학회 2011 環境 敎育 Vol.24 No.4

The purpose of this study is to investigate effects of environmental education using method of rephrasing lyrics of songs on environmental sensitivity. In order to perform this study, 60 sixth-grade students in an elementary school in Seoul are selected and divided into two groups. Half of the students belong to the experimental group which undergoes environmental education using method of rephrasing lyrics of songs. The others are in the control group which gets traditional environmental education with textbook. A questionnaire was used to survey effects of environmental education using method of rephrasing lyrics of songs. The results of this study are as follows: First, it is found that the environmental education using method of rephrasing lyrics of songs is effective on building up the environmental sensitivity. Second, the environmental education using method of rephrasing lyrics of songs is effective on 4 domains of the environmental sensitivity - positive reception, expectation, disagreeableness and anger for environment and environmental problems. Moreover, the environmental education using method of rephrasing lyrics of songs makes the students in the experimental group have pro-environmental attitudes and behavior. This study revealed that using method of rephrasing lyrics of songs could be effective on the environmental education. Therefore, we have to provide a variety of chances using this method to enhance the environmental sensitivity.

물의 순환에 대한 아동들의 인식에 관한 연구

이용복(Yong Bok Lee),배영부(Young Boo Bae) 한국초등과학교육학회 1994 초등과학교육 Vol.13 No.1

We made questionnaires which contain the concepts of the circulation of water included in the textbook of the natural science in the course of elementary school. We investigated the children`s recognition on the ciculation of water with it. The results analized it are as follows : (1) The concept of evaporation is highly is understood by the children. However, the condition and measurement of vapor in the air is poorly. (2) The children know that the cloud is formed of the condensation of vapor. However, they don`t nearly seize the process of the cloud formation in the air. (3) They understand that the fog and cloud is formed under different procedure. (4) We found that they have a lot of misconception about formation rain and snow of the cloud.