초등학교 5학년 학생들의 자화 개념과 실험 후 개념 변화

송판섭 ( Pan Seob Song ) 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.3

제6차와 제7차 교육과정의 슬기로운 생활 교과서 삽화 비교 분석 -1학년 교과서를 중심으로-

송판섭 ( Song Pan Seob ),김정덕 ( Kim Jeong Deog ),문병찬 ( Mun Byeong Chan ),김해경 ( Kim Hae Gyeong ) 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.3

This study aims to analyze illustrations in Wise Life textbooks for the 6th and the 7th elementary school curricula. The 7th textbook has been decreased in the number of illustrations comparing with the 6th one. But illustrations per each page in the textbook and each lesson have been increased in number. In the ratios to a page face, these illustrations for the 6th and 7the textbooks are mostly below 1/4 up to now. Meanwhile, the illustrations of two, 2/3 and 1/3 ratios to a page face have been increased in the 7th textbook, relatively. So, it is considered that the stupid arrangements of these illustrations for 6th textbook have been improved for 7th one. Photos of above illustrations are mostly quadrangular and circular in the 6the and the 7th textbooks. Of above photos, the quadrangular ones in the 7th textbook have been decreased about 10% comparing with ones of the 6th textbook. Although the role of motivation inducement for the illustrations of the 7th textbook is more or less improved, those ones keep below 10% so far. The illustrations of the present textbooks possess backgrounds showing urban and farming lives, in general. On the other hand, it is suggested that the contents of several life styles which are exampled as a fishery village or developing field of oceanic resource would be included in the illustrations of Wise Life textbook, in future.

국내 과학교육 연구 동향 분석 ( 기간 : 1992 년 ~ 1996 년 )

송판섭(Pan Seob Song),기수연(Su Yeon Ki),김석중(Seok Joong Kim),김정길(Jong Kil Kim),김해경(Hai Gyoung Kim),남철우(Chul Woo Nam),최도성(Do Sung Choi),한광래(Goang Lae Han),홍행화(Haeng Hwa Hong) 한국초등과학교육학회 1999 초등과학교육 Vol.18 No.1

This study aims to analyze the research trends of science education in Korea, and suggest the direction of the desirable research, which is to help the improvement of science education practically. To achieve these aims, the papers related to the science education (paper;1288, master`s thesis;724, doctoral thesis;59), which were published from 1992 to 1996 in Korea, are classified by the criteria for the analysis and summed up. The condensed results of this study are as follows, 1. The papers published through this period, maintains the stability in aspect of quantity compared with 1980s. It is owing to the efforts of the prime investigator so that $quot;the science education$quot;, as a part of normal science, may settle down in Korea. 2. In the case of thesis for the academic degree, the doctoral theses are rare, as the ratio of the doctoral vs. the mastei s is 1:13. Even so, most of the theses were produced by a few universities(master`s thesis/Kor. Nat. Univ. of Edu.;28.3%, Ewha Woman` Univ.;16.2%, doctoral thesis/Seoul Nat. Univ.;57.6%, Kor. Nat. Univ. of Edu.;22.0%). 3. Most of papers are preponderant at three categories among the ten categories proposed by this study(science teaching-learning material;23.5%, science teaching methods;21.4%, psychology of science education;21.1%). 4. Concerning the subject of research, these papers are not diversity and intensive, that is; the subject related to scientific concepts, scientific thinking and attitude, and analysis of scientific textbook is 17.7%, 14.3%, and 10.5% of the total, respectively. 5. Though not including this study, among the theses for the master of science education, many of theses are related to the subject of pure science. There are some suggestions related to the results of this study. The severe preponderance in the training process, the subject, and area of research, can be pointed out one of the flimsy in our researches of science education. Because these cannot be considered separately, the policy and support of educational administration must be needed to remove this phenomena. To improve the present situation of science education, the research funds have to be given to the practical than the theoretical subjects. Which can make promptly a settlement of the problems and difficulties from the field of science education, and encourage the research activities that the front teachers take part in. Lately, the accumulation of literature and references are a prior condition in the development of academic knowledge. Therefore the data base system for the information of science education and translation of foreign literature related to science education must be achieved. In addition, the programs that the teacher and the investigator can make good use of such an information without limited conditions, must be prepared.

촛불 실험을 이용한 국민학교 ( 3 ~ 6 학년 ) 아동들의 관찰능력 분석

송판섭(Pan Seob Song),한광래(Goang Lae Han) 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.1

The purpose of this study is to analyze the results of observations about `candlelight` made by the elementary children, the third to the sixth grade and to give the basic materials for the evalution of the observation ability. As the results of this study, a total of 74 observation items, 57 using the sight sense, 13 using the tactile sense, 2 using the olfactory sense, 1 using the palate sense and 1 using the auditory sense is identified. Generally, most of students have observed by the sight and the tactile sense. As the grade ascends, the observations with operation is increased and the quantitative expression and interpretation about them become also better.

초등학교 과학과 환경교육을 위한 웹기반 학습의 적용

송판섭 ( Pan Seob Song ),남철우 ( Chul Woo Nam ),김정길 ( Jeong Kll Kim ),김석중 ( Seok Joong Kim ),한광래 ( Kwang Lae Han ),최도성 ( Do Sung Choi ),문병찬 ( Byoung Chan Moon ),조명철 ( Myung Cheol Cho ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2

The aims of this study are to develop web-based learning materials for science and environmental education of elementary school. The effect of environmental education was divided into eight to measure: the awareness of using web as environmental material, the ability to use web as environmental material, the awareness of environmental problems, the satisfaction for environmental education using web, the awareness of preserving local environment, self-leading ability to learn environment, the effect of using environment homepage, and the internalization of environmental awareness. This study obtained the following results; First, as a result of post-test, the average of the test group of web-based learning was 1.29 points higher than the control group having traditional learning in the awareness of using web as environmental material, showing a statistically significant difference. Second, as a result of post-test, the average of the test group of web-based learning was 2.80 points higher than the control group in the ability to use web as environmental material, showing a statistically significant difference. Third, as a result of post-test, the average of the test group of web-based learning was 1.10 points higher than the control group in the awareness of environmental problems, showing a statistically significant difference. Fourth, as a result of post-test, the average of the test group of web-based learning was 0.89 points higher than the control group in the satisfaction for environmental education using web, showing a statistically significant difference. Firth, as a result of post-test, the average of the test group of web-based learning was 1.70 points higher than the control group in the self-leading ability to learn environment, showing a statistically significant difference. Sixth, as a result of post-test, the average of the test group of web-based learning was 1.21 points higher than the control group in the effect of using environment homepage, showing a statistically significant difference. Finally, as a result of post-test, the average of the test group of web-based learning was 1.39 points higher than the control group in the internalization of environmental awareness, showing a statistically significant difference. Based on these results, it is assumed that the teaching method which applied web-based learning to science and environmental education in elementary school is a effective strategy for elementary science and environmental education.

광주,전남 지역 야외 현장학습지 활용 실태 조사 - 지층과 화석과 관련해서 -

송판섭 ( Pan Seob Song ),김정길 ( Jeong Gil Kim ),김석중 ( Seok Jung Kim ),한광래 ( Kwang Lae Han ),최도성 ( Do Sung Choi ),전경문 ( Kyeong Moon Jeon ),김해경 ( Hai Gyoung Kim ),박준 ( Jun Park ),류재인 ( Jae In Ryu ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.3

The purpose of this study was to survey the actual condition about field learning materials in Gwangju and Jeonnam area. The questionnaire was developed to examine teachers` perceptions and actual condition of a field learning related science subject at 145 elementary schools in Gwangju city and Jeonnam province. The results of this study were as follows. First, the rate of school in performing field learning related to `strata and fossils` in science class was 6.8%. Second, the place of dianosaur track fossils in Jeonnam province, which was suitable for field learning `strata and fossils`, were well known by 75% of teachers. Also 68% of teachers have not visited those places. On the basis of this result, the followings are proposed. First, field learning materials and place should be developed in each school district. Second, field learning strategies should be developed in various level. Third, some programs to study how to teach in the field learning and experience the various field places should be suggested to preservice teachers as well as inservice teachers.

자기주도적 학습력 향상을 위한 학습문제 제시 방안 연구

박영희(Young Hee Park),김정길(Jeong Kil Kim),김석중(Seok Joong Kim),송판섭(Pan Seob Song),김해경(Hai Gyoung Kim),문병찬(Byoung Chan Moon) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.2

The science in elementary school has the purposes of having interest and curiosity in nature phenomena and things, of understanding basic concepts of science, realizing experimental know-how for students. And it also intends students to develop self-leading research ability and creative problem-solving ability through looking-in and experience about nature. However, existing science is accepted very hard and no interesting, just bothering to prepare more then a ability-developing or interest. In this report, I will analyze the study problems suggested in science textbook from 3rd to 6th grade, then find a new way for study problem suggesting and adopt it. It would help students have interest, approach problem without tense, understand problem exactly, and stand a concreat study schedule of experiment, observation, rearrangement, result interpretation that have students study by themselves. Because the suggesting way of science study problem statement is important thing to develop students` creativity and problem- solving abillity and to make self-leading attitude, I wish the exiting, veneficial, and waiting- for science class, through apply the newly developed methology suggested in this report.

생활 주변 자료 활용 수업이 학업성취도에 미치는 효과

김정길(Jeong Kil Kim),남철우(Chul Woo Nam),김석중(Seok Joong Kim),송판섭(Pan Seob Song),한광래(Kwang Lae Han),최도성(Do Sung Choi),문두석(Doo Seok Moon) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.1

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in learning activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip learning. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5% level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students` inquiry ability. 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students` academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on knowledge·understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

제7차 교육과정에 따른 초등학교 과학과 학습자료의 분석

최도성 ( Do Sung Choi ),김명호 ( Myung Ho Kim ),김정길 ( Jeong Kil Kim ),김석중 ( Seog Joong Kim ),송판섭 ( Pan Seob Song ),한광래 ( Kwang Lae Han ) 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.4

초등학교 과학 탐구력 측정을 위한 수행평가 도구 개발

한광래(Goang Lae Han),김정길(Jong Kil Kim),김해경(Hai Gyoung Kim),남철우(Chul Woo Nam),송판섭(Pan Seob Song),은경용(Kyong Yong Eun) 한국초등과학교육학회 1998 초등과학교육 Vol.17 No.2

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously. Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher`s observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching-learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade(experiment and exercise skills ; 81%, inquiry thinking skills ; 76%), the first term of 4th grade(experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61 %, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).