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7 학년 과학 교과 생명 및 물질 영역의 과학 학습 개념의 수준 분석
심규철(Kew Cheol Shim),박종석(Jong Seok Park),김현섭(Hyun Sup Kim),김재현(Jae Hyun Kim),박영철(Young Chul Park),류해일(Hai Il Ryu) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.3
This study is to investigate the level of science learning concepts presented in life and matter fields of the 7th science textbooks. 6 units were analysed; `the structure of living things`, `digestion and circulation` and `respiration and excretion` of life field, and `three states of matter`, `molecular motion`, `a change of state and the energy` of matter field. The gross number of concepts was 305 in life field, and 73 in matter field of the 7th science textbooks. Among publishing companies, the number of concepts was a little difference. Much more concepts in life field were presented than those in matter field. Percentages of the number of concrete and formal concepts were 58% and 42% in life, and 14% and 86% in matter field. The ratio of the number of concrete versus formal concepts was different between life and matter field. Thus, it is implied that science learning concepts are presented considering cognitive level of learner, and unit and content are constructed on the basis of properties of science fields in developing science curriculum and textbooks,
제 7 차 교육과정 7 학년 과학 교과 생명 영역의 탐구 분석
심규철(Kew Cheol Shim),김현섭(Hyun Sup Kim),박영철(Young Chul Park) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.3
This study is to investigate the type, process and context of inquiry activities in life science textbooks based on the seventh curriculum. Six kinds of science textbooks were analysed. Three units of life science were analysed; `the structure of living things`, `digestion and circulation` and `respiration and excretion`. As result of analysis, types, processes and skills, and context of inquiry were not balanced, it is suggested that learners be educated with complementary of this aspects. To develope the science textbook on the basis of aims and objectives of curriculum, it is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization
강의 및 연수 경험에 따른 과학 교사들의 고등학교 융합형"과학"과목에 대한 인식 조사
심규철 ( Kew Cheol Shim ),송신철 ( Shin Cheol Song ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.2
The purpose of this study was to survey the perception of high school science teachers about convergence ``science``, and compare their perceptions by the experiences of teaching and in-service training. The instrument to survey their perceptions consisted of 4 domains such as needs and management of convergence ``science``, characteristics of convergence ``science``, effects of convergence ``science``, and needs of in-service program for convergence ``science``. Data were collected from 136 science teachers (60 females and 76 males), who were in 25 high schools. The experiences of teaching and in-service training positively effected on that they understood the purpose of convergence ``science``. Nevertheless, they had difficulty to teach convergence ``science``, and negatively perceived about it. They perceived that high school convergence ``science`` was related to various scientific areas, but high school students should be taught separately from each area. They negatively perceived about that regarding areas such as advanced technology, engineering, mathematics, kinesiology, and art should be included in high school convergence ``science``. They responded that the adequate teacher training program for effective teaching convergence ``science`` was necessary. Totally, high science teachers who had teaching experiences had more positive perception about convergence ``science`` than those who had in-service training.
영국 대학의 학습 성과, 교수학습 및 평가 전략 분석을 통한 대학 교육에 대한 시사점 - 생명과학 관련 강좌를 중심으로 -
심규철 ( Kew-cheol Shim ),곽동욱 ( Dong-wook Kwak ),황은주 ( Eunju Hwang ) 한국생물교육학회 2021 생물교육 Vol.49 No.1
The purpose of this study is to analyse the specifications in the course/module descriptions in the field of biological science in UK universities and to examine its implications for the innovation of higher education. For supporting data, learning outcomes, teaching & learning strategies and assessment strategies in the course/module descriptions were closely analysed. In many UK universities, learning outcomes were presented according to four components of knowledge and understanding, cognitive (intellectual) skills, practical skills and transferable/key skills. In this research, total twelve teaching & learning strategies and thirteen assessment strategies were examined in the course/module descriptions related to life science of UK universities with TEF Gold. The mean number of teaching & learning strategies was 7.9. and as for the assessment strategies was 7.7. The results showed that UK universities use various teaching & learning and assessment strategies. Moreover, learning outcomes, teaching & learning and assessment strategies are consistently structured in the course/ programs in the field of biological sciences. The development of consistent and detailed specifications in the course/module descriptions such as learning outcomes, teaching & learning and assessment strategies would contribute to innovative higher education.
국민공통 기본 교육과정 과학과 생명영역 물질대사 관련 탐구활동 분석
심규철 ( Kew Cheol Shim ),안중임 ( Joong Eim An ),김현섭 ( Hyun Sup Kim ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2
The purpose of this study was to examine the connection among inquiry activities related to `Metabolism` presented in life science textbooks developed according to the national common basic curriculum. To perform this, the type, process and context of inquiry activities of life science textbooks were analyzed. The number of inquiry activities is gradually increased from elementary to secondary school. As result of analysis, types, processes and skills, and context of inquiry were not balanced according to textbooks and school levels. It is suggested that the framework of evaluating inquiry activities based on curriculum objectives be provided when developing science textbooks. It also implies that teachers need to reconstruct inquiry contents and activities suitable to school situations when they teach in the real fields of education.