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- 저자 : 유지연 ( You Jiyeon ) (검색결과 4 건)
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유지연 ( Jiyeon You ),강석진 ( Sukjin Kang ),김지영 ( Jiyeong Kim ),노태희 ( Taehee Noh ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.5
It has been recently emphasized that comprehensive understanding of students` cognitive in the process of writhing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students` writing processes consisted of six distinctive components: generating, organizing, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms the frequency and the sequence. The patterns of process components were into four types: systematic, tacit planning, trial and error, random strategies. Educational implications were also discussed.
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초등 과학영재 학생의 과학 학업 열정 향상을 위한 학습 경험 탐색
고예영 ( Ko Yeyeong ),유지연 ( You Jiyeon ),강훈식 ( Kang Hunsik ) 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.2
이 연구에서는 과학영재 학생의 과학 학업 열정에 영향을 주는 구체적인 학습 경험을 탐색하였다. 이를 위해 수도권 지역의 한 개 과학영재교육원에서 초등학교 4∼6학년 학생 19명을 편의 표집하여 해당 과학영재교육원의 모든 프로그램이 종료된 직후에 심층 집단 면담을 시행하였다. 그 뒤 삼각 측정법을 활용하여 과학영재 학생의 과학 학업 열정에 영향을 주는 학습 경험을 귀납적으로 추출하였다. 연구 결과, 그 학습 경험을 ‘실생활 소재 활용 학습 경험’, ‘자기주도 학습 경험’, ‘학교와는 다른 환경에서의 학습 경험’, ‘심화 및 속진 학습 경험’, ‘융합 역량 요구 학습 경험’, ‘진로 관련 학습 경험’의 6가지로 유형화하였다. 6가지 학습 경험의 특징을 사례에 근거하여 설명하고, 이에 대한 교육적 시사점을 논의하였다. This study explored learning experiences for improving the science academic passion of elementary science-gifted students. Toward this end, 19 students in the fourth to sixth grades were sampled from a science-gifted education center in the metropolitan area. In-depth group interviews were conducted after the completion of all programs of the center. Triangulation methods were used to inductively extract learning experiences for improving the science academic passion of elementary science-gifted students. Based on the results, the study categorized the learning experiences into six types, namely, learning experiences using materials related to real life, self-directed learning experiences, learning experiences in an environment different from school, advanced or accelerated learning experiences, learning experience requiring convergent competencies, and career-related learning experiences. The study described the characteristics of the six learning experiences, presented examples, and discussed the educational implications of the findings.
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영재교육종합데이터베이스(GED)의 초등 과학영재교육 프로그램에 포함된 인포그래픽의 특성 분석
황지현 ( Hwang Ji Hyun ),강훈식 ( Kang Hunsik ),유지연 ( You Jiyeon ) 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.2
This study analyzed the characteristics of visualization materials in 78 elementary science-gifted education winner programs of gifted education database focusing on infographics. The visualization materials were classified into general illustrations and infographics. Infographics were also classified into 11 sub-types and 7 sub-roles. The results of the chi-square test revealed that, regardless of the scientific academic field, it was found to contain fewer infographics than general illustrations. Regardless of the scientific academic field, “complex infographics”, “structural infographics”, “processual infographics”, and “comparative analysis infographics” were used frequently. Moreover, relatively many infographics played the role of the “guidance of the inquiry process”, “concept explanation”, and “intensive application”. The most frequent types of infographics were different by the roles of infographics. The frequency distributions for visualization materials by the scientific academic field, types and roles of infographics by the scientific academic field, and types by the role of infographics all had statistically significant differences. Based on these findings, some implications for the direction of using visualization materials in elementary science-gifted educations were discussed.
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멘토링을 통한 코티칭이 초임 과학영재교육 담당교사들의 교과교육학지식에 미치는 영향
노태희 ( Taehee Noh ),양찬호 ( Chanho Yang ),이재원 ( Jaewon Lee ),유지연 ( Jiyeon You ),강훈식 ( Hunsik Kang ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.5
In order to explore the influences of coteaohing through mentoring upon the teaching professionalism of beginning science-gifted education teachers, this case study deeply investigated the change processes in the aspects of pedagogical content knowledge (PCK). Two beginning teachers planned, performed and reflected together their science instructions for science-gifted students in secondary school during four 3-hour classes. Since the second instruction, pre-, during-, and post-mentoring were conducted, we collected various data related to teachers` planning processes, videotaped all coteaching science classes, and wrote field notes. We also recorded in-depth interviews with the teachers and the whole process of mentoring. All the data were analyzed by using the constant comparative method. The results of the analyses indicated that coteaching through meutoring positively changed the teachers` PCK. Above all, we found that coteaching and mentoring strategies generated a significant synergy effect through a mutually complementary relationship. The teachers developed deep practical knowledge about the enrichment cuniculum, which placed more emphasis on developing cognitive and/or affective characteristics of science-gifted students. The teachers also improved their knowledge about the characteristics of science-gifted students and the instructional strategies appropriate for developing them. Moreover, practical knowledge about assessment domains and methods used in science-gifted education were improved. Knowledge on science content necessary for effective inquiry instruction was also improved.
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