http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
ARCS 전략을 적용한 과학수업이 초등학생의 학습동기와 학업성취도에 미치는 영향 - 5학년 전기회로 꾸미기 단원을 중심으로 -
이형철,오정임,Lee, Hyeong-Cheol,Oh, Jung, Im 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5
The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.
초등의 일반 학생과 과학영재 학생이 제안한 과학 탐구 문제의 유형 및 제안 과정 분석
이형철 ( Hyeong Cheol Lee ),전은영 ( Eun Yeong Jeon ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4
The purpose of this study was to investigate the analysis on the pattern and proposition process of science inquiry problems proposed by elementary school general students and science-gifted ones. The science inquiry problems were composed of one quantitative problem and one qualitative problem. To conduct this study, general students and science-gifted ones of grade 4 and 5 in elementary schools were selected. The results of this study were as follows. In both quantitative and qualitative problem, most of the students, including all the science- gifted students and general ones, used N-IP pattern and S2 proposition process strategy to propose inquiry problems. In the relationship between proposed problem and proposition process strategy, when using S2 strategy, N-IP problems were chiefly proposed. And when using S2, S3 strategies, more patterns of inquiry problems were generated than using any other strategies. Drawing proposition processes of inquiry problem into map, science-gifted students used much more proposition process strategies than general ones.
이형철(Lee, Hyeong Cheol),정근하(Jung, Geun-Ha) 한국일본문화학회 2015 日本文化學報 Vol.0 No.67
This paper examines the Korean society through the lens of a "thoughtlessness" phenomenon being widely observed in Japan. The term, "thoughtlessness" used in this paper does not literally mean stopping thinking and instead means acting without critical thinking to achieve goals no matter how they are irrational, illogical. Through the research, we find a strongly identical "thoughtlessness" phenomenon in both Japanese and Korean society. Japanese people tend to thoughtlessly stick to outmoded ways that they have been doing to maintain their national identification; Koreans show the growing tendency of being "thoughtlessness" when they try to achieve the goals of moving up in the social class and winning success and fame.
순환학습 모형 적용이 초등학생의 전기개념 변화에 미치는 효과
이형철(Hyeong Cheol Lee),남만희(Man Hee Nam) 한국초등과학교육학회 2001 초등과학교육 Vol.20 No.2
The purpose of this study was to investigate the effect of learning cycle model on the changes of electricity conceptions of elementary students. Four classes in forth grade of an elementary school in Busan were selected and two of them were served as experimental group and the others as control group. The experimental group were taught the unit of Light an electric bulb in elementary science textbook with teaching model based on learning cycle and the control group with traditional teaching style. The instruction effects were analyzed through pre and post-test results using questionnaire on the electricity. The results of pre-test showed that there was not a significant difference between experimental group and control group at .05 level, so two groups could be regarded as homogeneous. The mean score of experimental group was significantly higher than that of control group on the post-test at .05 level. And within-group comparison revealed that both groups made improvement on the mean score and that the improvement of each group had significant difference at .05 level. Above results said that the teaching model based on learning cycle, which focuses on hands-on activity and considers each student as an active subject, was more effective than traditional teaching style in improving the formation of scientific conceptions on electricity.
이형철 ( Hyeong Cheol Lee ),안정희 ( Jung Hee Ahn ) 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.2
This study was intended to survey and analyze the illustrations of the elementary science textbooks in the 7th revised education curriculum in Korea, and to compare the results with the illustration organization of the elementary science textbooks of Japan. The analysis criterion was composed of two categories, the kind of illustration and the role of illustration. The kind of illustration was divided into five subcategories such as photograph, picture, illustration, cartoon and diagram. The role of illustration was divided into four subcategories such as motive induction, guidance for learning, the supply of material, the presentation of results. According to the analyzing criterion, the frequencies of relevant subcategories of illustrations in science textbooks were checked and arranged and the resultant data were analyzed by grades. The findings of this study were as follows: 1. Korean science textbooks have about 3.29 illustrations per page whereas Japanese ones have 4.11. Compared with Korean science textbooks, Japanese ones have more illustrations. 2. From the analysis of the kinds of the illustrations by grade basis, it was found that the order of percentage of illustrations is photograph, cartoon and picture in both countrys` science textbooks. Korean ones are highly dependent on photograph. As a contrast Japanese ones have more ratio of cartoon and picture than Korean science textbooks. 3. The analysis of the roles of the illustrations by grade basis showed that the role of guidance for learning is major in both countrys` science textbooks. The role of guidance for learning is prominent in Japanese ones, but in Korean ones, the role of guidance for learning is a little higher than that of the supply of material.