거꾸로 하는 문제중심학습(FPBL) 모형 개발 및 적용 결과 분석

차희영,현성혜,간치멕 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.2

This study aimed to develop the “Flipped and Problem-Based Learning” (FPBL) model, which combines Flipped Learning and Problem-Based Learning. Then, this research also targeted to analyze the results of FPBL programs based on the FPBL model. To this end, first, on the theoretical basis for Problem-Based Learning (PBL) and Flipped Learning, an FPBL model was developed as blended learning. Based on this model, eleven programs of various school levels and subjects were developed in 2019, and nine of them were applied to a total of 1,092 students in six elementary and secondary schools. The student satisfaction survey for the applied FPBL program was conducted in writing or online using the class satisfaction questionnaire developed by the Korea Foundation for the Advancement of Science and Creativity. The results of the multiple-choice questionnaire revealed that students were generally satisfied with the FPBL program in terms of satisfaction, interest, and participation, differentiating characteristics of the program, teacher guidance, and class effect (average of 4.0 points or more). However, in terms of difficulty, students' satisfaction was found to be relatively low (3.3 points). In addition, descriptive responses indicated that students were generally positive toward actual tasks (problems), student-led solving process, and achievements. However, some of them struggled with their peers and difficult tasks. Therefore, their teachers' active solutions were requested. Based on these findings, the effects and limitations of FPBL as an education method for fostering future talent were discussed, and constructive action plans were proposed for improving FPBL model application. 본 연구에서는 거꾸로 학습과 문제중심학습(PBL)을 접목한 ‘거꾸로 하는 문제중심학습(FPBL) 모형’을 개발하고, 모형에 기반을 둔 프로그램을 개발·적용하여 그 결과를 분석하고자 하였다. 이를 위해 먼저 문제중심학습(PBL)과 거꾸로 학습을 고찰하고 블렌디드 러닝(Blended Learning)으로서 거꾸로 하는 문제중심학습(FPBL) 모형을 개발하였다. FPBL 모형에 기반을 두고 다양한 학교급과 교과의 FPBL 프로그램 11종을 2019년에 개발하고 그 중 9종을 6개 초‧중등학교에서 총 1,092명의 학생들을 대상으로 적용하였다. 프로그램 만족도 조사 결과에 따르면, 학생들은 FPBL 프로그램과 관련하여 만족도, 흥미도, 참여도, 차별성, 교사의 지도, 수업을 통한 변화 측면에서는 대체로 만족하는 것으로 나타났으나 (평균 4.0점 이상), 난이도 측면에서는 상대적으로 만족도가 낮은 것으로 나타났다(3.3점). 또한, 학생들은 대체로 해결과제(문제)의 실제성과 학생 주도적 해결과정 및 성취감에 대해 긍정적으로 반응하는 한편, 동료 간 협력, 과제의 난이도 측면에서 어려움을 호소하고 이에 대한 교사의 적극적인 대책을 요구하기도 하였다. 이러한 연구결과를 토대로 미래사회 인재 양성을 위한 교육방법으로서 거꾸로 하는 문제중심학습(FPBL)의 효과와 한계를 논의하고 발전적인 실천방안을 제안하였다.

분과별 학술 논문 발표회 : 제 2분과 ; 사고력 및 교수 학습 관련 분야 - SATIS 프로그램 웍샵 : 실명

차희영 한국과학교육학회 1992 한국과학교육학회 학술발표 및 세미나집 Vol.- No.-

한국교원대학교 과학교재론 강의 개선을 위한 학생 인식 조사 연구

차희영,백성혜,정진우,김진국 한국교원대학교 과학교육연구소 2004 청람과학교육연구논총 Vol.14 No.1

고등학교 과학교사들의 10학년 ‘과학’에 대한 인식 조사

차희영,권경상 韓國敎員大學校 敎育硏究院 2007 敎員敎育 Vol.23 No.4

전국의 고등학교 과학교사 223명을 대상으로 통합과학의 이해 정도와 제7차 교육과정의 10학년 ‘과학’에 대한 전반적인 이해 및 통합과학적 접근에 대한 인식을 설문 조사한 결과 다음과 같은 결론을 얻었다. 첫째, 고등학교 과학교사들은 선호하는 통합과학의 형태로 다학문적 통합 형태를 선호하는 것으로 나타났다. 또한 10학년 ‘과학’이 통합과학이라고 생각하고 있지 않으며 과학교사들 스스로가 생각하는 통합과학에 대한 이해 정도는 충분하지 않다고 생각하는 의견이 많았다. 둘째, 고등학교 과학교사들은 10학년 ‘과학’을 지도하면서 많은 부담감을 갖고 있으며 비전공 내용에 대한 지식 부족을 가장 큰 요인으로 생각하고 있다. 또한 부담감 때문에 10학년 ‘과학’을 계속해서 지도하는 것에 대해서 기피하는 경향을 보이는 의견이 많았으며 10학년 ‘과학’을 지도하는데 있어 1명이 지도하는 것보다 전공별로 4명의 교사가 지도하는 것이 효율적이라고 생각하는 의견이 많았다. 셋째, 고등학교 과학교사들은 현재 10학년 ‘과학’의 개선점으로 교사 연수의 확대와 ‘공통과학’ 전공교사의 배치를 생각하고 있으며 차기 교육과정에서 다학문적 통합과학으로의 전환에 대하여 긍정적으로 생각하는 것으로 나타났다. 10학년 ‘과학’의 물리, 화학, 생물, 지구과학 등 네 영역의 균등한 안배 대신에 학생들의 특성에 맞는 통합과학을 지향하는 새로운 10학년 ‘과학’에 대한 관심이 많은 것으로 나타났다. 앞으로의 교육과정은 수시 개정 교육과정으로서 일정한 주기를 가지고 개정하는 것이 아니라 필요할 때 부분․수시 개정이 가능하다. 따라서 학교 교육 현장의 고등학교 교사들도 지속적인 관심과 연구를 통해 10학년 ‘과학’의 교육과정 및 운영에 대하여 수시로 적극적인 의견을 나타내야 한다.

MBL를 이용한 효소 실험의 닫힌 탐구와 안내된 탐구에서 언어적 상호 작용 비교

차희영,박소영,홍준의 韓國生物敎育學會 2010 생물교육 Vol.38 No.1

This study aimed at figuring out how the openness of a scientific experiment affects students' verbal interactions. To that end, we developed closed inquiry experiments and guided inquiry experiments in the form of MBL about enzyme. The 18 male 10th graders participated in the experiments. A set of 3 groups took part in closed experiments, and another set in the guided ones. During the experiments, students' verbal interactions were recorded and analyzed the transcribed version and subjected each group to an unstructured interview. As a result, guided experiments group were more aggressive than closed experiments group in verbal interaction while planning and conducting. In high-performing group, the guided experiment group turned out to be more verbal interactive about related task and cognitive aspect. In affective aspect, guided experiment group showed little negative interaction while displaying self-satisfaction and praise of others, and were more aggressively engaged in high-level verbal interaction. In mid-performing groups, the guided experiment group was more aggressive and exchanged much more opinions than control group. In low-performing groups, the guided experiment group exchanged opinions unrelated to class and complained about the difficulty of the experiment planning process more often. Moreover, the guided experiment group was less engaged in high-level verbal interactions. Finally, we came to a conclusion that generally guided experiments encourage students to be more aggressive in verbal interaction; however, cognitive level and academic achievement in science can serve as two factors that can affect the outcome.

대학원 강의를 위한 스마트 교육 콘텐츠 개발 및 활용 방안 제안

차희영 ( Hee Young Cha ),박혜민 ( Hye Min Park ) 한국교원대학교 과학교육연구소 2013 청람과학교육연구논총 Vol.19 No.1

This study is development of ``Methodology for Research in Science Education`` e-Book that is accessibility and availability as the one of methods to help graduate students who major in science education to write their thesis proposals. Using the DocZoom Creator, two e-Books for course material and lecture were developed then they were used at ``Methodology for Research in Science Education`` course for fifteen weeks. Graduate students had their digital devices when they took part in course and they were able to write their thesis proposal by taking note that related to their studies where applicable after fifteen weeks. The developed e-Book will use for course material continuously and we expect that the e-Book may be able to help them to write a thesis proposal without troubles by using the e-Book on lecture.

우리나라 초 . 중 . 고등학교학생들의 생물 분류개념에 관한 연구

차희영(Hee Young Cha) 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

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한국의 지역적 특성을 고려한 STS 모듈 및 그 평가 방법의 개발

차희영 ( Hee Young Cha ),심재호 ( Jae Ho Shim ),임채성 ( Chae Seong Lim ),김은경 ( Eun Kyeong Kim ),김성하 ( Sung Ha Kim ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2

This study aims to develop STS modules which consider the local concerns of Korean society and their authentic evaluation instruments. Their titles are as follows: `Health-Aiding Foods, are they necessary?`, `Competition between Alien and Native Species`, `Living Lesson of Lake Shihwa`, and `Problems of food wastes; Would you like to throw them away, if they are money?` All of them deal with issues unique to Korean local situations. Each module consisted of two versions; a student worksheet and a teachers` guide. Students` activities were categorized into six processes such as group activities, investigation, discussion and presentation, experiments, field trip, and multiple intelligence activities. Various assessment tools and abilities for the decision-making in their STS classes were also included. In order to validate these modules, 24 teachers who have been teaching science, biology and environmental science in the secondary schools reviewed these modules and provided feedbacks about their validity and usefulness. We expect that the various rubrics included in each module will provide teachers creative and flexible assessment methods for students` understandings and their decision-making abilities toward the issues.

고등학교 학생들의 생리학적 오개념 (誤槪念)

정완호,차희영,강석본 韓國生物敎育學會 1993 생물교육 Vol.21 No.1

The major purpose of this research was to identify high school students' misconceptions on physiology. Misconceptions of scientific concepts have been believed to be very persistent and difficult to be overcome through regular classroom activities. Therefore, to find out students' misconceptions and students' cognitive structure must be very important to design instructions as well as curriculum. In order to find out high school students' misconceptions on physiology, a open-ended form of questionnaire on the physiology of several biological areas was developed and sent to fifty-three high school students'. Their responses were collected and analyzed. From the analysis of all the Korean text books, it was found that some concepts were not described correctly. At tire same tinge, the terminology used in the text books was different from book to book. These incorrect. presentations and inconsistent use of terminology would have Been the source of students' misconceptions tin biology. Although the pattern of misconceptions that Korean students have in the area of photosynthesis was generally similar to one by foreign students, the misconceptions arose from biological terminology such as excretion and elimination were found to be specifically developed in Korean students who use Korean language. Although there a few special misconceptions in fragmentary, lower-level concepts, there were some misconceptions in comprehensive and fundamental higher-level concepts. This probably could have resulted from the fact that too many concepts were included in current Korean. textbooks and the entrance examination items were only knowledge level which need only be memorized line by line. Therefore, the content and concepts should be very carefully chosen in the text books.

제7차와 2009개정 과학 교육과정에 따른 중,고등학교 교과서 내 진화단원의 연계성 분석

우현주,차희영 韓國生物敎育學會 2013 생물교육 Vol.41 No.4

A purpose of this study was to research how the units of evolution in biology textbooks developed according to the 7th and 2009 Korea National Science Curriculum were connected. Contents, inquiry activities and illustrations of the biology textbooks were analyzed by methods of Framework of evolution key concepts, an analysis table of research activities, an analysis table of illustrations, and a model analysis standard based on connectivity after revised and complimented properly to fit this study. There were gaps and repetitions rather than development in the biology textbooks according to the 7th and 2009 Korea National Science Curriculum. By the 2009 Curriculum of Korea Institute, all the curriculums became an optional course which means that the connectivity could be remarkably different whether students select integrated science or life science II for their high school classes. The worst case would be that a student will not select both of them, then evolution conceptions would be in basic or never educated for the students. In other words, we were not able to find developmental connectivity in evolution units of current curriculum but could find that such an important evolution units has been carelessly managed until now and scaled down continuously. Key words : 2009 revised Korea National Science Curriculum, 7th revised Korea National Science