고등학생들의 동 · 식물에 대한 학습 선호 조사연구

성민웅,장선자 ( Min Wung Sung,Sun Ja Jang ) 한국생물교육학회 1995 생물교육 Vol.23 No.1

This research addressed the following questions as questionnaire: (1) Which do high school students prefer to study plants or animals in the biological chapters related to them? (2) Is their preference related to the variables of sex of students Six public high schools from the eighth grades in the western area. Gyeongsagnam-Do participated in this study. The results are as follows: 1. Girls are more interested in biological topics than boys. Girls also showed a significant preference for animals over plants. All the boys and girls prefer to study animals over plants. The reasons are as follows: Firstly, animals are curious, interesting, and mysterious, as the highest responses of 42%. Secondly, they are similar to human in the structure or can come into contact with human in every time and everywhere as the higher responses of 22%. Thirdly, they are animate, active and try to live as 11% responses. Fourthly, animals can be easily understood by human as 11%. Fifthly, human is a mind of animal as 10%, Sixthly, animals help people and etc. It is obvious that the most students think of mammals when they hear term, $quot;animals$quot;. 2. Students prefer animals as 79.76% to plants 20.24% in the content of the biological text books. 3. In the preference of animals, students are interested in the chapters such as, continuity of life as 57.78% responses arid heredity as 49.84%, and another chapters as the lower responses. The interesting animals were expressed with dog as 21.94% responses, cat as 12.49%, rabbit as 10.82%, tiger as 9.00%, lion as 8.09%, and then another mammals as Tower responses. 4. In the preference of plants, students are interested in the chapters like to the preference of animals such as, continuity of life as 54.46%, heredity as 29.90% and another chapters as the lower responses. The interesting plants were expressed with rose as 19.72%, pine as 10.60%, chrysanthemum as 9.02%, tulip as 7.73%, lily as 7.43%, and another plants as the lower responses. We could find out that Korean high school students were similar to the tendency toward the preference of other foreign nations in animals over plants.

중학교 과학교과서 부록에 관한 조사 연구

성민웅,리경구,곽대오 한국과학교육학회 1995 한국과학교육학회지 Vol.15 No.3

Investigation on the appendices was carried out to acquire teaching materials about improvement of a appendices and development of teaching-learning activities for science textbooks in Korean middle schools. We analysed the appendices for 30 kinds of science textbooks used in Korean middle schools during 1969-1994 years. In the results there were three kinds of pattern for the appendices, such as appendix, non-appendix, and similar appendix without appendix title. The content of appendices were summarized as six categories, such as list of science and scientist history, SI unit-constants and symbols, handling methods of instruments for basic experiments, measuring methods and inquiry activity, safety and precautions, and supplementary data with figures and tables. The appendices of six categories were mostly a content of general and integrated science, and were concentrated in the first grader`s textbooks. There were many appendices about the methods for basic experiments such as `How to Use of Experimental Appliances` in the first grader`s science textbooks, but there was no or lack of them in the second and the third grader`s science textbooks in the middle school. By the ratio to the pages of appendices which were included according to curriculum changes, the ratio was found to be 4.47% which was the highest in middle school science textbooks at the second curriculum and to be 3.47% which was the highest in high school biology textbooks at the second curriculum. The results of this study indicated that the science textbooks should include as many appendices as possible, because teachers could utilize them in teaching activities and students should be able to be given much help in self-learning.

고등학교 과학 교과목 및 생물단원 학습 선호에 관한 질문 조사

성민웅,장선자 ( Min Wung Sung,Sun Ja Jang ) 한국생물교육학회 1994 생물교육 Vol.22 No.2

An investigation on choices and preferences for science subjects such as physics, chemistry, earth science and biology in Korean six high school students was summarized as follows : 1. The most interest subject showed biology (49%), and then in order of earth science(24%), chemistry(21%), and physcis(6%) in the responses to the questionnaires. All the boys and girls responded the same results without any difference. The main reasons of the choices and preferences for biology are as follows : Firstly, the contents are interesting, curious, and stimulating, Secondly the content level are easier than other science subjects. Thirdly, there are a lot of informations concerned with human life about the body structure and functions. The reasons of the dislikes for biology are as follows : Firstly, there are a Lot of contents to memorize. Secondly, it is difficult to understand the lesson. Thirdly, the contents are very complex. However the boys interest in the physics more than girls groups. We thought that the reason of preference for physics was male characteric subject Like electric tool and drill practices. 2. The choice ad preference in ten biology topics of two hinds of biology textbooks(1, 2) showed a greater interest in continuity of Life(35%), genetics(48%), environment(28%), and evolution(31%) than another topics(below 16%), because of interesting in reproduction, human genetics, pollution and nature conservation, and human evolution, We did not find out a significant difference between the boys and girls groups in the results.

주제발표 1 : 학교과학교육의 문제점과 개선 방안

성민웅,고석범,이근제 한국과학교육학회 1994 한국과학교육학회 심포지움 및 토론회집 Vol.1994 No.-

N/A

중등 과학교사들이 오기하기 쉬운 몇 가지 실험기구 명칭

성민웅,곽대오 한국과학교육학회 1997 한국과학교육학회지 Vol.17 No.4

Many science teachers can be able to miswrite the vocabularies for seven kinds of experimental tool names on blackboard of secondary school in Korean language. The diagnosis test for the miswriting possibility was carried out by science teachers in secondary school. We questioned "How can you write each of Korean vocabulary for seven experimental tools" to each of one hundred and fourty science teachers in three class of physics, chemistry, and biology during inservice training course of Gyeongsang National University on August in 1997. First of all, for the investigation we showed the real things of seven tools to the teachers and they wrote each vocabulary for each tool name on blackboard in English. In addition we explained the general use of each tool name. And then the teachers answered the vocabularies of them on one written paper. The miswriting results for seven tools were as follows. There appeared various miswriting vocabularies for each tool name. For examples, meas cylinder was miswritten two kinds of Korean name and the miswriting ratio of 4%. Mortar & pestle was miswritten four kinds of name and the ratio of 12%. Beaker & desiccator were miswritten one kind of name and the ratio of 51% and 36%, separately. Separatory funnel & spuit were miswritten two kinds of name and the ratio of 54% and 58%, separately. Schale was miswritten four kinds of name and the ratio of 51%. We might conclude that the cause of miswriting vocabularies for the tool name could be due to the original miswriting in Korean-English or English-Korean dictionaries as well as the science teachers by themselves.

초등 및 중·고교 생물 교육에서 관찰과 실험에 사용되는 재료생물의 활용에 관하여

성민웅 韓國生物敎育學會 1977 생물교육 Vol.5 No.2

1977年 現行 國民學校 自然, 中學校 科學, 및 高等學校 生物敎科書를 中心으로 觀察과 實驗 項目에 나오는 材科生物의 學年別 活用頻度와 活用內容을 調査하고, 初等 및 中·高等學校間의 連繫性 및 材料生物의 確保를 위한 구입원별 調査結果는 다음과 같다. 1. 觀察과 實驗에서 活用되는 材料生物의 種類는 國民學校 67種, 中學校 75種, 高等學校 129種으로 初等에서 高等學校까지 모두 224種이 活用되고 있다. 이들 生物은 장학지침에 活用되어야 한다. 2. 活用頻가 가장 높은 材科生物은 國民學校의 境遇 14回 이상인 귀뚜라미, 개구리, 봉숭아 및 강낭콩이며 中學校는 4回 이상인 사람, 개구리 및 무우이며, 그리고 高等學校는 9回 이상인 개구리, 짚신벌레 및 콩으로 나타났다. 3. 國民學校와 中學校 總 材料生物 157種中 24種(약15%)이 양쪽에 다같이 活用되고 있으며, 中學校과 高等學校 總 材料生物 186種中 57種(약31%)이 양쪽에 다같이 重復活用되고 있었다. 國民學校에서 高等學校까지 어느곳에서도 빠지지 않고 活用되고 있는 材料生物은 모두 17種(약 0.8%)으로 나타났다. 이들 17種은 頻度가 가장 높은 것부터 개구리, 사람, 봉숭아, 콩, 강낭콩, 무우, 완두, 양파, 메뚜기, 옥수수, 닭, 민들레, 배추, 토끼, 국화, 호박, 돼지의 가장 낮은 빈도의 순으로 나타났다. 4. 中學校 全學校에 걸쳐 한 學校에도 빠지지 않고 매학년마다 觀察과 實驗에 活用된 生物은 개구리, 무우, 사람 및 짚신벌레의 3種임이 밝혀졌다. 5. 高等學校 1, II卷 生物의 어느 쪽에도 빠지지 않고 重復活用되는 材料生物은 41種이며 고등학교 總 材料生物은 41種이며 고등학교 總 材料生物 中 약 32%를 나타냈다. 6. 觀察과 實驗內容으로 보아 國民學校와 中學間에는 重復되는 內容은 찾아볼 수 없었으나, 中學校와 高等學校 間에는 14%가 重復되는 內容으로 나타남을 알 수 있었다. 이로서 國民學校와 中學校의 生物에 對한 觀察과 實驗 內容의 連繫性은 中學校와 高等學校의 連繫性보다 낮다는 點을 發見할 수 있었다. 7. 現代科學敎育에 必要한 初·中·高等學校의 施設로서 植物園, 動物園, 果樹園, 作物園, 溫室, 飼育室(飼育箱), 연못(웅덩이), 水槽(淡水用과 海水用)의 8種類는 基本施設로서 確保되어야 한다. 學校에서 不可能할 境遇 敎育官廳과 地域行政官廳과 協助하여 共同管理하면서 地域公園이나 動物園을 設置하여 그 안에 8種類의 施設을 갖추어 材料生産을 飼育 또는 栽培케 하여 수시로 그 地域學校에 活用하도록 하는 方向으로 改善되어야 함이 바람직한 일이라 생각한다. This study was carried out to investigate the kinds and applicated frequency of material organisms required for observation and experiment in the biology courses from the primary to the high school in Korea, 1977. The results were summarized as follows: 1. The material organisms were required 67 kinds in the primary school, 75 kinds in the middle school, and 129 kinds in the high school. 2. The kinds of material organisms with the highest frequency of the application were appeared with four kinds, cricket, frog, balsam and common kidney bean in the primary school, with three kinds, mankind, frog and radish in the middle school, and with three kinds, frog, paramecium and bean in the high school. 3. The material organisms applicated together in both the primary and the middle school were appeared with 15 percents of the total 157 kinds. Those applicated together in both the middle and the high school were appeared with 31 percents of the total 186 kinds. 4. The material organisms used together through overall from the primary to the high school were 17 kinds of the total 224 kinds. The names for the 17 kinds could be written from the highest to the lowest frequency such as, frog$gt;mankind$gt;balsam$gt;bean$gt;kidney bean$gt;radish$gt;pea$gt;onion$gt;grasshopper$gt;corn$gt;hen(cock)$gt;dandelion$gt;cabbage$gt;rabbit$gt;chrysanthemum$gt;pumpkin$gt;pig. 5. the four kinds of material organisms such as, frog, radish, mankind and paramecium were applicated every year through the three years of the middle school course. In the two kinds of biology books(I, II) for the high school, 41 kinds of the total 129 material organisms were applicated together without lossing in each book. 6. The relationship between the middle and the high school for the contents of observation and experiment were higher than that between the primary and the midedle school. 7. To obtain the material organisms, the schools were required with the facilities such as botanical garden, zoological garden, farm, orchard, green house, animal room and animal case, the two kinds of aquarium with sea water and fresh water, and pond or pool. However these facilities could be established within the local park near the schools and managed as the material center of organisms for observation and experiment.

Mn54의 果樹部位別 吸收 및 無機元素의 果實部位別 分布

成敏雄 慶尙大學校 1972 論文集 Vol.11 No.-

國光(ralls)과 紅玉(Jonathan) en 사과의 品種을 材料로 差異技(30cm)를 71년 10월 5일에 切斷하여 水耕 栽培한 後에 Mn??를 5日間 吸收시켜 果樹 部位別 Mn??의 分布量을 調査하였다. 同一 果園의 果樹에서 果實을 採取하여 果實部位에 대한 월별 K, P, Ca, Cu, Fe 및 Mn의 含量을 測定하였다. 여기에서 測定된 Mn含量을 放射性 同位元素 Mn??의 分布量을 果實部位에 대하여 確認하였다. 1. 果樹의 部位別 差果技에 吸收된 Mn??의 平均 分布量은 樹皮>葉>果皮>果肉>果心>種子의 順으로 나타났으나 幼果에서 果實部位만은 各 部位間에 差異가 없었다. 2. Mn의 果實部位別 分布量으로 보아 果皮의 皮目이 거칠어지는 症狀은 樹皮에 皮目이 좁쌀알 같이 되어 거칠어지는 症狀과 같은 Mn 過剩에 의함은 아니라고 생각된다. 3. 幼果時 果皮, 果肉, 果心에 分布量의 差異를 認定할 수 있는 元素는 P, Ca en 종류뿐이었으며, K, Cu, Fe Mn은 差異가 없었다. 4. 成熱果에서 完熟果로 갈수록 K, P, Ca 및 Mn元素만은 果皮, 果肉, 果心間에 分布量의 差異를 認定할 수 있었고, Cu와 Fe만은 差異가 認定되지 않았다. Apple stems with leaves, fruits of Rails and Jonathan were excised to investigate Mn distribution. The excised stems were cultured in Hoagland solution contained with Mn??, and absorted with Mn?? for five days. The part of stems dipped into Mn?? medium was cut and throwed away, and measured to the amount of Mn?? distribution for each part of the absorbed Mn??. The contents of inorganic e'ements such as K, P, Ca, Fe, Cu and Mn were measured to pericarp, sarcocarp and ovary in two kinds of apple fruits. Mean amount of Mo?? distribution absorbed by each part was showed in order of bark> leaf> stalk> fruit through the growing period, and in the grown fruits in order of pericarp> sarcocarp> ovary> seed. It was thought that the spots, haggered and cracked symptoms on lenticel of pericarp surface was not by Mn toxicity. Because Mn contents of pericarp in two kinds of fruits was not much different in each part of the fruits and was not much concentration level to be raised Mn toxicity on lenticel of bark. In young fruits the inorganic elements which could be recognized the difference of average content of distribution in pericarp, sarcncarp and ovary were only K and Ca, but average content of distribution for each element of K, Cu, Fe and Mn in each part of the fruits were not different. In grown fruits the difference of average content of distribution for K, P, Ca and Mn were recognized in the three parts of the fruits, but Cu and Fe were not different in those parts.

미국의 중등과학 교육안내서 내용과 관찰 학습을 위한 다목적매개체 학습지도 모델

성민웅 한국과학교육학회 1991 한국과학교육학회지 Vol.11 No.2

For development of teaching model for observational experiment and the major contents of science education guide books published for secondary school teacher in America, the actual survey to the secondary schools and the investigation of science education books were carried out. The results were summarized as follows. 1. The major concepts of contents in science education books are constituted of introduction(9.67%), ability(8.94%), activity(6.61%), curriculum(11.61%), instruction planning(5.25%), instruction strategy(17.74%), materials and facilities(10.97%), evaluation(8.62%), society and community(10.55%), guidelines(4.76%), practice(3.54%), and index(1.74%). 2. The constitution of multimedia teaching model for observational instruction was developed and arranged in order of six steps as observation, materialization, broad understanding, advanced study, application, and synthesis. This model was thought as the most effective for the achievement of the instructive goal for observational unit and others.

한국 중등 과학과 학습 지도안의 구성 요소와 유형

성민웅 한국과학교육학회 1991 한국과학교육학회지 Vol.11 No.2

Lesson plan sheets were collected from letter communication of each local junior and senior high school as well as from literature. These lesson plan sheets were arranged and investigated for items of constituent element and types. The results were summarized as follows. 1. The organization of plans were constituted of three frames as early plan, unit plan, and hour plan. 2. The lecture and inquiry types among the collected lesson plan sheets showed 91.9% and 8.3% in junior high school as well as 87.9% and 3% in senior high school, respectively. The mixed types did not find out in junior high school, however the mixed types showed 9.1% in senior high school. 3. The items of constituent elements in lesson plan sheets were varied by the contents and the lands of teaching unit in science education of secondary school.

담배의 잎조직 배양에 있어서 기관형성과 동위효소 유형에 미치는 생장조절제의 영향

成淳基,金濬喆,成敏雄 慶尙大學校 1986 論文集 Vol.25 No.2

담배(N. tabacum cv. NC 2326) 잎조직 배양에서 기관형성에 가장 효과적인 생장조절제의 배지조성을 찾기위하여 NAA와 kinetin의 농도별 혼합처리 5종류 및 picloram과 BAP의 농도별 혼합처리 5종류의 배지에서 26℃ 조건으로 35일간 잎조직을 배양시켜 각 처리구에 대한 기관형성률을 조사하고, 6종류의 효소에 대한 동위효소 유형 및 단백질 함량은 기관형성이 가장 잘된 0.01㎎/l pocloram+0.6㎎/lBAP 처리구와 0.5㎎/l NAA+0.5㎎/l kinetin 처리구의 두 처리구의 배양체를 대상으로 조사한 결과는 다음과 같다. 1. NAA와 kinetin을 혼합처리한 5종류의 배지중 0.5㎎/l+0.5㎎/l kinetin 처리구에서 shoot와 뿌리가 각각 100% 및 50%로서 가장 높은 기관형성률을 나타냈다. picloram과 BAP 혼합처리구에서 callus형성률은 평균 6%로 callus 형성에는 효과적인 배지는 아니었으나 기관형성률은 높게 나타났다. 그 중 0.01㎎/l pocloram+0.5㎎/lBAP 처리구에서 shoot와 뿌리가 각각 100% 및 90%의 형성률을 나타내어 기관형성에 가장 효과적이었다. multiple shoot 형성에는 picloram과 BAP 혼합배지가 NAA와 kinetin 혼합배지보다 더욱 효과적임을 알 수 있었다. 2. 배양제의 단백질 함량은 기관형성 과정에서 배양이 진행됨에 따라 두 처리구에서 모두 감소하였으나 picloram과 BAP 혼합처리구는 NAA와 kinetin 혼합처리구보다 낮았다. peroxidase의 활성은 이와 반대로 picloram과 BAP 혼합처리구에서 약 8배 높게 나타났다. 3. peroxidase와 malate dehydrogenase 동위효소들의 활성은 shoot가 형성됨에 따라 두 처리구 모두 증가하였으나, lactate dehydrogenase 동위효소들은 두 처리구 모두 감소하였다. 이러한 경향은 두 처리구 중에서 picloram과 BAP 혼합처리구에서 더욱 뚜렷하였다. 그러나 esterase, acid phosphatase, aspartate aminotransferase 동위효소들의 활성은 shoot 형성중에 두 처리구 모두 뚜렷한 변화가 없었다. 4. 6종류의 효소에서 분리된 동위효소의 수는 두 처리구를 합쳐 peroxidase에서 12개, acid phosphatase에서 6개, aspartate aminotransferase에서 9∼13개, lactate dehydrogenase에서 3∼5개, esterase에서 10∼16개가 각각 확인되었다. Tabaco (Nicotiana tabacum cv. NC 2326) leaf tissues were cultured on Murashige and Skoog medium containing various concentrations and combinations of some growth regulators at 26℃ for 35 days. The obtained results were summarized as follow; 1. Organ formation was 100% in shoot and 50% in root on the medium containing 0.5㎎/l NAA and 0.5㎎/l kinetin. On the medium containing 0.01㎎/l picloram and 0.5㎎/l BAP, organ formation displayed 100% multiple shoot formation and 90% root formation without callus formations. Multiple shoot formations were enhanced more by picloram and BAP groups than by NAA and kinetin groups. 2. During the shoot formation, protein content in the cultures on the medium containing picloram and BAP was lower than NAA and kinetin groups, but peroxidase activity in the former medium was higher about eight times than that in the latter medium. 3. The activity of anodic peroxidase and malate dehydrogenase isozyme increased during the shoot formation, whereas that of lactate dehydrogenase isozyme decreased. However the activity of esterase, acid phosphatase, and aspartate aminotransferase did not change. 4. All the isozymes were separated with 12 bands in peroxidase, 6 in acid phosphatase, 9∼13 in malate dehydrogenase, 3∼5 in lactate dehydrogenase, 10∼16 in esterase, 6 in aspartate aminotransferase during the shoot formation.