학습자의 인지적 특성이 개념 변화에 미치는 영향

강석진,박지애,최숙영,노태희,Kang, Suk-Jin,Park, Ji-Ae,Choi, Sook-Yeong,Noh, Tae-Hee 대한화학회 2008 대한화학회지 Vol.52 No.5

밀도 개념 학습에서 자기 조절 전략과 인지 갈등 및 개념 변화의 관계

강석진,신숙희,노태희,Kang, Suk-Jin,Shin, Sook-Hee,Noh, Tae-Hee 대한화학회 2002 대한화학회지 Vol.46 No.1

In this study, students' responses to anomalous data in studying ‘density' were analyzed, and the relationships among trait/state self-regulation strategies, the degree of cognitive conflict, and conceptual change were examined. A trait self-regulation strategy test, a preconception test, and a test of response to anomalous data were administered to 352 eighth graders. Among them, 146 students whose preconceptions were consistent with the presented initial theory were selected. After they had read a scientific explanation, a state self-regulation test and a researcher-made conception test were administerd. There were no significant correlations among the subcategory scores of trait/state self-regulation strategies and the degree of cognitive conflict. The scores of the conception test were significantly correlated with those of trait planning, trait effort, state planning, state self-monitoring, and state effort. State effort was only a significant predictor on students' conceptual change. 본 연구는 밀도 개념 학습에서 학생들의 변칙 사례에 대한 반응을 분석하고, 특성 및 상태 자기 조절 전략과 인지 갈등 및 개념 변화의 관계를 조사하였다. 중학교 2학년 학생 352명을 대상으로 특성 자기 조절 전략 검사, 선개념 검사, 변칙 사례에 대한 반응 검사를 실시하여, 제시한 초기 이론과 일치하는 선개념을 가진 146명을 선택하였다. 학생들이 과학적 원리를 학습한 후 상태 자기 조절 전략 검사와 개념 검사를 실시하였다. 특성 및 상태 자기 조절 전략의 하위 범주 점수들과 인지 갈등 정도는 유의미한 상관이 없었다. 개념 검사 점수는 특성 계획, 특성 노력, 상태 계획, 상태 자기 점검, 상태 노력 점수와 유의미한 상관이 있었다. 상태 노력만이 개념 변화에 대한 유의미한 예언 변인이었다.

초등학교 과학 수업에서 게임을 이용한 협동학습의 효과

강석진,고내영,고한중,Kang, Suk-Jin,Go, Nai-Young,Koh, Han-Joong 대한화학회 2005 대한화학회지 Vol.49 No.4

초등 과학 협동학습에서 유화성을 고려한 소집단 구성의 효과

강석진,서아영,권혁순,Kang, Suk-Jin,Seo, A-Young,Kwon, Hyeok-Soon 대한화학회 2007 대한화학회지 Vol.51 No.3

이 연구에서는 협동학습에서 학생의 유화성 수준을 고려한 집단 구성이 초등학교 6학년 학생들의 과 학 성취도, 자아효능감, 과학 학습 동기에 미치는 영향을 조사했다. 1개 초등학교의 6학년 3개 학급 학생 72명 을 학급 단위로 통제 집단과 처치 집단으로 임의 배정했다. 사전 검사로 유화성 검사, 자아효능감 검사, 과학 학 습 동기 검사를 실시했다. 처치 집단의 학생들은 유화성 수준에 따라 동질 혹은 이질적으로 소집단을 편성한 후, 협동학습 전략에 따라 수업을 실시했다. 반면, 통제 집단 학생들은 임의로 소집단을 편성한 후, 전통적인 방 식으로 수업을 실시했다. 협동학습 처치는 5주(16차시) 동안 실시했다. 수업 처치가 끝난 후, 성취도, 자아효능 감, 과학 학습 동기 검사를 실시했다. 연구 결과, 이질 집단과 동질 집단의 성취도 검사 점수가 통제 집단에 비 해 유의미하게 높았지만, 유화성 수준에 따른 집단 구성은 성취도에 영향을 주지 않았다. 자아효능감과 과학 학 습 동기 검사에서는 수업 처치에 따른 차이가 나타나지 않았다. In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

학생들의 학교 밖 과학 경험과 과학의 본성에 대한 견해 사이의 관계

강석진,Kang, Suk-Jin 대한화학회 2012 대한화학회지 Vol.56 No.3

이 연구에서는 학생들의 학교 밖 과학 경험과 과학의 본성에 대한 견해 사이의 관계를 조사하였다. 연구 대상은 서울시 소재의 학교에서 표집한 6학년 267명, 8학년 281명, 10학년 307명이었다. 과학의 본성에 대한 학생들의 견해 조사에는 과학의 목적, 과학 이론의 정의, 과학적 모형의 성질, 과학 이론의 잠정성, 과학 이론의 기원에 관한 5 문항으로 이루어진 과학의 본성 검사지를 이용하였다. 학생들의 학교 밖 과학 경험은 7 문항으로 구성된 수정본 과학 경험 검사의 하위 범주를 이용하여 측정하였다. 연구 결과, 6학년에서는 학생들의 학교 밖 과학 경험과 과학의 본성에 대한 견해 사이에 통계적으로 유의미한 관계가 나타나지 않았다. 8학년의 경우, 학교 밖 과학 경험 상위 수준 학생들은 과학적 모형의 성질에 대한 문항에서 현대 인식론적인 견해를 지니고 있었으나, 과학 이론의 잠정성 문항에서는 반증주의적 견해를 지니고 있었다. 10학년 학생들의 경우, 과학의 목적, 과학 이론의 정의, 과학적 모형의 성질에 대한 문항에서 학교 밖 과학 경험 상위 수준 학생들이 하위 수준 학생들에 비해 인식론적으로 세련된 견해를 지니고 있는 것으로 나타났다. In this study, the relationship between students' out-of-school science experience and their view on the nature of science was investigated. The participants were 267 sixth graders, 281 eighth graders, and 307 tenth graders from schools in Seoul. A test of views on the nature of science which consists of five items concerning the purpose of science, the definition of scientific theory, the nature of scientific model, the tentativeness of scientific theory, and the origin of scientific theory was administered. Students' out-of-school science experiences were measured with a subscale of the modified Science Experience Survey consisting of seven items. The results indicated that no statistically significant relationship was found between students' out-of-school science experience and their view on the nature of science in sixth graders. In eighth graders, high level students in terms of out-of-school science experiences were found to possess more contemporarily epistemological view in the item concerning the nature of scientific model but more falsificationist view in the item concerning the tentativeness of scientific theory. High level tenth graders in terms of out-of-school science experiences exhibited more epistemologically sophisticated understandings of the nature of science than their counterparts in the items concerning the purpose of science, the definition of scientific theory, and the nature of scientific model.

The Expression of c-myc, bcl-2 and p53 Proteins in Adenocarcinomas of Lung

Jinyoung Yoo,Ji Han Jung,Hyun Joo Choi,강석진Seok Jin Kang,Chang Suk Kang 대한암학회 2004 Cancer Research and Treatment Vol.36 No.2

Purpose: c-myc, bcl-2 and p53 are known to regulate apoptosis. There has been growing interest in analyzing their contribution to the pathogenesis and prognosis in a variety of human cancers. This study was undertaken to investigate the expression of these proteins in pulmonary adenocarcinomas and to determine their relationship with clinicopathologic parameters and survival. Materials and Methods: Archival tumor tissues from 61 patients with adenocarcinoma of lung were analyzed by immunohistochemistry for the expression of c-myc, bcl-2 and p53 proteins. Clinical information was obtained through the computerized retrospect database from the tumor registry. Results: Of 61 patients, 32 were men and 29 women with the median age 63 years. 4 had stage I disease, 2 had stage II disease and 55 had stage III disease. The expression of c-myc protein was identified in 13% (8/61) tumors, bcl-2 protein was detected in 1.6% tumors (1/61) and p53 was detected in 77% (47/71) tumors. The association of the expression of c-myc, bcl-2 and p53 was not detected. The survival time was longer in patients expressing c-myc protein than in patients without the c-myc protein expression (p=.045). Neither bcl-2 nor p53 showed the correlation to clinicopathologic variables. Conclusion: Our data suggest the involvement of p53 alteration in the pathogenesis of lung adenocarcinoma. The c-myc expression in some tumors indicates that c-myc alone may not contribute critically to the development and/or the progression of these tumors. It, however, correlated to the survival time, suggesting the c-myc expression as a favorable prognostic factor possibly through the apoptosis pathway.(Cancer Res Treat. 2004;36:146-150)

『에마』의 전복성

강석진 ( Suk Jin Kang ) 근대영미소설학회 2002 근대 영미소설 Vol.9 No.1

This paper provides an alternative reading to the conservative view of Emma, which regards it as the reflection of Tory values. Emma demonstrates a self-confident attitude, refusing to be guided by the `ultimate` authority figure, George Kinghtley. Unchecked by Knightley`s mastery vision and fatherly role, Emma demonstrates vigorous passion and urges her logic and design Emma challenges against the position of master reader and provides equally compelling interpretations of the self and society. The significance of Emma`s imagination and sympathy, which has been undercut due to the literary criticism of a patriarchal culture, should be restored. The subversive nature of Emma can be fully manifested when a network of textual grains does not allow the conventional system of coding and decoding. The underlying mechanism of Emma subverts any stable relationships of the main characters. The endless displacement of the mam character`s desire unsettles the ultimate meaning of the text and refuses the immediacy and presence of a final signified. This disruptive writing destabilizes the conventional norms of Bildungsroman. Even though the text offers many clues for an interpretation of the major characters, It prevents the reader from having a coherent impression of the major characters. Unlike the analyses of critics who emphasize educational purposes, the textual playfulness unsettles the meaning of the text, and thus prevents the education of her readers, including young female ones.

과학 교수-학습 자료 지원 웹사이트에 대한 초등 교사들의 요구

강석진 ( Suk Jin Kang ),송혜성 ( Hye Sung Song ),고한중 ( Han Joong Koh ),신영준 ( Young Joon Shin ),전영석 ( Young Seok Jhun ),차희영 ( Hee Young Cha ),오필석 ( Phil Seok Oh ),송영욱 ( Young Wook Song ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.1

학습 전략에 따른 소집단 토론에서의 언어적 상호작용 양상 비교

강석진(Suk Jin Kang),한수진(Su Jin Han),정영선(Yeong Seon Jeong),노태희(Tae Hee Noh) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of `most students participating mode`, `elaborative interaction mode`, and `exploratory episode` for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

과학 개념 학습에서 협동적 소집단 토론의 효과

강석진(Suk Jin Kang),한수진(Su Jin Han),노태희(Tae Hee Noh) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.1

This study investigated the effect of small group discussion for science concept learning in cooperative learning environments that encourage verbal interaction with peers upon students` understanding of the concepts at the particulate level, application abilities, perceptions of students` negotiation, and communication apprehension. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 7 class periods. Two-way ANCOVA results revealed that the scores of a conceptions test for the treatment group were significantly higher than those for the control group. However, the scores of two groups did not differ significantly in an application test. The perceptions of students` negotiation for the treatment group were more positive, but the scores of the communication apprehension for two groups were not significantly different.