Klopfer의 목표 분류 체제에 의한 국민학교 5학년 자연과 수업의 목표 분석

高世煥 공주교육대학교 과학교육연구소 1990 과학교육연구 Vol.13 No.-

This study aimes at finding out the degree to which educational objectives are pursued in the 5th grade Science instruction of an elementary school of city area. Ten science instructional hours are observed by writer during two month from May to july, 1989. writer used klopfer’s science educational objectives system as the tool of objective analysis. “You ideality index", indicating how far from the ideal proportions of the educational objectives the ob-served instruction is, is calculated in the 5-2 class of the elementary school. Questionnaires concerning with the ideal proportions of the educational objectives are answered by the professors and school teachers in charge of science education, writer regarded those results from as the edu-ational objectives ideal proportions. Results from analysis of the insturctional time at 5-2 class are as follows: in general, knowledge and co-prehension objectives(A) are found to be pursued about 31%, scientific inquirry process objectives(B, C, D and E) about 39%, application of scientific knowledge and methods objectives(F) about 13%, manual skills ob-jectives(G) about 7%, scientific attitudes and interests objectives(H) about 10% and orientation objectives(I) about 0.5%. Results from the 5th grade science instruction’s ideal proportions of the questionnaire are as follows: knowledge and comprehension objectives(A) of 22%, scientific inquiry processes objectives(B, C,D and E) of 45.5%, application of scientific knowledge and methods objectives(F) of 8%, manual skills objectives(G) of 10%, scientific attitudes and interests(H) of 7%, orientation objectives® of 7.5%. You ideality index is 23 at the 5-2 class, 45.3 at the 6-1 class and 21.7 at the 6-2 class. Science insfruc- tion of the 5-2 class is better than the 6-1 class but is similar to 6-2 class in terms of educational objectives' ideal instruction.

분과별 논문 발표 : 제 2분과 ; 협동학습이 초등학생의 과학적 태도 및 과학에 대한 태도에 미치는 효과

고세환,김범기,김효남 한국과학교육학회 1999 한국과학교육학회 학술발표 및 세미나집 Vol.- No.-

제 2 일 : 제 2분과 학술 논문 발표회 ; 문장 완성 검사에 의한 과학 , 과학의 과정 , 과학자에 대한 초등학교 4 , 5 , 6 학년 학생들의 태도 조사

고세환,김범기,김효남 한국과학교육학회 1996 한국과학교육학회 학술발표 및 세미나집 Vol.- No.-

공동주택 세대내 덕트관로에 따른 환기효율의 실험적 연구

고세환(Se-Hwan Go),이호준(Ho-Jun Lee),박진철(Jin Chul Park) 대한설비공학회 2006 대한설비공학회 학술발표대회논문집 Vol.2006 No.11

The present study has been measured ventilation air volume and sound in each room after installation of ventilation system in apartment buildings. The measurements according to forms of duct layouts has been effected ventilation effectiveness and sound in apartment buildings. In results of measurements, the ventilation air volume of B type ㅡ mock-up house is not enough about 3-9% in comparsion with standard design value volume to occur static pressure loss because of different forms of duct layout of ventilation system in apartment buildings.

국민학교 자연과 수업의 교육목표 분석 - 연구자의 관찰에 의한 3 , 5 학년 분석 -

고세환(Se Hwan Ko) 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

문장 완성 검사에 의한 과학 , 과학의 과정 , 과학자에 대한 국민학교 1 , 2 , 3 학년 학생들의 태도 조사

김효남,고세환 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.1

The purpose of this study was to survey attitude on Science, Science Process, Scientist of Elementary lst grade, 2nd grade, 3rd grade students. The object Elementary of study is located in large city, one grade is 12∼13 class, total is 74 class. 1st grade is 48 persons, 2nd grade 40 persons, 3rd 50 persons. The test of instrument is used Sentence Completion Test of Lawrence F. Lowery. this instrument validity is established by the consistency of score' among the projective technique: percentage agreements in excess of 80 percent are reported. Reliability is inter-rater reliabilities for three judges are reported. Science .92, Science Process .87, Scientist .81. Pre- and post -test agreements are given as Science 92.5?7.6 percent, Science process 77.5∼80.0 percent, and Scientist 77.5∼87.5 percent. (These are for 335 grade 5 pupils) The results were as follows: 1. Attitude of 1st, 2nd, 3rd grade students on science were as follows: 1) They liked while development of science. 2) They disliked to science because of negligence of human, occurrence of an accident, danger, nothing of interest, explosion, smoke, etc. 3) They thought that field of science is experiment, discovery, invention, development, etc. 2. Attitude of 1st, 2nd, 3rd grade students on Science Process were as follows: 1) They thought that the pleasure of experiment was because of Science, interest, mysterious, etc. 2) They thought that the dislike of experiment is because of danger, explosion, fire, suffocation, etc. 3) They thought that the experiment in science is water, living thing, inanimate object, object of various, discovery, etc. 3. Attitude of 1st, 2nd, 3rd grade students on Scientist were as follows: 1) They liked scientist because of like to science, experiment, clear head, life of convenience, etc. 2) The dislike scientist because of faiure of experiment, experiment of a living body, occurrence, etc. 3) They thought that scientist is to study, experiment to science, and make efforts to development of science, commendable persons, etc.

관찰에 의한 국민학교 3 , 5학년 자연과 수업의 목표 분석

김효남,고세환 한국과학교육학회 1991 한국과학교육학회지 Vol.11 No.1

This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instrutional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows : 1. Results from analysis of the instruction in the third grade are as follows : knowledge and comprehension(A. 0) objectives are found to be pursued, about 40%, scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives, about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as Follows : knowledge and comprehension(A. 0) objectives are found to be pursued, about 31%, scientific inquiry process(B. 0-E. 0) objectives, about 38%, application of scientific knowledge and methods(F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows : Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives, 8%, manual skills(G. 0) objectives, 9.5%, scientific attitudes and interests(H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.

안드로이드 기반의 컬링 게임 개발

조재현,고세환,김연희,임해철 (사)디지털산업정보학회 2010 디지털산업정보학회논문지 Vol.6 No.3

As expectations about success of smart phones that install Android, an open mobile platform which was developed by Google, are increasing, the development of applications based on the Android has attracted a lot of interest. Especially, game applications have been well received by users. In this paper, we develop an application based on the Android for curling which was adopted as a competitive sport in the Winter Olympic Games. Curling is a sport game played by two teams. The rules of the game are simple, but it is an intelligent one that requires various strategies for victory. In this paper, the curling game based on the Android provides functions, such as pitching, sweeping, collision, and foul handling, that are required in real curling game by using technologies, such as touch screen or accelerometer sensor.

문장 완성 검사에 의한 과학, 과학의 과정, 과학자에 대한 국민학교 1, 2, 3 학년 학생들의 태도 조사

김효남,고세환 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

The purpose of this study was to survey attitude on Science Process, Scientist of Elementary 1st grade, 2nd grade, 3rd grade students. The object Elementary of study is located in large city, one grade is 12∼13 class, total is 74 class. 1st grade is 48 persons, 2nd grade 40 persons, 3rd 50 persons. The test of instrument is used Sentence Completion Test of Lawrence F. Lowery. this instrument validity is established by the consistency of score' among the projective technique: percentage aggreements in excess of 80 percent are reported. Reliability is inter-rater reliabilities for three judges are reported. Science .92, Science Process .87, Scientist .81. Pre- and post -test agreements are given as Science 92.5∼97.6 percent, Science process 77.5∼80.0 percent, and Scientist 77.5∼87.5 percent. (These are for 335 grade 5 pupils) The results were as follows: 1. Attitude of 1st, 2nd, 3rd grade students on science were as follows: 1) They liked while development of science. 2) They disliked to science because of negligence of human, occurrence of an accident, danger, nothing of interest, explosion, smoke, etc. 3) They thought that field of science is experiment, discovery, invention, development, etc. 2. Attitude of 1st, 2nd, 3rd grade students on Science Process were as follows: 1) They thought that the pleasure of experiment was because of Science, interest, mysterious, etc. 2) They thought that the dislike of experiment is because of danger, explosion, fire, suffocation, etc. 3) They thought that the experiment in science is water, living thing, inanimate object, object of various, discovery, etc. 3. Attitude of 1st, 2nd, 3rd grade students on Scientist were as follows: 1) They liked scientist because of like to science, experiment, clear head, life of convenience, etc. 2) The dislike scientist because of faiure of experiment, experiment of a living body, occurrence, etc. 3) They thought that scientist is to study, experiment to science, and make efforts to development of science, commendable persons, etc.

관찰에 의한 국민학교 3, 5 학년 자연과 수업의 목표 분석

김효남,고세환 한국교원대학교 과학교육연구소 1991 청람과학교육연구논총 Vol.1 No.1

This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instruional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows: 1. Results from analysis of the instruction in the third grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued, about 40%, scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives, about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued, about 31%, scientific inquiry process(B. 0-E. 0) objectives, about 38%, application of scientific knowledge and methods (F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows: Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives, 8%, manual skills(G. 0) objectives, 9.5%, scientific attitudes and interests(H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.