국내 초등환경교육 연구 동향 분석

권난주(Nanjoo Kwon),안재홍(Jaehong Ahn),정철(Cheol Cheong) 한국환경교육학회 2012 環境 敎育 Vol.25 No.1

The purpose of this study is to investigate research trends about elementary environmental education through the analysis of theses published from January, 1991 to June, 2011 in the scientific journals. For the analysis of theses, we set standards of analysis including the number of theses, research topics, research methods, the designs of study and the objects of study. The number of theses used for the analysis was 186 volumes by limiting as Journal of KOSEE (The Korean Society for Environmental Education), Journal of KASE (The Korean Association for Science Education) and Journal of KESES (The Korean Society of Elementary Science Education). The results of study are as follows. First, in the analysis of theses according to the published year, we discovered that the volumes of theses related elementary environmental education were more than 50% of theses published in the Journal of KOSEE since mid-2000s. Second, the theses about environmental education curriculum were most common topic in the research topics, and the next things were status and actual condition, environmental perspective, and theory and policy. Third, as the most common things in research methods and the designs of study, 38.6% of theses have focused on the development and application as research methods and 50.5% of theses have used quantitative research as the designs of study. Fourth, the most common study in the theses was to target elementary school students, then it was literatures, then teachers, and environmental facility. On the basis of the results of this research, we suggest that various studies and environmental education programs can develop students right environmental perspective and teachers recognition about environmental education must be presented.

2009개정 3~4학년군 과학교육과정과 연계한 체험학습 장소 및 과제형 체험학습 프로그램 개발

권혁재,강헌태,권난주,Kwon, HyoekJae,Kang, Hountae,Kwon, Nanjoo 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.3

The purpose of this study is to develop a program that enables students to participate in various experiential learning places in order to provide various experiences to students for solve the problem of prejudice to specific places such as science museum, zoo and botanical garden. For this purpose, the surveys were conducted about experiential places and awareness of experiential learning. 88 elementary school teachers participated in the survey. As a result, they were positive about the use of experiential learning in elementary science instruction, but there were responses that a lot of preparations for the progress and efforts were needed. Therefore, if instructional materials and teaching materials for experiential learning are given, it is confirmed that the intention of using is increased. And the results were analyzed and the experiential sites were categorized into 12 types. We could present basic data that can diversify not only the science museum but also science related experiential places. We developed a learning program related to 'The Liquid and Gas' unit of the third grade, And 'Life unit of Plant' unit of the third $4^{th}$ grade. Through this study, we intend to help science experiential learning to be activated and student - centered experiential learning to be realized.

초등학교 학교연못의 실태조사를 통한 교육적 활용방안 모색

권혁재(Hyeokjae Kwon),권난주(Nanjoo Kwon),박병삼(Byeongsam Park) 한국환경교육학회 2016 環境 敎育 Vol.29 No.3

학교연못은 학생들의 정서적 발달과 인지적 성장을 촉진시키고 교사들에게 다양한 학습 자료를 제공해 주는 공간으로, 환경 및 생물교육을 위한 장소의 의미를 갖는다. 그뿐 아니라 학교연못은 그 자체가 하나의 소생태계 또는 야생의 생물이 살 수 있는 환경인 비오톱(biotope)이 된다. 연못을 비롯하여 습지는 같은 면적당 훨씬 많은 생물이 살아갈 수 있는 공간을 제공하기 때문에 다양한 생물이 서식한다. 또한 많은 동물들이 물과 땅을 오가며 살아가기 때문에, 일반 화단보다도 생물들의 변화 과정을 더 생동감 있게 관찰할 수 있다는 장점도 갖고 있다. 그러나 학교연못이 관리적 차원의 어려움과 교육적 측면의 소홀로 인해 제 기능을 못하는 경우가 발생해왔다. 학교연못의 수생생물현황과 학교연못실태에 대한 조사결과, 학교연못은 주로 교육적인 측면보다 조경을 위한 측면에서 관리되고 있었다. 학교연못의 유형을 유수형, 함지형, 노출형으로 구분하여 연못의 유형에 따른 서식생물과 과학 교과서 및 지도서의 일치도를 확인하였다. 결론적으로 학교연못 활성화를 위해서는 교육과정과 잘 연계될 수 있고 생물다양성이 풍부하여 교육적 효과가 높으며, 연못의 관리와 조경적 측면에서 장점을 가지고 있는 함지형 항아리연못의 조성이 가장 효과적일 것으로 판단된다. It takes a small pond in the school to create a small ecosystem. Many live organisms there that have a greater variety of experiences split their time between water and land. The pond also gives the advantage of growing various bedding plants rather than observing the process of biological change for a more lively educational experience. However, schools have less pond to revitalize the role of Small Ecological Issues. When they constructed pond in school, opinion of teachers and students were ignored so that the school pond exists for only exhibits or landscaping now. Finally we found out below conclusion by searching for aquatic organisms into pond. This study should look at the advantages of the school pond with the buried jar. Advantage of the buried jar pond is that it is well connected with curriculum and it is easy to landscape and managed. What we recommend for the pond is that there is various aquatic organisms can live in it without lack of water and pollution. And it should be considered all together with management and landscaping in harmony.

초점집단 면담을 통한 초등교사의 과학 체험학습 운영에서 겪는 어려움 분석

권혁재 ( Hyeokjae Kwon ),강헌태 ( Hountae Kang ),성혜진 ( Hyejin Seong ),전상일 ( Sangil Gen ),권난주 ( Nanjoo Kwon ),신영준 ( Youngjoon Shin ) 경북대학교 과학교육연구소 2018 科學敎育硏究誌 Vol.42 No.2

연구의 목적은 과학 체험학습을 운영하는 과정에서 초등교사가 겪는 어려움과 학교 현장의 분위기를 심층적으로 알아보고자 한 것이다. 본 연구를 위해 과학 체험학습의 활동 경험이 풍부한 5명의 초등교사와 초점집단 면담을 진행하였다. 면담을 통해 체험학습의 운영실태, 과학체험학습의 운영, 계획 수립 및 진행, 평가에 걸쳐 자료를 수집하였다. 본 연구의 주된 결과는 다음과 같다. 교사들은 예산에 대한 고민을 가장 먼저 꼽았으며, 과학교과와 연계하여 체험학습을 운영하고자 하는 경우 교육과정 재구성에 대하여 부담을 지니고 있었다. 또한 과학 체험학습시 과학지식에 대한 전문적 이해가 부족하다고 생각하고 있었으며, 과학교과 전담 교사가 있을 경우 협업의 어려움을 꼽았다. 전체적으로 과학 체험학습의 교육적 효과보다 예산이나 장소, 행정적 편의성 등을 먼저 고려하는 경향이 있었다. 본 연구는 기존의 연구들에서 확인하기 어려운 체험학습 주제 선정과 방법, 교육적 기대효과, 고민사항을 확인한 연구로서 의미가 있다. The purpose of this study is to identify the difficulties that elementary school teachers face and the atmosphere of school fields in depth in the course of conducting science experiential learning. For this study, we conducted focus group interviews with five elementary school teachers who have had rich experiences in science field studies. Through interviews, the actual state of experiential learning operation, the operation of science experiential learning including planning, progress and evaluation of experiential learning operation. The main results of this study are as follows: Teachers were most concerned about budget, and were burdened with curriculum reconstruction for science experiential learning. In addition, teachers expressed their lack of expert scientific knowledge with science experiential learning, and difficulties with collaboration with science-specialized teachers. In sum, teachers consider budget, site, and administrative convenience first, rather than effects of science experiential learning. The significance of this study is identifying the selection of topics, methods, educational expectations, and problems of science experiential learning topics, which were difficult to identify in previous studies.

초등학생의 친환경 행동 인식과 실천에 관한 조사

정철(Cheong, Cheol1),권혁재(Kwon, Hyeokjae),권난주(Kwon Nanjoo) 한국환경교육학회 2013 環境 敎育 Vol.26 No.4

In this study, using a questionnaire designed to test perception and practice of pro-environmental behavior, we researched the fifth-graders, who had finished more than 60 hours of environmental education for three years. We classified the pro-environmental behavior into sixteen subcategories, such as living environment, garbage, energy, transportation, etc. and analyzed them. The analysis showed that elementary school students are mainly aware of living environment and garbage realms like environmental cleanup, recycling, and to build a green forest. However, they could not recall the energy realm easily. Besides, it was revealed that the more students are aware of the pro-environmental behavior, the better they practice it. Thus, we insist that the energy realm should be educated with familiar topics for the students. And education for sustainable development (ESD) and sustainable environmental education for the future needs a new curriculum, which can help students to be aware of pro-environmental behavior clearly.

연구논문 : 아나모픽 착시예술을 활용한 초등 과학 융합 프로그램 개발 및 적용

안재홍 ( Jaehong Ahn ),권난주 ( Nanjoo Kwon ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.2

In this study, in regard to the change of the paradigm to STEAM (Science, Technology, Engineering, Arts, and Mathematics), we have looked into the ways to apply scientific inquiry through the arts, discussed the educational implications for the ways to step forth with the science and the arts in educational field. In the development of the strategies related to the optical illusion arts, to make sure that the design-oriented science education to reach its goal to make effective teaching, students need to be understood in the method of the artistic designs. Totally it had two rounds for inspection about operation of the convergence with curriculum. As a result, students changed attitude to concentrate in class naturally while doing their art work, participating in person rather than simply looking. It is caused by the scientific approach to strategy of illusion arts. In addition, we could see that students change into a proactive manner as well as teachers comments that they are communicate and make a complete the work with others. A lot of researches give that science can provide the ideas as a method to arts, arts can provide creative ideas to science, but it is still lacking that research can be applied to education specifically on how to. An efforts in the number of collaborative research will continue to introduce, as this study STEAM of science and arts in the field of education be shifted paradigm.

인지갈등 유발 수업에서 오개념에 대한 확신도가 개념변화에 미치는 영향

한인수,권난주,권재술 한국교원대학교 과학교육연구소 2001 청람과학교육연구논총 Vol.11 No.1

학생들은 나름대로 자연 현상에 대하여 자신의 인지구조를 가지고 이해하고 있으나 개념에 대한 확신 정도는 학생에 따라 다르다. 자신이 갖고 있는 개념에 대하여 뚜렷한 자신감이 있는 학생이 있는가 하면 자신의 개념에 대하여 확신을 못하는 경우가 있다. 이 연구에서는 오개념에 대한 확신도가 높고 낮음에 따라 갈등 효과는 어떠하며, 사후 개념변화는 어떠한지를 알아보고자 하였다. 대부분의 오개념을 가졌던 학생들은 현상 제시에 많은 호기심을 보였으며, 오개념의 확신도가 클수록 갈등을 더 많이 느껴 자신의 생각과 다른 현상을 보았을 때 심리적 충격이 더 크게 변하는 것으로 나타났다. 그러나 일부 개념에서는 갈등을 많이 겪었다고 응답하였지만 개념변화가 되지 않는 학생들의 비율이 높아 오개념의 견고함을 보여주기도 하였다. 인지 갈등 수업 후 개념의 변화는 선개념에 대한 확신도에 관계없이 잘 일어났으며, 개념변화 지속 효과 또한 확신도에 관계없이 선행 연구자들의 결과와 비슷하게 나왔다. 즉, 현상 제시 직후부터 일주일 후까지는 감소하나 그 뒤로는 개념이 자리잡았다. 개념 변화 후 바른 개념에 대한 확신도는 대체로 높아서 오개념을 가진 학생에게 과학개념을 심어주기 위한 방편으로 인지갈등 수업이 효과 있음을 보여주었다. Students who have correct conception didn't show big changes in a test of cognitive conflict, while students who have misconception made significant changes Most students who had misconception were considerably curious about demonstration of an actual phenomenon. On the other hand, according to their own confidence of preconception, the higher confidence of misconception is, the bigger conflicts are and when they meet some different phenomenon unlike their ideas, their psychological shock was big. After a cognitive conflict lesson, students' conception was significantly changed regardless of students' confidence of preconception and the persistence effect new conceptions showed similar result as preceeding research regardless of confidence of preconception. That is, the change decreased from immediate after demonstration of an conflict situation to a week after. After conceptual change, students' confidence of correct conception was generally increased, so it turned out that cognitive conflict lesson had a positive effect on students who had a misconception.