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Homeostatic control by hormone is a basic concept at the 'Stimulus and Response' part in Biology. But secondary school students have difficulty in studying this topic because conceptual relations are abstract and complex and there are too many things to memorize. Therefore the purpose of this study was to develop a dynamic analogical model with which students can simulate the control of blood sugar level and to examine the effects of conception learning by using it. For this study. 73 filth graders in 4 classes were sampled from a high school in the city of Jeonju in Korea. The students were divided into two groups for implementation of the program, one experimental group and one control group. In the experimental group the dynamic analogical model which was developed in this study was used, while the contents of a science textbook were taught in the control group. The results of this study were very informative. Students in the experimental group showed a higher record at the achievement test and attitude test, and the differences between the two groups being statistically significant. In addition. interviews with students in the experimental group provided evidence that the simulation activity was interesting and helpful in understanding hormonal control mechanism by changing students' mind from matter category to process category. The use of the model was found to be effective for improving the understanding of the concepts of hormonal control.
The quality of biology education in the secondary school is dependent on biology teachers, who develope their abilities through preservice and inservice training. The contents of text materials for career/credentialed inservice training of biology teachers published at each province in Korea, were analysed to examine the effectiveness of the programs. The text materials were very different exept that they were composed of three domains of liberal arts, pedagogy, and major, and that training time allocated each domain was similar according to the province. And the contents of text materials were not sufficient to develope abilities of biology teachers needed ti teach effectively in the class and the lab as followers; 1) the contents of major subjects were determined not by necessities of biology teachers but by lecturers; 2) new science teaching methods. skills, and knowledges for lab teaching and research methods in science education were deficient in most text materials. Therefore curricula and text materials for inservice training of biology teachers should be developed.
Assessment of science laboratory environment was conducted with 148 students at department of science education, university of education. Science Laboratory Environment Inventory(SLEI) was used as an instrument. The major findings of this study are as follows. 1. Mean scores obtained on each scale in the actual and preferred version of SLEI were relatively low, particularly on the scale of open-endedness, integration, and material environment. 2. Mean scores obtained on each scale in the actual version were lower than those in the preferred version. Score differences between actual version and preferred one were found to be significant statistically. 3. Mean scores of attitudes toward science were lower than those of elementary and secondary students obtained at other researches. 4. Each scale of SLEI except integration showed significant correlation with the scores of attitudes toward science. Particularly open-endedness was found to account for a significant contribution to the affective outcomes.
본 연구는 일반계 고등학교 학생의 과학 선호도와 이에 영향을 미치는 인과 요인을 조사하고, 남학생과 여학생 사이에 나타나는 차이 분석을 통해 과학 선호도 증진을 위한 방안을 제시하는데 그 목적이 있다. 고등학생의 진로 선택과 밀접한 관련을 가질 수 있도록 과학 선호도를 감정 반응, 행동 의지, 가치 확립 등의 세 범주로 구분하고, 이에 영향을 미치는 인과 요인은 개인적, 교육적, 사회적 요인 등의 세 범주로 구분한 다음, 각 범주를 평가할 문항들로 구성된 설문지를 개발하였다. 8개 고등학교의 남학생 429명과 여학생 449 명에게 설문 조사를 한 결과, 과학 선호도 점수는 3.16으로 그다지 높지 않았다. 그러나 과학 분야와 의약학 분야의 진로를 선택하고자 하는 학생의 과학 선호도는 다른 학생들에 비해 높았다. 과학 선호도는 남학생과 여학생 사이에 통계적으로 유의미한 차이가 없었지만, 인과 요인의 평균 점수는 남학생이 여학생 보다 높게 나타났다. 공변량 구조 분석을 이용하여 과학 선호도에 대한 인과 요인의 영향을 조사한 결과, 남학생은 여학생에 비해 좀더 단순한 경로를 나타냈다. 특히 남학생의 경우에 교육 요인이 과학 선호도의 세 범주에 간접적 영향을 주는데 비해, 여학생의 경우는 교육 요인이 간접적 영향 이외에 직접적 영향을 주는 것으로 분석되었다. 이는 교육적 요인이 학생들에게 직접, 간접적인 영향을 줌으로써 과학 선호도를 높이는데 기여함을 시사하며, 특히 여학생의 경우에 과학 선호도 증진을 위해 교육적 요인의 개선이 더욱 필요함을 나타낸다. The purpose of this study was to investigate high school students' preference for science(PS) and its causal factors in terms of gender difference, and to suggest the way to improve students' preference for science. A questionnaire to evaluate the PS of high school students and its causal factors was specially designed by researchers. It was administered to 429 boys and 449 girls in eight high schools. The average score of the PS was 3.16 of 5.00 which was not high, but the PS scores of students who had wanted to be engaged in jobs related to science or medical field, were higher than the students who would be in other fields. There was no statistically significant difference between the boys' PS scores and girls', but the average scores of causal factors were higher in boys than in girls. Path analysis using a structural equation model was indicated that the pathways showing how causal factors made effects on each category of the boys' PS were simpler than those of girls. Particularly, while educational factors made indirect effects on three categories of the boys' PS, they did direct effects as well as indirect effect on the girls' PS. This means that the girls' PS is possible to be improved by applying the educational programs specially developed for girls.
The purpose of this study is to diagnose the biology teachers' problems on laboratory teaching in middle school. Major results of this study are as follows: 1. Biology teachers in middle school thought that laboratory teaching was essential in biology education, but low percentage of experiments represented in the 'Science' texts was actually carried out. 2. Major problem to teach in laboratory was the insufficient class time allocated to science. 3. Experiments in 'Science' textbooks of middle school were thought to be almost adequate to enhance the understanding of biology concepts and the enquiry skills. 4. Preparation of reagents and instruments was shown not to are difficult, but preparation of material organisms to be difficult. 5. Management of laboratory and basic manual skills for experiments were thought not to be difficult except preparation of reagents with specific; concentrations and cultivation of organisms.
Mathematical model which determines optimum pacing was constructed. It was shown to be effective that each study unit was learned to a level above the inflection point where learning rate was maximum. To determine the pacing practically middle school students studied on the two small study units included in the 'Unit Ⅱ Metabolism' for 5 hours. After each hour formative evaluation was taken. High school students studied on the 'meiosis' from one hour to five hours according to the class. All of the evaluation results showed sigmoidal curves. Estimated time to terminate a unit to maximize the achievement during total study period, was a little longer than the time scheduled in the text. In addition it was shown to be a more serious problem that current study time allocated in the text was insufficient to achieve the high level objectives such as comprehension and application ability.
Mendelian genetics is one of major themes in the secondary level of biology education. But students have difficulty in studying it because of the abstract and dynamic attributes of genetic concepts. The purpose of this study is to investigate the effects of dynamic model on student motivation and understanding of genetic concepts. For this study, 234 10th graders in 6 classes were sampled from a high school in Seoul, Korea. The students were divided into three groups for implementation of the program, two experimental groups and one control group. The model with dynamic and stochastic attributes was shown to students by a teacher in the experimental group 1, while it was used by students in experimental groupⅡ, In the control group, the contents of a science textbook were taught in the traditional way. The results of this study were very informative. Students in the experimental groupⅡ showed higher records at the achievement test, and the differences were statistically significant. And students in the experimental groupⅡ showed higher interest about the teaching method and the learning content than those in the experimental group I and the control group.