중학교 과학 교과서와 교사의 강의 및 중학생의 개념 관계망 비교 - 식물의 영양을 중심으로 -

박형용 ( Hyoung-yong Park ),김미희 ( Mi-hee Kim ),김영수 ( Young-soo Kim ) 한국생물교육학회 2018 생물교육 Vol.46 No.3

The purpose of this study was to quantitatively analyze the content of the textbook, teacher’s lecture, and student’s learning through conceptual network analysis. In order to promote students’ effective and meaningful learning, it is necessary to continuously compare the learner’s cognitive structure with the contents of the curriculum and the teacher’s teaching and provide appropriate feedback. Recently, conceptual network analysis which visualizing natural language as a network and conducting quantitative and qualitative analyses have been utilized to explore and assess learners’ learning status and cognitive structures. Using this method to analyze the content of the textbook, the lecture of the teacher, and the cognitive structure of the learner, it is possible to quickly and effectively visualize and compare the key concepts and major relationships that represent the contents. However, despite the robust and usefulness of conceptual network analysis, objective methods for comparative analysis have not yet been well established when comparing conceptual networks and analyzing similarities and differences. In this study, we discussed the possibility of the educational application by devising and applying a method to compare and analyze the similarities of the conceptual networks through more quantitative approach.

2009 개정 과학과 교육과정에 따른 초등학교 과학 교과서 생명 영역의 탐구 활동 분석

박형용 ( Hyoung-yong Park ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.1

The purpose of this study was to obtain implications for the improvement of inquiry education in life sciences. For this purpose, the analysis of science process skills, learning objectives, and characteristics of the activity design included in the inquiry activities in the life science domain of the elementary science textbooks developed under the 2009 revised science curriculum was conducted. As a result of the research, it was found that the inquiry activities in the life domain mainly have a structure that collects data through observation, constructs explanations through reasoning about the collected data, and expresses it in writing or in words. The integrated inquiry skills were less frequently included than the basic inquiry skills. And The learning objectives of the inquiry activities were mainly focused on developing scientific knowledge rather than developing experimental skills or understanding the process of inquiry. The hands-on activities of the life domain`s inquiry activities showed a high dependency on observation and a high proportion of classification. On the other hand, it was found that the activities of making an object were rarely included. Minds-on activities included in the inquiry activities showed very large variations according to the contents of the unit. In the perspective of openness of inquiry activities, the majority of inquiry activities still showed a low openness level with cookbook style. The analysis of the logical structure of inquiry activities revealed that the data driven activities were overwhelmingly more than idea driven activities.

중학교 과학영재 학생의 탐구과정에 대한 인지구조

박형용 ( Hyoung Yong Park ),최승희 ( Seung Hee Choi ),김영수 ( Young Soo Kim ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.1

The purpose of this study was to examine the scientifically gifted middle school students’ cognitive developmental levels, awareness and cognitive structures about scientific inquiry process. Twentyone cientifically gifted middle school students were given the Group Assessment of Logical Thinking test and the questionnaire which asked their awareness about 33 basic concepts of scientific inquiry process. To examine their cognitive structures, they were given those concepts and required to organize their own concept maps about scientific inquiry process. Results showed that three students were at the transitional period and 18 students were in the formal operational stage. For the concepts of tentative answer, independent variable, dependent variable, experimental group, control group, and hypothesis testing, most students answered that they had not heard about those concepts before or that they scarcely knew about them that they had heard about. Analysis of students’ concept maps showed that the students could not make propositions with unfamiliar concepts such as independent variables, dependent variables, control variables, hypothesis rejection and hypothesis support. Even worse, they made wrong propositions with familiar concepts such as hypothesis, prediction, and data organization. They did not know the difference between hypothesis and prediction or the relationship between inquiry process and data organization and interpretation.

초등 예비교사의 과학적 가설에 대한 인식 및 가설 설정 능력 조사

박형용 ( Hyoung-yong Park ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.2

The purpose of this study was to investigate the pre-service elementary teachers` awareness of scientific hypothesis and their hypothesis formulation skill. Sixty-five pre-service teachers were surveyed. The results showed that most of the pre-service teachers had the self awareness that they are familiar with the scientific inquiry process concepts related to scientific hypothesis formulation. But their awareness of some concepts like `tentative answer`, `hy-pothesis support`, `hypothesis rejection`, and concepts related to different types of variables were relatively low. And many pre-service teachers could not distinguish between hypo-thesis and prediction in both explicit explanation and in an inquiry example. The pre-service teachers knew well that the hypothesis should be constructed based on valid reasons, also that hypothesis has variability and imperfect, and it should be tested. However, they were not aware well that well formed scientific hypothesis contains the causal relation of the variables, and that it should be experimentally test-able. And the awareness of the tentativeness of scientific hypothesis was relatively low too. Analysis of the hypothesis which were formulated by pre-service teachers reveals that they did not aware that generalized inquiry question is nece-ssary to formulate a scientific hypothesis. And it seems that those ungeneralized questions caused the error of stating pre-diction as a `hypothesis`. And many pre-service teacher`s hypotheses did not include the testable causal relationship between independent and dependent variables.

세그먼트 아키텍처 방법을 적용한 한국교육학술정보원 ITA 도입 방안 연구

박형용(Hyeong Yong Park),한창오(Chang Oh Han),김세훈(Seo Hoon Kim),김형진(Hyoung Jin Kim) 한국IT서비스학회 2008 한국IT서비스학회지 Vol.7 No.4

The KERIS having a central role in education information has selected IT Architecture as a means to provide high quality service for customers; based on this, it intends to lay the groundwork for general information projects to come and perform the IT Governance, the management system for information system. The KERIS set up a mid- and long-term road map in order to introduce and utilize ITA and has been preparing for the introduction of architecture to a proper business sector using architecture approaches by segments(sectors) since 2005. This study presented several cases which organizations can refer to when they introduce architecture while promoting an architecture project; and the details were discussed as follows.ition stage, but planned decision-making will take over when it is proven to be effective with information searching.

식물의 구조와 기능에 대한 초등학교 과학 교과서와 초등학생의 개념 관계망 비교

이민지 ( Min-ji Lee ),박형용 ( Hyoung-yong Park ),김영수 ( Young-soo Kim ) 한국생물교육학회 2018 생물교육 Vol.46 No.3

This study examined how the cognitive structure of elementary students learned the knowledge structure on plant structure and functions found in an elementary school science textbook. Research data was retrieved from the content on the topic from the textbook, and the student data was based on after-class interviews with three students with the highest scores and three with the lowest scores in terms of their scientific achievement. The results of a comparative analysis of the structural characteristics, major concepts and major relations of textbooks and student concept networks were as follows. First, the conceptual networks of higher-ranking students displayed a larger variety of concepts and relations than the conceptual networks of lower-ranking students. Second, the main concepts in the conceptual network of textbooks also served as the main concepts in the conceptual network of the students. Third, all students understood the key proposition of textbooks, but their depth of understanding differed. This study found that while all students learned the key concepts and propositions of the textbook well, the lower-ranking students have had more difficulty in learning the sophisticated concepts and propositions which were taught with less emphasis.

중학교 과학영재 학생을 위한 융합인재 교육 프로그램의 개발과 적용 - 3D 카메라 만들기 -

김성원 ( Seong-won Kim ),박형용 ( Hyoung-yong Park ),김영수 ( Young-soo Kim ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.4

In this study, we have developed a STEAM educational program for teaching scientifically gifted individuals who are equipped with `STEAM Literacy` required for a new era. `Making a 3D camera` was selected as the subject for the instruction. And researchers analyzed the current curriculum`s content which related to the selected subject by analyzing the textbooks and extracting related learning materials. Based on the results of the curriculum analysis, instructional materials for ten classroom sessions were developed. the program was related to the five sub topics-eye, camera, light, perspective, 3D technology. And the developed instructional materials include the lesson plans for each classes, classroom activities, 3D camera related handout, manuals for 3D image making tools, and video clips. The program was conducted at 19 middle school students who are scientifically gifted. Through a single group experiment, students` learning outcomes and opinions about the program was surveyed. Wilcoxon signed-rank test indicated that students developed a statistically significant improvement in the sub topic relevant knowledges (Z=3.84, p<.001). Survey of students` opinions on the STEAM classes showed that many students responded positively to the activities of interdisciplinary classes, such as the convergence of interdisciplinary learning courses. Through the `Making a 3D camera` STEAM educational program, students were able to connect various areas of knowledge to each other.

과학 탐구과정 안내 수업에서 나타난 중학교 과학 영재 학생의 탐구과정에 대한 인지구조 변화

최승희 ( Seung Hee Choi ),박형용 ( Hyoung Yong Park ),김영수 ( Young Soo Kim ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.3

The purpose of this study was to collect fundamental data for developing an efficient scientific inquiry process teaching method. This study examined changes in the 15 gifted middle school students’ cognitive structures which related to the scientific inquiry process as a result of explicit instruction. For the analysis of the changes in the cognitive structures, students were required to organize their own concept maps about the inquiry process with given 33 basic concepts, before and after the explicit instruction on scientific inquiry process. After the explicit instruction, students’ change patterns in each proposition of 34 standard propositions were classified by three change types: A (○→○), B (×→○), and C (×→×). In the type A, students already knew some inquiry process before the instruction. Most propositions of the type A were simply representing the inquiry process stages. In the type B, students properly understood the unknown or misunderstood parts. Especially in controlling variables, most students could properly describe them in their concept maps and they insisted on their importance during the process. However, they felt that it was difficult to build a proper method for controlling variables. In the type C, students could not describe the relations between the variables and the hypothesis in their concept maps, even after the class, if they experienced difficulties during the instruction.

2009 개정 교육과정 생명과학Ⅰ 대학수학능력시험 문항 분석 -‘세포와 세포 분열’영역을 중심으로 -

심현표 ( Hyeon-pyo Shim ),김미영 ( Mi Young Kim ),박형용 ( Hyoung-yong Park ) 한국생물교육학회 2020 생물교육 Vol.48 No.4

In this study, we analyzed college scholastic ability test items of the 2009 revised curriculum Life-scienceⅠ focusing on the ‘Cells and cell division’ unit. The analysis of items was conducted in the aspect of relation with curriculum, the format of items, concepts included in items, and item difficulty. Because real item difficulty data were not released, we requested a teacher expert group to predict the item difficulty. In the results, among three sub-content domains in the ‘Cells and cell division’ unit, the content about meiosis were utilized for the basis of items more than others. And in terms of the format of items, the “data analysis” type was most frequently used. The concept most frequently used in items were “chromosome”, and “diploid and haploid”, “G1 state”, “allele” were followed. In terms of item difficulty, the medium-difficult items, which range from 40% to 60%, were mainly presented. We also found that students were hard to judge true or false of statements which were related with behaviors of chromosome and changes of DNA amount in the process of cell division. Finally, we suggested that a holistic understanding of the cell division process was required in terms of teaching and learning about ‘Cells and cell division’, and we also suggested the way to improve CSAT items in the aspect of item type and organization.

행위자-네트워크 이론으로 본 과학적 실행의 교육적 함의 : ‘순환하는 지시체’ 개념을 중심으로

이종혁(Lee, Jong-Hyeok),유금복(Ryu, Kumbok),박정우(Park, Jeongwoo),윤혜경(Yoon, Hye-Gyoung),박형용(Park, Hyoung-Yong),이선경(Lee, Sun-Kyung) 이화여자대학교 교과교육연구소 2021 교과교육학연구 Vol.25 No.2

This study noted the recent emphasis on scientific practice in science education. Furthermore, it sought to examine the meaning of scientific practice from the perspective of Actor-Network Theory (ANT). Latour, a leading ANT scholar, sought to reveal the meaning of actual scientific practice, moving away from traditional dichotomous perspectives by restoring numerous mediated processes that have not gained much attention previously. In particular, he explored the processes of scientists study from a semiotic perspective. He confirmed that the concept of circulating reference could be a guidance in understanding the complexity and hybridity of scientific practice. Circulating reference view the characteristics of scientific practice in three ways, not revealed by the traditional view. First, in the course of scientific practice, not all beings belong to either the world of abstract symbols or the world of concrete objects, rather, they exist in the plane of infinite reference that continues to create and expand new possibilities in a chain of reference without a destination. Second, the characteristics of ‘reversible reference’ are going back and forth between abstractions and concretes in a single existential area, where what was previously considered an object can act as a symbol, and what was perceived as a symbol can act as an object. Lastly, in the scientific practice, ‘exchanged reference’ characteristics are revealed, as some properties are reduced while some are amplified. Especially the amplified properties of objects make it easier for non-human actors to build networks with other actors. Based on these reviews, this study discussed the implications in the context of science education. 본 연구는 최근 ‘과학적 실행’을 교육에 적용하려는 시도에 주목하여 ‘과학적 실행’의 의미를 행위자-네트워크 이론(Actor-Network Theory)의 관점에서 살펴보고자 했다. ANT를 대표하는 학자인 Latour는 과학적 실행 과정에서 관심을 받지 못한 수많은 매개 과정을 복원함으로써 우리에게 익숙한 이분법적 관점에서 벗어나 진정한 과학적 실행의 의미를 드러내고자 했다. 특히 그가 과학자들이 실제로 연구하는 과정을 기호학적 관점으로 탐구하여 제안한 ‘순환하는 지시체’ 개념은 과학적 실행의 복잡성과 혼종성을 이해하는 데 길잡이가 될 수 있음을 확인하였다. 순환하는 지시체는 기존에 대응론적 지시개념이 드러내지 못한 과학적 실행의 특징을 세 가지 측면에서 조망한다. 첫째로 과학적 실행 과정에서 모든 존재자는 추상적 기호의 세계나 구체적 사물의 세계, 둘 중 하나에 속하는 것이 아니라 지시의 연쇄 속에서 종착지 없이 계속해서 새로운 가능성을 창출하고 확장하는 ‘무한한 지시’의 평면에 존재한다. 둘째로 기존에 사물이라 여겼던 것이 기호로 역할을 하고, 반대로 기호로 인식됐던 것이 사물로 역할을 하는 등 세계의 수많은 존재자는 단일한 존재론적 영역에서 추상과 구체를 왔다갔다 하는 ‘가역적 지시’의 특징을 보여준다. 마지막으로 과학적 실행 과정에서, 사물의 속성은 감환되기도 하지만 반대로 어떤 것은 증폭되기도 하는 ‘교환되는 지시’의 특징이 드러나며, 특히 사물의 증폭되는 속성은 비인간 행위자가 다른 행위자와 네트워크를 건설하는 것을 수월하게 만들어주는 역할을 한다. 이러한 고찰을 바탕으로 본 연구는 과학교육의 맥락의 시사점을 제언하였다.