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제6차 교육과정에 따른 초등학교 자연과 교과서의 물리단원의 STS 내용 분석
백남권 晋州敎育大學校 科學敎育硏究所 1997 科學敎育硏究 Vol.23 No.-
STS has been concerned with a reform in science education as a new direction and goal for science education. In Korea, STS was introduced in the Fifth Curriculum and it was more emphasized in the Sixth Curriculum. The purpose of this study was to examine physics chapters of elementary science textbooks published by the Sixth curriculum to analyze STS material, activity, and space devoted to STS. The results of this study indicated that STS topics in physics chapters of elementary science textbooks are related to applications of science and social problems and issues. They also revealed that 7.0% of the total page space in average was devoted to STS material. And the activities of STS materials that were analyzed by SATIS student activities were structured discussions and investigations.
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초등학교 학생들의 환경오염 문제 대한 의사결정 실태에 관한 연구
백남권 晋州敎育大學校 科學敎育硏究所 1998 科學敎育硏究 Vol.24 No.-
The purpose of this study is to point out how elementary school students make a decision on the environmental pollution issuses, and to offer the fundamental data to seek a guidance for the development of decision-making ability in science education. The results of this study indicated that the status of decision- making process on the environmental pollution issues of elementary school students tends to focus on doing it as a private one by themselves rather than the social activities that can not do it by themselves. Accordingly, we need to teach the training of the decision-making process to the elementary students based on the considering of the various aspects and objective judgments.
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한·일 초등학교 과학 교과서의 삽화에 나타난 성역할 고정관념 비교·분석
백남권 한국일본교육학회 2008 한국일본교육학연구 Vol.12 No.2
본 연구에서는 한?일 초등학교 과학교과서에 나타난 삽화분석을 통한 성역할 고정관념적인 요 소를 비교함으로서, 2007년 2월에 고시된 교육과정에 따라 2010년부터 연차적으로 적용될 새로운 과 학교과서의 삽화의 방향 설정에 시사점을 주고자 하였다. 분석대상은 우리나라 교과서는 제7차 교육 과정의 3, 4, 5, 6학년 과학교과서(2002년도판) 총 8권과 일본의 교과서는 大日本?書 출판의 3, 4, 5, 6학년 이과 교과서(2005년도판) 총 7권 이었다. 그 결과는 다음과 같았다. 1) 전체적인 활동을 나타 내는 삽화에서는 한국 과학교과서보다 일본 과학교과서가 거의 대부분을 학습활동에 치중하고 있는 특징을 보였고, 학습활동의 탐구영역별 분석에서도 한국보다 일본이 다양하게 분포되어있는 것으로 나타났다. 2) 한?일 양국의 과학교과서에 등장하는 행동특성 중 학습 활동에서는 한국보다 일본이 더욱더 적극적으로 참가하는 것으로 나타났다. 3) 한국의 여성에게 직접적인 가사활동이 더 많이 부 여되고 있었고, 가정 외 생활에서는 양국 모두가 남성이 3~4배 정도 많이 등장하고 있었다.
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초등학교 교사들이 과학과 에너지 영역 실험수업에서 겪는 문제
백남권,박종호,정수현 진주교육대학교 초등교육연구소 2005 科學敎育硏究 Vol.28 No.-
This research was conducted to 450 teachers at the elementary school in Kyungnam region with regard to the definitive issues occurring in science laboratory instruction in respect of Energy Domain from the 3rd grade to the 6th grade on the basis of the experience of teachers in the field. The result is as follows: Firstly, as a result of the examination of the frequency in the issue occurrence per unit, units such as 'Electromagnet(6-1)' , 'Weight and pressure in the water(6-2)' 'Mirror and lens (5-1)' showed high number of response. Secondly, as a consequence of the observation on the issue occurred in the experiment class for science and energy per each subordinate area, the total number of response showed the highest in the order of power and exercise, electromagnetism, and light and sound. Therefore, I would like to propose some systematical methods to solve the issues in the field shown through a result of this study in terms of supporting a teacher as follows: Firstly, several issues in science laboratory instruction in respect of Energy Domain should be periodically investigated and the cause or solution on the issue including the relevant background knowledge should be thoroughly probed into in order to develop teaching materials which teachers in the field could utilize. Secondly, with regard to the cause and solution for the issues, etc. in science laboratory instruction in respect of Energy Domain that teachers in the field experience, a re-educational program for teacher should be handled in depth.
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마인드 맵을 활용한 과학과 학습 활동이 아동의 과학적 창의성에 미치는 영향
백남권,정영숙 晋州敎育大學校 科學敎育硏究所 2001 科學敎育硏究 Vol.27 No.-
The purpose of this study is to find the effects of science learning activities using Mind Mapping on the Children's Scientific Creativity I selected 119 students in four classes of the 6th grade elementary students at Geochanggun. To compare the difference of learning methods, experimental group learned by Mind Mapping activities and controlled group learned by traditional activities. As for the test of the Scientific Creativity, modified Kim hyun-A's Creativity scale were used. The instrument of statistical analysis was SPSS 8.0 windows. The results of the study were as follows: 1. In terms of the whole grades of Scientific Creativity, Science learning using Mind Mapping activities showed statistically significant difference(P<0.01). 2. Science teaming using Mind Mapping activities showed statistically significant difference in the Scientific creativity sublevel items like openness, flexibility, fluency, and organization(P<0.01). Therefore, it seemed that science learning with Mind Mapping activities was effective in children's Scientific creativity development Considering the results of this study, it seemed that science learning using Mmd Mapping activities was effective in children's Scientific creativity development.
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백남권,공영태 한국일본교육학회 2011 한국일본교육학연구 Vol.15 No.2
This study shown the revised elementary science curriculum between Korea and Japan in three different areas; 1) Class hours of science curriculum, 2) Application time, and 3) Documented elementary science curriculum. Also this paper explained the characteristics of Japan's science curriculum, comparing the difference and similarity between two countries' curriculum. Documented elementary science curriculum was divided into four different areas; 1) framework, 2) goals, 3) contents, and 4) teaching and learning methods. From the results, both countries emphasized not only the contents related to the daily-based life, but also increase on learning contents and contents' systemicity. Also they tried to improve the problem-solving and scientific thinking skills. However, they also have the different opinion regarding learning goals, contents, and teaching styles in details. 本研究では韓国と日本において新しく改訂された初等学校科学教育課程を1)科学教科時間数、2)移行時期、3)文書化された初等科学教育課程に分け、日本の科学教育課程の特徴を主に述べながら両国の共通点と相違点を論じた。文書化された科学教育課程はさらに(1)構成体制、(2)目標、(3)内容、(4)教授·学習方法に細分して論じた。 その結果、両国ともに、実生活との関連した内容を強調し、学習内容の増加と内容の系統性を強調し、問題解決能力と科学的思考力の向上を図ろうとした共通点が見られる。しかし、学習目標や学習内容及び学習指導方法での具体的なところでは相違点も見られた。
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