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- 저자 : 서정아 ( Jung Ah Suh ) (검색결과 5 건)
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서정아(Jung Ah Suh) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.3
This study investigates students` preconceptions about measurement theory; repeating measurements, how to handle repeat measurements, measurement errors, and uncertainty. Thirty students in seventh grade participated in this study. Students` conceptions were elicited using observation and interview notes. Half of the students measured only two times, and none of them more than five times. After repeating measurements, seventy seven percent of them selected result according to their feelings, while only thirteen percent of them calculated the mean. Sixty percent of them regarded the main cause of measurement errors as their mistakes, not as the problems of environment or measuring instrument. Most students thought the main reason of various results by different persons or time period as human. Forty percent of them denied the uncertainty of measurement, while thirty three agreed, and most students thought the reason of uncertainty was due to human imperfection. This study showed more than half of the students did not know how to handle repeat measurements, and they regarded the cause of measurement errors as their mistakes. In addition, they thought the main reason of various measuring results and uncertainty as human.
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서정아 ( Jung Ah Suh ),조광희 ( Kwang Hee Jo ),박승재 ( Sung Jae Pak ) 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.3
In this study, we investigated middle school students` ability in estimation order of magnitude of physical quantities. Participants were 448 students of seventh graders and ninth graders in Seoul area. A multiple-choice typed questionnaire was designed for estimating five physical quantities such as length, mass, speed, volume, and density. The answers were analyzed through dimension of quantity, size of object, students` grade and their gender. In the results, more than two thirds of all participants chose the right order of magnitude in estimating length, but only around a quarter of them did so in estimating density. They had a tendency to show lower ability when they estimated order of magnitude of more complex dimensioned quantity. Moreover, students` answers had relatively wide distribution in estimating smaller sized objects. Though there was no big difference between seventh graders and ninth graders in estimation, male students were better in estimating base quantities, especially in length. However, more than half of participants did not choose the right order of magnitude in total and it showed their lack of qualitative understanding about these physical quantities and meaningless usage of units in measuring.
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어림 활동이 문제 해결 과정에서 개념 이해, 해답 예측, 계산에 미치는 영향: 속력과 밀도의 사례를 중심으로
서정아 ( Jung Ah Suh ),조광희 ( Kwang Hee Jo ),송진웅 ( Jin Woong Song ),박승재 ( Sung Jae Pak ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.5
This article presents the effects of estimation activities related to speed and density on students` concept-understanding, answer-prediction, and answer-calculation in problem solving procedure with quantitative and qualitative methods. Participants were one hundred and ninety two seventh graders from one coeducational school in Seoul. Half of them participated in the estimation activities and the other half did in the measurement activities. Discussions of three students during estimation activities on density and their post-interviews were tape-recorded. Pre- and post-assessment scores were analyzed for the whole classes, and students` discussions and interviews Served this research as evidences for the case analysis. Results of scores indicated that students in the estimation activities were significantly better than those in the measurement activities for predicting answers, but not for understanding concepts. Analysis of the cases revealed that estimation activity helped them to understand the relations of mass, volume and density, empirically, which enhanced their prediction ability. Furthermore, the ability could help a student with low calculation ability to comprehend the calculation problems. Thus, it is concluded that estimation activities could influence students` empirical learning on quantitative concepts, which enhanced their prediction ability.
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생태소양 관점에 따른 2022 개정 중학교 과학과 교육과정의 생태전환교육 관련 내용 분석
서정아(Jung-Ah Suh) 조선대학교 교과교육연구소 2024 敎科敎育硏究 Vol.44 No.2
기후 변화에 따른 위기를 대비하여 개정 교육과정은 생태전환교육을 2022 강조하고 있다. 이에 본 연구에서는 2022 개정 중학교 과학과 교육과정의 생태전환교육 요소를 생태소양의 관점으로 분석하여 시사점을 제시하고자 하였다. 분석 대상은 2022 개정 및 2015 개정 과학과 교육과정의 성취기준 및 부연 내용이며, 이를 생태소양의 인지적, 정서적, 실천적, 과정적 영역으로 구분하고, 교육과정별, 영역별, 학문분야별로 비교 분석하였다. 2022 개정은 2015 개정에 비해 성취기준이나 부연내용에서 생태소양 관련 내용이 증가하였으며, 각 영역별로도 그 수가 증가했다. 그러나 영역별 빈도 분포는 유사하여, 두 교육과정 모두 인지적, 과정적, 실천적 영역 순서로 많았으며 정서적 영역의 수가 가장 적었다. 세부 영역별로 분석한 결과 두 교육과정 모두 지속가 능발전 지식이 가장 많았고 생태감수성 영역이 가장 적었다. 학문 분야별로 분석한 결과 공통, 생명과학, 지구과학 분야가 많았고 물리학, 화학 분야의 수는 적었다. 자연에 대한 경이로움을 느끼는 정서적 영역의 경험이 생태소양의 함양을 위해 중요하다는 선행 연구들을 고려해볼 때 정서적인 영역의 성취기준에 대한 체계화와 세분화가 필요하다. 또한 과학의 학문 분야별로 고르게 생태소양 관련 내용을 도입할 필요가 있다. 생태소양 내용이 교육과정에 체계적으로 명시되어진다면 현장에서 생태전환교육을 구현하는 것에 실질적인 도움이 될 것이다. In preparation for the crisis caused by climate change, the 2022 revised curriculum emphasizes ecological transformation education. This study analyzed the elements of ecological tranformation education in the 2022 revised middle school science curriculum from the perspective of ecological literacy. The subjects of analysis were the achievement standards and supplements of the science curriculum in 2022 and 2015. They were divided into cognitive, affective, practical, and process areas of ecological literacy, and compared and analyzed by curriculum, area, and academic field. In the 2022 the content related to ecological literacy increased compared to the 2015 in all areas. However, the frequency distribution were similar in both curricula, which is in the order of cognitive, process, and practical areas, and the number of emotional areas was the smallest. As a result of analyzing by detailed area, both curricula had the most knowledge of sustainable development and the least area of ecological sensitivity. As a result of the analysis by academic field, there were many common, life science, and earth science fields, and the number of physics and chemistry fields was small. Considering that the experience of affective areas, such as feeling the wonder of nature, is important for the cultivation of ecological literacy, more standards of emotional areas are needed. It also proposes to introduce ecological literacy-related content evenly for each academic field of science. If the contents of ecological literacy are systematically specified in the curriculum, it will be of practical help in implementing ecological conversion education in the field.
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