국민학교와 중학교 교과서에 나오는 생물명의 종류와 그 사용빈도

성민웅 韓國生物敎育學會 1979 생물교육 Vol.7 No.1

國民學校 自然外 其他 7個 科目, 中學校 科學外 9個 科目의 敎科書(1976∼1978)를 對象으로 이들 敎科書에 나오는 生物名의 目錄을 作成하고 그 生物名의 使用頻度를 調査한 結果는 다음과 같다. 1. 國民學校의 境遇 全敎科目에서 使用된 生名物의 種類와 平均頻度는 520種과 4.5回로 밝혀졌고, 中學校의 境遇는 1,138種과 3.1回이며, 國民學校에서 中學校까지의 生物名 種類와 平均頻度는 1,325種, 4.5回로 나타났다. 國民學校에서 中學까지 總生物名 1,325種中 187種(約 14%)은 國民學校에서만, 805種(約 61%)은 中學에서만, 333種(約 25%)은 國民學校와 中學 양쪽 다 같이 나오는 生物名임이 밝혀졌다. 2. 國民學校의 科目別 生物名 種類와 平均 使用頻度는 自然 261種 2.8回, 國語 200種 1.8回, 實科 175種 2.9回, 社會 148種 2.6回, 바른생활 88種 1.2回, 美術 58種, 1.9回, 國史 45種 1.3回, 體育 18種 1.4回로 生物名의 數는 自然이 가장 많고 平均頻度는 實科가 가장 높은 것으로 나타났다. 3. 中學校의 科目別 生物名 種類와 平均 使用頻度는 農業 687種 2.1回, 科學 227種 1.5回, 水産 227種 2.1回, 家庭 184種 2.8回, 技術 112種 2.5回, 社會 94種 3.9回, 體育 47種 1.9回, 工業 36種 1.1回, 美術 20種 1回, 國語 19種 1回로 生物名의 數는 農業이 가장 많고 平均 使用頻度는 社會가 가장 높게 나타났다. 4. 國民學校의 境遇 自然敎科書에 나오는 生物名의 使用頻度가 10回 以上으로 가장 높은 것부터 개구리(34회)$gt;귀뚜라미(33)$gt;콩(31)$gt;강낭콩(16)$gt;배추(14)$gt;물고기(13)$gt;감자, 벼(11)$gt;보리(10)의 낮은 順으로 9種이며, 國民學校 全敎科目에서 30回 以上 使用頻度가 가장 높은 것부터 콩(54)$gt; 보리(50)$gt; 밀(44)$gt; 벼, 개구리(42)$gt; 토끼(40)$gt; 감자(37)$gt; 닭(36)$gt; 귀뚜라미(33)의 낮은 順으로 모두 9種임이 밝혀졌다. 5. 中學校의 境遇 科學敎科書에 나오는 生物名의 使用頻度가 10回 以上으로 가장 높은 것부터 개구리(17회)$gt; 붕어(11)$gt; 짚신벌레(10)의 3種 뿐이며, 中學校 全敎科에서 30回 以上 使用頻度가 가장 높은 것부터 옥수수(56)$gt; 콩(55)$gt; 벼(47)$gt; 밀(44). 감자(43)$gt; 소나무(40)$gt; 무우(38)$gt; 멸치(35)$gt; 김, 밤나무(32)$gt; 보리(31)의 낮은 順으로 모두 11種임이 밝혀졌다. 6. 國民學校와 中學校에서 使用되는 生物名의 目錄은 表 4에 나타내었다. This study was carried out to investigate for the kind and application frequency of the organism names learning in the text books published in 1976-1978 from the primary school to the secondary school course in Korea. The results were summarized as follows; 1. the kind and average frequency of the organism names were appeared as 520 kinds and 4.5 frequency in the primary school, 1138 kinds and 3.1 frequency in the secondary school, and total 1325 kinds and 4.5 frequency from the primary school to the secondary school. The list for 1325 kinds of the organism names were showed in the table 4. 2. In the primary school the kind and average frequency of the organism names according to the kinds of subjects were appeared the highest level as 261 kinds and 2.8 frequency for the science subject, the higher level as 200 kinds and 1.8 frequency for the Korean language, the lowest level as 18 kinds and 1.4 frequency for the physical cluture. 3. In the secondary school the kind and average frequency of the organism names according to the kinds of subjects were appeared the highest level as 687 kinds and 2.1 frequency for the agricultural subject, the higher level as 227 kinds and 1.5 frequency for the science, the lowest level as 19 kinds and 1 frequency for the Korean language. 4. In the primary school the organism names applicated over 30 frequency were appeared 9 kinds as bean (54)$gt; barley (50)$gt; whear (44)$gt; rice, frog (42)$gt;rabbit(40)$gt;potato (37)$gt; cock (36)$gt; cricket (33) from the highest frequency to the lowest frequency. 5. In the secondary school the organism names applicated over 30 frequency were appeared 11 kinds as corn (56)$gt; bean (55)$gt; rice (47)$gt; wheat (44)$gt; potato (43)$gt; pine (40)$gt; raddishv (38)$gt; anchovy (35)$gt; laver, chestnut (32)$gt; barley (31) from the highest frequency to the lowest frequency. 6. Tobtal 1325 kinds of the organism names were appeared as 187 kinds (about 14%) learning only in the primary school course, 805 kinds (about 61%) learning only in the secondary school course, 333 kinds(about 25%) learning in both the primary school and the secondary school course in Korea.

초·중·고등학교 탐구 기능 요소에 대한 6차와 7차 과학 교육 과정의 비교

성민웅,곽대오,하소현 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.1

제 6차와 7차 교육 과정의 교과서가 아니고 교육부 고시 교육 과정과 교육 과정 해설에 제시된 초·중·고등학교 탐구 기능 요소의 종류와 빈도를 포괄적으로 조사하였다. 제 6차 교육 과정에 제시된 탐구 기능 요소의 종류는 모두 17가지였고, 7차 교육 과정은 23가지로 조사되어 7차 교육 과정은 6차 교육 과정에 비해 탐구 기능 요소의 출현 종류가 약 1.3배 증가되었다. 탐구 기능 요소의 전체 빈도는 6차 교육 과정에서 408회, 7차 교육 과정에서 729회로 조사되어 7차가 6차에 비해 약 1.8배 증가한 것으로 나타났다. 학교급별 탐구 기능 요소의 총 활용 빈도는 초등학교의 경우, 6차 교육 과정 14가지 요소에서 155회, 7차 교육 과정 18가지 요소에서 188회, 중학교의 경우, 6차 교육 과정은 7가지 요소에서 44회, 7차 교육 과정은 16가지 요소에서 196회, 고등학교의 경우, 6차 교육 과정의 공통 과학은 10가지 요소에서 44회. 7차 교육 과정은 10가지 요소에서 50회, 고등학교 과학 4영역 I, II의 경우, 6차 교육 과정은 11가지 요소에서 165회, 7차 교육 과정은 21가지 요소에서 279회로 나타났다. 7차 교육 과정의 중학교 단계에서 탐구 기능 요소의 활용 빈도가 6차에 비해 약 4.5배 증가하여 초·중·고등학교 가운데 가장 큰 폭으로 상승하였고 전체적으로 볼 때, 7차 교육 과정은 6차 교육 과정보다 탐구 기능 요소의 종류가 약 1.3배, 그 빈도가 약 4.5배로 더욱 강화되었다. 그러므로, 학생들의 과학 탐구 능력 향상에 더욱 관심을 기울이고 그 중요성을 깊이 인식해야 할 것으로 생각되었다. In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows : 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and forming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.

미국의 중등과학 교육안내서 내용과 관찰 학습을 위한 다목적매개체 학습지도 모델

성민웅 한국과학교육학회 1991 한국과학교육학회지 Vol.11 No.2

For development of teaching model for observational experiment and the major contents of science education guide books published for secondary school teacher in America, the actual survey to the secondary schools and the investigation of science education books were carried out. The results were summarized as follows. 1. The major concepts of contents in science education books are constituted of introduction(9.67%), ability(8.94%), activity(6.61%), curriculum(11.61%), instruction planning(5.25%), instruction strategy(17.74%), materials and facilities(10.97%), evaluation(8.62%), society and community(10.55%), guidelines(4.76%), practice(3.54%), and index(1.74%). 2. The constitution of multimedia teaching model for observational instruction was developed and arranged in order of six steps as observation, materialization, broad understanding, advanced study, application, and synthesis. This model was thought as the most effective for the achievement of the instructive goal for observational unit and others.

한국 중등 과학과 학습 지도안의 구성 요소와 유형

성민웅 한국과학교육학회 1991 한국과학교육학회지 Vol.11 No.2

Lesson plan sheets were collected from letter communication of each local junior and senior high school as well as from literature. These lesson plan sheets were arranged and investigated for items of constituent element and types. The results were summarized as follows. 1. The organization of plans were constituted of three frames as early plan, unit plan, and hour plan. 2. The lecture and inquiry types among the collected lesson plan sheets showed 91.9% and 8.3% in junior high school as well as 87.9% and 3% in senior high school, respectively. The mixed types did not find out in junior high school, however the mixed types showed 9.1% in senior high school. 3. The items of constituent elements in lesson plan sheets were varied by the contents and the lands of teaching unit in science education of secondary school.

주제발표 1 : 학교과학교육의 문제점과 개선 방안

성민웅,고석범,이근제 한국과학교육학회 1994 한국과학교육학회 심포지움 및 토론회집 Vol.- No.-

고등학교 과학 교과목 및 생물단원 학습 선호에 관한 질문 조사

성민웅,장선자 韓國生物敎育學會 1994 생물교육 Vol.22 No.2

An investigation on choices and preferences for science subjects such as physics, chemistry, earth science and biology in Korean six high school students was summarized as follows : 1. The most interest subject showed biology (49%), and then in order of earth science(24%), chemistry(21%), and physcis(6%) in the responses to the questionnaires. All the boys and girls responded the same results without any difference. The main reasons of the choices and preferences for biology are as follows : Firstly, the contents are interesting, curious, and stimulating, Secondly the content level are easier than other science subjects. Thirdly, there are a lot of informations concerned with human life about the body structure and functions. The reasons of the dislikes for biology are as follows : Firstly, there are a Lot of contents to memorize. Secondly, it is difficult to understand the lesson. Thirdly, the contents are very complex. However the boys interest in the physics more than girls groups. We thought that the reason of preference for physics was male characteric subject Like electric tool and drill practices. 2. The choice ad preference in ten biology topics of two hinds of biology textbooks(1, 2) showed a greater interest in continuity of Life(35%), genetics(48%), environment(28%), and evolution(31%) than another topics(below 16%), because of interesting in reproduction, human genetics, pollution and nature conservation, and human evolution, We did not find out a significant difference between the boys and girls groups in the results.

과학의 본성에 대한 중등학생들의 견해 조사를 위한 도구 개발

성민웅,곽대오,김영수 한국과학교육학회 2000 한국과학교육학회지 Vol.20 No.4

An assessment instrument dealing with secondary students' views on the nature of science was developed in this study. The features in aspects of the nature of science are generally accepted as characterizing the scientific enterprise and we have focused on are: 1) the purposes of the scientific enterprise, 2) the nature of scientific enquiry, 3) the nature and status of scientific knowledge, and 4) the nature and functioning of the scientific community. The Questionnaire is made of three sections: that is, "Scientific Question", "Experiment", and "Belief". The Scientific Questions probe was designed to examine the ways in which learners mark out science as a particular domain, and particularly the types of questions that they think are open to scientific investigation. The Experiment probe was designed to throw light on the ways in which learners may think about theories and their relationship to evidence in a range of contexts. A related aim concerns the sorts of activities that learners consider to be experiments, and their reasons for this. The Belief probe was designed to see whether students are able to articulate the grounds for their acceptance of a proposition and, if they are, to explore the nature of these grounds. The reliability of the instrument developed in this study was found to be 0.86. 오랜 동안에 걸쳐서 과학의 인식론과 사회학에 관련된 주제를 대상으로 학생들의 이해를 측정하는 표준화된 여러가지 조사 도구들이 사용되어 왔는데 이러한 조사 도구들의 진술이나 선다형 선택지는 연구자들의 입장에서 제시된 경향이 있으며, 설문에 대한 응답에서도 연구자들이 요구하는 방식으로 학생들이 인지하고 해석하는 결점을 지적 받아 왔다. 학생들의 입장을 반영하여 경험적으로 만들어진 문항을 사용함으로써 조사 도구의 모호성에 대한 근본적인 문제점을 효과적으로 줄일 수 있다는 선행 연구들을 토대로 본 연구에서는 과학의 본성에 대한 학생들의 이해를 효과적으로 측정할 수 있는 새로운 조사 도구를 개발하였다. 본 조사 도구는 특정 이론에 의해서가 아니라 학생들에 대한 면접 결과를 바탕으로 한 과학적 검사와 실제 경험에 기초하여 5단계 과정에 의하여 개발되었으므로 과거에 개발되었던 조사 도구들과는 근본적으로 차이가 있다. 일반적으로 과학 교육 연구자들에 의해 받아들여지고 있는 과학의 본성에 대한 측면을 과학의 목적, 과학적 탐구의 본질, 과학 지식의 본질과 위상, 그리고 과학 공동체의 본질과 기능으로 규정하고 이에 대한 학생들의 관점을 파악할 수 있도록 설문의 내용을 세 영역 즉, "과학적 질문을 구성하는 특성", "탐구 실험의 특성", 그리고 "과학 지식을 주장하는 믿음에 대한 근거"로 구성하였다. "과학적 질문을 구성하는 특성"에서는 학생들이 제시된 네 종류의 질문에 대하여 과학적 질문인지 여부를 선택하고 그에 대한 정당한 이유를 밝히도록 하였고, "탐구 실험의 특성"에서는 피험자가 제시된 네 종류의 활동이 실험인지 여부를 선택하고 그렇게 선택하는 정당한 이유를 밝히도록 하였으며, 그리고 마지막으로 "과학 지식을 주장하는 믿음에 대한 근거"에서는 제시된 두 가지 친숙한 이론의 믿음 여부에 대한 정당한 이유를 밝히도록 구성되었다.

중등 과학교사들이 오기하기 쉬운 몇 가지 실험기구 명칭

성민웅,곽대오 한국과학교육학회 1997 한국과학교육학회지 Vol.17 No.4

Many science teachers can be able to miswrite the vocabularies for seven kinds of experimental tool names on blackboard of secondary school in Korean language. The diagnosis test for the miswriting possibility was carried out by science teachers in secondary school. We questioned "How can you write each of Korean vocabulary for seven experimental tools" to each of one hundred and fourty science teachers in three class of physics, chemistry, and biology during inservice training course of Gyeongsang National University on August in 1997. First of all, for the investigation we showed the real things of seven tools to the teachers and they wrote each vocabulary for each tool name on blackboard in English. In addition we explained the general use of each tool name. And then the teachers answered the vocabularies of them on one written paper. The miswriting results for seven tools were as follows. There appeared various miswriting vocabularies for each tool name. For examples, meas cylinder was miswritten two kinds of Korean name and the miswriting ratio of 4%. Mortar & pestle was miswritten four kinds of name and the ratio of 12%. Beaker & desiccator were miswritten one kind of name and the ratio of 51% and 36%, separately. Separatory funnel & spuit were miswritten two kinds of name and the ratio of 54% and 58%, separately. Schale was miswritten four kinds of name and the ratio of 51%. We might conclude that the cause of miswriting vocabularies for the tool name could be due to the original miswriting in Korean-English or English-Korean dictionaries as well as the science teachers by themselves.

Mn54의 果樹部位別 吸收 및 無機元素의 果實部位別 分布

成敏雄 慶尙大學校 1972 論文集 Vol.11 No.-

國光(ralls)과 紅玉(Jonathan) en 사과의 品種을 材料로 差異技(30cm)를 71년 10월 5일에 切斷하여 水耕 栽培한 後에 Mn??를 5日間 吸收시켜 果樹 部位別 Mn??의 分布量을 調査하였다. 同一 果園의 果樹에서 果實을 採取하여 果實部位에 대한 월별 K, P, Ca, Cu, Fe 및 Mn의 含量을 測定하였다. 여기에서 測定된 Mn含量을 放射性 同位元素 Mn??의 分布量을 果實部位에 대하여 確認하였다. 1. 果樹의 部位別 差果技에 吸收된 Mn??의 平均 分布量은 樹皮>葉>果皮>果肉>果心>種子의 順으로 나타났으나 幼果에서 果實部位만은 各 部位間에 差異가 없었다. 2. Mn의 果實部位別 分布量으로 보아 果皮의 皮目이 거칠어지는 症狀은 樹皮에 皮目이 좁쌀알 같이 되어 거칠어지는 症狀과 같은 Mn 過剩에 의함은 아니라고 생각된다. 3. 幼果時 果皮, 果肉, 果心에 分布量의 差異를 認定할 수 있는 元素는 P, Ca en 종류뿐이었으며, K, Cu, Fe Mn은 差異가 없었다. 4. 成熱果에서 完熟果로 갈수록 K, P, Ca 및 Mn元素만은 果皮, 果肉, 果心間에 分布量의 差異를 認定할 수 있었고, Cu와 Fe만은 差異가 認定되지 않았다. Apple stems with leaves, fruits of Rails and Jonathan were excised to investigate Mn distribution. The excised stems were cultured in Hoagland solution contained with Mn??, and absorted with Mn?? for five days. The part of stems dipped into Mn?? medium was cut and throwed away, and measured to the amount of Mn?? distribution for each part of the absorbed Mn??. The contents of inorganic e'ements such as K, P, Ca, Fe, Cu and Mn were measured to pericarp, sarcocarp and ovary in two kinds of apple fruits. Mean amount of Mo?? distribution absorbed by each part was showed in order of bark> leaf> stalk> fruit through the growing period, and in the grown fruits in order of pericarp> sarcocarp> ovary> seed. It was thought that the spots, haggered and cracked symptoms on lenticel of pericarp surface was not by Mn toxicity. Because Mn contents of pericarp in two kinds of fruits was not much different in each part of the fruits and was not much concentration level to be raised Mn toxicity on lenticel of bark. In young fruits the inorganic elements which could be recognized the difference of average content of distribution in pericarp, sarcncarp and ovary were only K and Ca, but average content of distribution for each element of K, Cu, Fe and Mn in each part of the fruits were not different. In grown fruits the difference of average content of distribution for K, P, Ca and Mn were recognized in the three parts of the fruits, but Cu and Fe were not different in those parts.

고등학생들의 동·식물에 대한 학습 선호 조사연구

성민웅,장선자 韓國生物敎育學會 1995 생물교육 Vol.23 No.1

This research addressed the following questions as questionnaire: (1) Which do high school students prefer to study plants or animals in the biological chapters related to them? (2) Is their preference related to the variables of sex of students Six public high schools from the eighth grades in the western area. Gyeongsagnam-Do participated in this study. The results are as follows: 1. Girls are more interested in biological topics than boys. Girls also showed a significant preference for animals over plants. All the boys and girls prefer to study animals over plants. The reasons are as follows: Firstly, animals are curious, interesting, and mysterious, as the highest responses of 42%. Secondly, they are similar to human in the structure or can come into contact with human in every time and everywhere as the higher responses of 22%. Thirdly, they are animate, active and try to live as 11% responses. Fourthly, animals can be easily understood by human as 11%. Fifthly, human is a mind of animal as 10%, Sixthly, animals help people and etc. It is obvious that the most students think of mammals when they hear term, $quot;animals$quot;. 2. Students prefer animals as 79.76% to plants 20.24% in the content of the biological text books. 3. In the preference of animals, students are interested in the chapters such as, continuity of life as 57.78% responses arid heredity as 49.84%, and another chapters as the lower responses. The interesting animals were expressed with dog as 21.94% responses, cat as 12.49%, rabbit as 10.82%, tiger as 9.00%, lion as 8.09%, and then another mammals as Tower responses. 4. In the preference of plants, students are interested in the chapters like to the preference of animals such as, continuity of life as 54.46%, heredity as 29.90% and another chapters as the lower responses. The interesting plants were expressed with rose as 19.72%, pine as 10.60%, chrysanthemum as 9.02%, tulip as 7.73%, lily as 7.43%, and another plants as the lower responses. We could find out that Korean high school students were similar to the tendency toward the preference of other foreign nations in animals over plants.