2009 개정 고등학교 과학 과목에 대한 고등학생들의 인식 조사 연구

송신철 ( Shin Cheol Song ),심규철 ( Kew Cheol Shim ) 한국생물교육학회 2014 생물교육 Vol.42 No.4

The purpose of this study was to investigate the perception of high school students about the High School Science according to the 2009 Revised Science Curriculum, which is called “convergence science”. The instrument to survey their perception consisted of 18 items of 2 domains such as contents of the High School Science, and learning effects of the High School Science. Subjects were 4,050 high school students from 25 high schools in Korea. As the results of this study, majority of high school students perceived that the contents of the High School Science are merged with various fields of sciences, and they need to learn relation of science with various fields of sciences, and other fields such engineering, physical education, and arts in contents of the High School Science. However, they showed negative perception about the High School Science, because their level of interest about science class was low and science contents were more difficult to learn than regular science class. The study also found that high school students perceived negatively about learning effects of the High School Science regarding science activity such understanding science process, science writing and discussion, and scientific thinking ability. Also they thought that the High School Science influenced them to have negative perceptions toward understanding the cutting edge technology and the history of science, but more negative toward science common knowledge, their level of interest in sciencerelated social issues, the selection of their future career course. In this regard, female students were more negative than male counterpart. Thus, educational programs such as professional development relating to the purpose of the High School Science should be developed in order to educate students equipped with.

고등학교 과학영재들의 실험 설계 및 토론 활동에 대한 인식 조사 연구

송신철 ( Shin-cheol Song ),심규철 ( Kew-cheol Shim ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.1

This study was to examine the perception of scientifically gifted high school students about designing an experiment and discussing activity. Subjects were 260 students (150 10^th graders and 110 1^th graders), who were attending the science high schools in Seoul metropolitan and Kyounggi province. The instrument to survey consisted of 15 items, which were categorized into two domains such as the designing an experiment, and the discussing activity. Scientifically gifted high school students had the positive perception about designing an experiment, and discussing activity. They students had lower confidence than the necessity regarding their designing an experiment. Especially, the 11^th graders had less confidence than the 10^th graders regarding the ability of designing an experiment. Scientifically gifted high school students had very positive perception on their discussing activity in the middle of performing an experiment. They perceived that discussing about experimental results would be helpful for understanding the purpose of an experiment, and drawing their accurate conclusion. The 10^th grade science high students had higher confidence than the 11^th graders regarding discussing activity ability. The results suggested that effective educational strategies considering grades should be raised to foster the ability of designing an experiment and discussing activity according to the grade.

생명과학 관련 주제에 대한 과학영재들의 글쓰기 특성 분석

송신철 ( Shin Cheol Song ),심규철 ( Kew Cheol Shim ) 경북대학교 과학교육연구소 2015 科學敎育硏究誌 Vol.39 No.1

본 연구에서는 과학영재들의 생명과학 관련 과학글쓰기 활동에서 나타난 과학글쓰기 특성을 분석하고자 하였다. 이를 위해 대학교 부설 과학영재교육원 소속 생명과학 분야 과학영재들 16개 모둠(남자20명, 여자 20명)에서 작성한 과학글쓰기 활동 자료를 분석하였다. 과학영재들의 생명과학 관련 과학글쓰기 활동 자료는 생명공학, 생명윤리, 생활과학, 건강과 질병 등 4개 영역으로 구분하여 분석하였다. 과학영재들은 글의 구성이나 논리적으로 자신의 주장을 글로 표현하는 능력이 다소 부족한 것으로 나타났다. 그 중에서 생활과학이나 건강과 질병 관련 내용에 대해서는 글의 구성과 논리적인 글의 전개 등 상대적으로 나았으나 생명공학이나 생명윤리 등에 관해서는 충분한 의견을 제시하지 못하는 것으로 나타났다. 이러한 결과로 볼 때, 과학영재들의 논리적인 과학글쓰기 능력을 향상시킬 수있는 영재교육 프로그램을 개발할 필요가 있으며, 아울러 생명공학 및 생명윤리 등과 같이 생명과학이슈와 관련한 과학글쓰기 소재의 개발이 필요하다. The purpose of this study was to examine writing characteristics of scientifically gifted students about biological sciences. To do this study, we analysed their scientific writings related to biological sciences, which were written by scientifically gifted students of 16 groups (20 males and 20 females). They were being taught in the Science Education Institute for the Gifted adjacent for University. Scientific writings related to biological sciences were analysed through categories such as biotechnology, bioethics, sciences in a life, and human health and disease. Scientifically gifted students were lacking in the ability to construct writings and to logically express own contentions according to writings of them. Writings related to biotechnology and bioehics of biological sciences were not better than ones related to sciences in a life, and human health and disease. The results of this study suggested that it should be necessary to develop gifted educational programs to strengthen the scientific writing ability. Especially, scientifically gifted students need to be provided with educational contents about biological issues related to bioethics and biotechnology.

미래 지능정보사회의 교육에 대한 예비 과학 교사들의 인식 조사

송신철 ( Shin-cheol Song ),심규철 ( Kew-cheol Shim ) 한국생물교육학회 2017 생물교육 Vol.45 No.3

The purpose of this study was to examine the awareness of pre-service science teachers about secondary education in future intelligence information society. The research tool was composed of three areas such as the change of educational system, the role of teacher and the teacher’s competency required for teaching in the future intelligence information society. Thirty four pre-service science teachers were requested to write freely their thoughts about them. Their answers were categorized to the detailed areas. Preservice science teachers predicted that ubiquitous education will become more common as the teaching and learning methods of artificial intelligence and robotic engineering would be improved, and the role of teachers and also the number of teachers are greatly reduced in the future intelligence information society. They thought that the instruction would be mainly carried out by robots or artificial intelligence, and teachers would be expected to play a role of co-teaching with humanity instruction and artificial intelligence. In the future intelligence information society, students would be required the competencies such as information literacy, communication ability, technology and media literacy. It is necessary to develop a pre-service teacher training program to educate students for preparing future intelligence information society, and to raise educational philosophy and goals, curriculum, education contents, education method, and educational purpose of teacher training course.

사범대학 과학 교사 양성 교육과정에 대한 과학 교사들의 인식 조사

송신철 ( Shin Cheol Song ),이치하 ( Chi Ha Lee ),심규철 ( Kew Cheol Shim ) 부산대학교 과학교육연구소 2014 교사교육연구 Vol.53 No.1

본 연구는 사범대학의 과학 교사 양성 교육과정에 대한 과학 교사들의 인식을 조사하고자 하였다. 이를 위해 사범대학 교사 양성 교육과정의 적절성, 사범대학 교육과정의 변화의 필요성, 교사 양성 교육과정의 교사 생활에 대한 유용성, 사범대학 교육과정에서 과학과 교사 생활에 필요한 부분, 사범대학 교사 양성 교육과정에서 증가 또는 감소시켜야 할 분야, 교과교육학 과목의 중요성, 교육과정에서 지식과 실습 영역의 중요성 등에 대한 설문을 실시하였으며, 연수 참여 과학 교사 130명(남자 38명, 여자 92명)을 대상으로 설문 조사하였다. 과학 교사들은 사범대학 교사 양성 교육과정의 적절성에 대해서 전반적으로 부정적인 견해를 나타냈으며 현행의 이러한 교육과정을 바꿔야 한다고 생각하는 교사들의 비율이 더 높은 것으로 조사되었다. 사범대학 교육과정에서 과학과 교사 생활에 필요한 부분의 우선 순위에 대한 과학교사들의 인식 분석 결과 교과내용학, 교과교육학 등을 가장 필요한 부분으로 인식하고 있었으며 교육과정에서 증가시켜야 할 영역으로는 교과내용학, 교과교육학, 교육실습 등을, 감소시켜야 할 교육과정 영역으로는 일반교육학, 교양과목, 일반선택 등이라고 응답하였다. 또한 교과교육학 과목 중에서 과학교재연구, 과학교수법 등을 특히 중요한 과목으로 인식하고 있었다. 그리고 과학 교사들은 교사 양성 교육과정 중 지식영역에서는 교과내용학 지식, 교수·학습 방법 및 전략, 중·고등학교 교과내용 등을, 실습영역에서는 중·고등학교 교과 내용의 분석, 중·고등학교 교과 내용에 대한 수업 실습, 교수-학습 방법 및 전략의 활용, 실험(탐구) 수업 실습 등을 지금보다 더 강화시켜야 한다고 응답하였다. 이와 같은 결과로 볼 때, 과학 교사들이 교육 현장에서 필요하다고 절감하는 교육과정에 대한 요구를 최대한 수용하여 교사 양성 교육과정을 구성하는 것이 바람직하다. The purpose of this study was to investigate science teachers` perception about science teacher training curriculum of the college of education. The instrument consisted of seven components: the adequacy of science teacher training curriculum, the need of change of science teacher training curriculum, the usefulness of science teacher training curriculum in teacher`s life, the need for fields of science teacher training curriculum, the perception about science teacher training curriculum, the importance of subjects related to science education, and the importance of knowledges and practices. Data were collected from 130 science teachers(38 males and 92 females). Results were as follows: The teachers perceived that the science teacher training curriculum of college of education wasn`t adequate, and should be changed, and the ratio of subjects related to science contents as well as science education should be heightened. They perceived that the proportion of subjects related to general education theory and literacy, and selective subjects should be reduced. They perceived the importance of the study of science teaching material, and science teaching method among science education field. They perceived the importance of knowledge related to science contents, teaching and learning strategy, and secondary school science, and the importance of practices related to secondary content analysis, application of teaching and learning strategy, and teaching experiments and inquiries. It seems desirable that the science teacher training curriculum of the college of education should be reconstructed considering science teachers` needs.

초등 과학 영재의 과학 탐구 능력 평가 사례 연구: 관찰 및 추리, 실험 설계, 결론 도출 능력을 중심으로

송신철 ( Shin Cheol Song ),길지현 ( Ji Hyon Kil ),심규철 ( Kew Cheol Shim ) 경북대학교 과학교육연구소 2015 科學敎育硏究誌 Vol.39 No.3

본 연구에서는 초등 과학 영재들을 위한 과학 탐구 능력 평가 문항을 개발하고 이를 초등 과학 영재들에게 적용하여 그 활용성에 대해 살펴보고자 하였다. 과학 탐구 능력 평가 문항은 실험 기반의 형태로 ‘식물의 구조와 기능’ 단원의 식물 관다발구조에 대한 것으로 관찰 및 추리, 실험 설계, 결론 도출 영역으로 구성되어 있다. 그리고 평가 문항의 채점 기준은 관찰 및 추리 영역의 경우 쌍떡잎식물과 외떡잎식물의 관다발 배열과 구조, 물관의 위치, 잉크에 식물을 담가 두는 이유 등의 요소를 가지고 상세화하였다. 실험 설계 영역의 경우 식물해부 방법, 실험 과정 구성 등을 요소로, 결론 도출영역의 경우는 실험 결과에 대한 예상, 예상과 결과에 대한 비교와 검증 등으로 상세화하였다. 이렇게 개발된 과학 탐구 능력 평가 문항을 대학부설 과학영재교육원에서 교육받고 있는 22명의 초등 과학영재들에게 적용하였다. 그 결과 과학영재들에게 활용 가능성이 매우 높은 것으로 나타났다. The purpose of this study was to develop the experiment-based problem for evaluating scientific ability of elementary scientifically gifted students, and to examine its potential of application for them. The problem for evaluating scientific ability was related to the plant vascular structure of ``the structure and function of plants’ unit of elementary school science, and consisted of three components such as observing and inferring, designing an experiment, and concluding. In order to apply for scientifically gifted students, scoring criteria were detailed. For the observing and inferring domain, the arrangement and structure of vascular bundles of the dicotyledon and the monocotyledon, xylem position, reason of putting plants in ink were included. Those of designing an experiment domain were method of dissecting stems of plants, and design experimental procedures, those of concluding were the prediction of experimental results, and comparison and verification with prediction and results. Finally, the scientific ability evaluation problem was applied for 22 scientifically gifted students, who had been taught in the Science Education Institute for the Gifted adjacent University, and we had found the potential of utilization for scientifically gifted students.

고등학교 융합형"과학"과목 운영에 대한 고등학생과 과학 교사의 인식 조사 연구

송신철 ( Shin Cheol Song ),홍보라 ( Bora Hong ),김남희 ( Nam Hui Kim ),한화정 ( Hwa Jung Han ),심규철 ( Kew Cheol Shim ) 경북대학교 과학교육연구소 2012 科學敎育硏究誌 Vol.36 No.1

본 연구에서는 고등학교 융합형 과학 과목 운영에 대한 고등학생과 과학 교사의 인식을 조사하여 비교 하고자 하였다. 조사도구는 융합형 과학 과목 운영의 필요성, 과학 과목의 수업 내용, 과학 과목의 수업 효과 등 3개 영역으로 구성되어 있다. 융합형 과학 학습보다는 분과적인 과학 과목의 운영을 선호하고 있었다. 융합형 과학 과목의 수업 내용이 일상생활과의 관련성, 수업 내용의 참신성, 융합형 과학 과목의 흥미등은 과학 교사들이 고등학생들에 비해 더 긍정적인반면 수업 내용의 이해에 대해서는 고등학생들이 더긍정적인 인식을 갖고 있었다. 그리고 융합형 과학 과목의 수업 효과 영역에서 고등학생들과 과학 교사들 은 융합형 과학 수업을 통해 첨단 과학이나 과학사,과학과 기술, 과학과 사회의 연관성 등에 대해서는 다소 긍정적인 인식을 갖게 된 것으로 나타났다. 그러나 과학 상식과 사회적 쟁점에 대한 관심에 영향을 주었다는 것에 대해서는 과학 교사들은 비교적 긍정적인인식을, 학생들은 다소 부정적인 인식을 갖고 있었다.과학의 가치, 과학적 탐구의 가치, 과학에 대한 관심등에 대해서 융합형 과학 수업이 영향을 끼쳤는가에 대해서는 과학 교사들이 고등학생들에 비해 더 부정적인 것으로 조사되었다. 또한 융합형 과학 수업이 과학 탐구 과정의 이해나 과학 글쓰기와 토론 활동, 과학적 사고력과 의사소통 능력의 함양에 미치는 영향에 대한 인식에서는 전체적으로 다소 부정적인 견해를 보이는 것으로 나타났다. The purpose of this study was to investigate perceptions of high school students and science teachers about high school fusing science. Science teachers and high school students perceived that high school fusing science was related to various areas and they preferred to be taught separately from each area. Science teachers perceived that high school fusing science improved the understanding in the area of scientific common knowledge, advanced technology, and the history of science, but neither scientific writing nor discussion were actively involved. It also didn`t contribute to the enhancement of scientific thinking and communication skill. Especially, high school students believed that they were more interested in science through fusing science. On the other hand, teachers believed that this high school fusing science might not impact student`s learning and generate negative perception. Science teachers and students perceived that they were more interested in fusing science because it was combination of many areas in science. They also perceived that contents in fusing science were more related to their daily life.

초등학교 과학 교과서의 탐구활동에 나타난 과학 탐구 기능 요소 분석 - 5~6학년군 과학 교과서를 중심으로 -

송신철 ( Shin-cheol Song ),심규철 ( Kew-cheol Shim ) 한국생물교육학회 2020 생물교육 Vol.48 No.4

In this study, the scientific inquiry skills presented in inquiry activities of the science textbooks for grade 5 & 6 elementary students were analyzed according to grades and content domains of school science. The elementary school science textbooks were developed on the basis of the 2015 revised science national curriculum. The science textbooks for grade 5 & 6 elementary students have 144 inquiry activities, which were analyzed with two categories of scientific inquiry skills : basic inquiry skills such as observing, measuring, predicting, classifying, reasoning and communicating, and integrated inquiry skills such as perceiving a problem, hypothesizing, controlling variables, transforming data, interpreting data, drawing a conclusion and generalizing. In particular, observing, communicating and reasoning activities accounted for about 80% of the six basic inquiry skills, and measuring, predicting, and classifying activities were found to be somewhat less used for inquiry activities. In the case of the integrated inquiry skills, it was not used for inquiry activities in the motion & energy domain and the integration domain. Particularly activities focused on controlling variables and interpreting data should be considered when developing new science textbooks.

연구논문 : 과학 고등학교 학생들의 실험 보고서 작성에 대한 학년별 인식 조사 연구

송신철 ( Shin Cheol Song ),심규철 ( Kew Cheol Shim ) 경북대학교 과학교육연구소 2012 科學敎育硏究誌 Vol.36 No.2

본 연구는 과학 고등학교 학생들의 실험 보고서작성에 대한 인식과 실험 보고서 작성이 과학 개념이해와 과학 탐구 능력에 미치는 영향 등에 대한학년별 인식을 조사하고자 하였다. 이를 위해 서울과 경기에 위치하고 있는 과학 고등학교 4곳에서 260명의 학생이 조사에 참여하였다. 과학 고등학교학생들은 실험 보고서를 작성하는 것에 그다지 긍정적이지 않았으나 실험 보고서를 작성하는 것이과학 개념 이해와 과학 탐구 능력 향상에는 도움을 준다고 생각하는 것으로 나타났다. 이러한 경향은 학년에 따라서 많은 차이를 나타내었다. 과학 고등학교 1학년 학생들이 2학년에 비해 실험 보고서 작성, 과학 탐구 능력 향상, 과학 개념 이해 등 모든 영역에 대해 훨씬 더 긍정적인 견해를 나타내었다. 이는 과학 고등학교 학생들의 실험 보고서 작성에 있어 학년에 따라 교육적 접근이 달라져야 함을 나타낸다. This study was to find science high school students` perception about composing laboratory reports by grade. The instrument to survey the perception of them consisted of the perception about making a lab report, and the effect of compositing laboratory reports on the scientific concept understanding and the scientific inquiry ability. Subjects were 260 students of four science high schools in Seoul metropolitan city and Kyounggi province. Most of science high school students had a little positive perception about compositing lab reports, but they had very positive perception about the effects of it on the scientific concept understanding and scientific inquiry ability. There was the significant difference between grades, because the 10th grade students showed more positive perception toward compositing lab reports than the 11th graders(p<.05). The results suggested that different educational approaches and teaching strategies be needed for science high school students considering grades.

중학생들의 미생물 관련 주제 및 활동에 대한 흥미와 상관 연구

송신철 ( Shin-cheol Song ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.2

The purpose of this study was to investigate the interests of middle school students in topics and active-ties related to microorganisms, and to examine the correlation among the interest categories of topics and activities. The instrument to measure the interests of middle school students consists of 57 five-point Likert-type items (score range from 1 to 5), which were two components, topic and activity. Topic component is composed of 6 categories containing viruses, bacteria, algae, protozoa, fungi and general microorganisms. Activity component is composed of 4 categories containing observing, using visual and auditory materials, investigating, and experiencing & visiting. Data were obtained from 123 middle school students(male: 60, female: 63). The level of their interests in topics and activities were less than the average. They had slightly higher interests than the average level in virus-relating topics and observing-relating activities. There was no significant difference between the interests of males and females in topics and activities. The correlation between the categories was significant in topic and activity component respectively (r>0.50, p<0.01). The results were suggested with respect to curriculum design for microorga-nism-relating biology education.