동기 및 인지 변인이 화학 선다형 수리 문제 해결에 미치는 영향: 성취 목적, 유능감, 학습 전략, 자기 조절 능력

전경문,박현주,노태희 한국과학교육학회 2006 한국과학교육학회지 Vol.26 No.1

문제 해결 전략과 협동학습에 대한 학생들의 인식

전경문,여경희,노태희 서울大學校 師範大學 科學敎育硏究所 1999 科學敎育硏究論叢 Vol.24 No.1

문제 해결 전략을 사용하는 해결자·청취자 활동에서 내·외향성에 따른 소집단 구성의 효과

전경문,강훈식,노태희 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.1

이 연구에서는 계획과 검토 단계를 강조한 4단계 문제 해결 전략을 사용하는 해결자·청취자 활동에서 내·외향성에 따른 소집단 구성의 효과를 조사하였다. 수업 전 고등학교 이과 2학년 3개 학급(N=87)을 대상으로 내·외향성 검사를 실시한 후, 내·외향성 동질 집단과 이질 집단, 그리고 통제 집단으로 무선 배치하였다. 연구 결과, 화학 문제 해결력 검사의 점수는 두 처치 집단이 통제 집단보다 유의미하게 높았으나, 학습 곤란도와 자아효능감에서는 집단 간 유의미한 차이가 없었다. 수업 처치에 대한 인식의 하위 항목들에서는 두 처치 집단 간 유의미한 차이가 없었으나, 청취자의 역할 수행에 대한 인식, 문제 해결 전략과 해결자·청취자 활동에 대한 선호도에서 외향적이 학생의 점수가 내향적인 학생의 점수에 비해 유의미하게 높았다. In this study, the effects of grouping by extraversion and introversion in paired think-aloud problem solving using a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Prior to the instructions, the students' extraversion/introversion in three high school classes (N=87) were examined, and those classes were randomly assigned to the homogeneous, the heterogeneous, and the control groups. The test scores of the two treatment groups were significantly higher than those of the control group in the problem-solving ability. However, there were no significant differences in learning difficulty and self-efficacy. Although there were no significant differences between the scores of two treatment groups in the subcategories of the perception of treatment, the test scores of extroverts were significantly higher than those of introverts in the perception of performing listener's role, the preference to problem solving strategy, and the preference to paired think-aloud problem solving.

초등 예비교사의 화학 원소 주기율 학습에서 학습 동기를 강조한 프로젝트 기반 학습의 탐색

전경문 光州敎育大學校 初等敎育硏究所 2012 初等敎育硏究 Vol.27 No.1

In this exploratory study, we designed the ARCS-PBL which is the project-based learning emphasizing ARCS(Attention-Relevance-Confidence-Satisfaction) learning motivational strategies. PBL and ARCS-PBL were applied to the college chemistry course for elementary preservice teachers (n=38 and n=68 respectively). The project involved development of card game on chemical element periodicity, and consisted of five stages, orientation, identifying and defining, planning, implementing, and reporting and evaluating. Results showed that some characteristics of PBL were naturally related to the ARCS strategies (eg., A2 inquiry arousal, R3 familiarity, C3 personal control and S1 natural consequences). Intentionally incorporating ARCS with PBL was also relatively easy (eg., A1 perceptual arousal, R1 goal orientation, C2 success opportunities and S3 equity) and designing ARCS-PBL seemed to be successful. Educational implications were discussed, and further researches related to the effect of the ARCS-PBL were suggested.

서술형 검사로 측정한 고등학생의 문제 해결 전략 수행 능력

전경문,안충희,노태희,Jeon, Kyung Moon,Ahn, Choong Hee,Noh, Tae Hee 대한화학회 2001 대한화학회지 Vol.45 No.4

본 연구에서는 서술형 검사를 이용하여 고등학생의 문제 해결 전략 수행 능력을 측정하고, 논리적 사고력과 전략 수행 능력 사이의 관계를 조사하였다. 서울시에 소재한 두 고등학교에서 4학급(N=187)을 선정한 후, 전략 수행 능력 검사와 논리적 사고력 검사를 실시하였다. 전략 수행 능력의 채점틀은 7개 하위 범주-문제의 조건 파악, 관련 법칙 회상, 하위 목표 설정, 물리량 유도, 수리적 수행, 논리적 전개, 검토-로 구성하였다. 채점에 대한 신뢰도는 분석자간 일치도 .92로 확인하였다. 연구 결과, 학생들의 조건 파악 능력과 수리적 수행 능력은 비교적 높으나, 하위 목표 설정 능력과 검토 능력은 저조한 것으로 조사되었다. 전략 수행 능력 검사의 전체 점수 및 하위 범주별 점수는 논리적 사고력과 유의미한 상관을 나타내었다. In this study, high school students' problem-solving strategy-performing ability was measured by an essay-type test. The relationship between students' logical thinking ability and strategy-performing ability was also investigated. Four classes (N=187) were selected from two high schools in Seoul, and the strategy performance ability test and the Group Assessment of Logical Thinking (GALT) were administered. Evaluation scheme for strategy-performing ability consists of 7 subcategories - understanding given of problems, recalling related law, setting up subgoals, deriving physical quantities, logical progress, mathematical execution, and reviewing. The intercoder agreement for scaling was .92, which indicated substantial strength of agreement. The results revealed that students' ability of understanding given of problems and mathematical execution was relatively high. However, their ability of setting up subgoals and reviewing was very low. The total scores of the strategy performance ability test and all of the scores of each subcategory were significantly correlated with the GALT scores.

제6, 7차 교육과정에 의한 초등학교 과학 교과서에서 화학 학습량 비교

전경문,홍미영,이범홍 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.1

본 연구의 목적은 제7차 교육과정에 의한 초등학교 과학 교과서(화학 영역)를 분석하여 6차 교육과정에 의한 교과서와 비교하는 것이다. 수업 차시수, 교과서 쪽수, 학년별 학습 내용, 삭제된 내용이나 새로 도입된 내용에 대해 분석하였다. ‘혼합물의 분리’ 단원의 일부 특징에 대해서도 분석하였다. 개정된 교육과정의 의도가 반영되었는지, 특히 학습량이 감소되었는지에 대한 교육학적 함의를 논의하였다. The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of learning was decreased.

Instructional Effect of Cooperative Learning in Problem Solving Strategy

전경문 서울대학교 교육종합연구원 2004 The SNU Journal of Education Research Vol.13 No.-

In this study, we investigated the effect of the instructional approach that asked students to check their planning in a cooperative learning environment after presenting a four-stage problem-solving strategy. Three high school chemistry classes (N = 101) were randomly assigned to one of three groups; IND group (using problem-solving strategy individually), COOP group (using problem-solving strategy in cooperative learning group), and comparison group (traditional instruction). After instruction, students' problem-solving performance and chemistry conception were compared. The results showed a significant interaction between the treatment and the previous achievement level in students’ problem-solving performance. Analyses of simple effects indicated that the low-level students in the COOP group performed better on recalling related laws and organized progression than those in the other groups. This may be due to the fact that they were taught to recall the related concepts or principles in the planning stage, and had small group interaction about the appropriateness of their planning. In the case of the conception test, the high-level students in both the IND and COOP groups understood chemistry concepts better, while the low-level students in only the COOP group acquired more chemistry concepts. However, most students perceived that cooperative learning helped them acquire problem-solving strategy, and they also preferred the instructional types that included cooperative learning strategy. Educational implications are discussed.

군집 분석을 이용한 학생들의 성취 목적 양식 조사

전경문,박현주,노태희 한국과학교육학회 2005 한국과학교육학회지 Vol.25 No.3

협동적인 문제 해결 과정에서 학생들의 사전 성취 수준에 따른 언어적 행동 비교

전경문,여경희,노태희,Jeon, Kyung Moon,Yeo, Kyeong Hee,Noh, Tae Hee 대한화학회 2000 대한화학회지 Vol.44 No.4

Students' protocols obtained from audio/video taping of small cooperative group problem solving processes were analyzed in the aspectsof verbal behaviors. The frequencies of the behaviors were com-pared by students' previous achievement level. Students' involvement in the verbal interaction for each level of students in each small group were also investigated. High-ability students ebility students and medium-or low-ability students.No significant differences were found in the subcategories of 'receiving information' or 'asking'. 0nly 3 small groups among 12 groups studied were found tobe bal-anced in students' involvelment. lnvolvement of medium-ability studentstended to be lower than that of high-and low-abilit students. 협동적인 소집단 문제 해결 과정을 녹화/녹음하여 작성한 프로토콜에 대하여 언어적 행동의 빈도를 분석하고, 학생들의 사전 성취 수준에 따라 비교하였다. 각각의 소집단에서 학생들의 사전 성취 수준에 따라 언어적 상호작용에 대한 참여율도 조사하였다. 상위 수준 학생들은 중${\cdot}$하위 수준에 비해 '정보 주기' 범주에 속하는 행동들을 많이 나타내었고, '제공', '제공 반복', '정당화'에서의 차이가 통계적으로 유의미하였다. '정보 받기'나 '질문하기' 범주에서는 통계적으로 유의미한 차이를 나타내는 행동이 없었다. 12개 소집단 가운데 모든 수준의 학생들이 언어적 상호작용에 균형 있게 참여한 경우는 3개조에 불과했고, 중위 수준 학생들의 참여율이저조한 경우가 많았다.

초등학교 수업 실습에서의 멘토링에 대한 예비교사의 인식 및 과학 교수효능감 조사

전경문 光州敎育大學校 初等敎育硏究所 2012 初等敎育硏究 Vol.26 No.2

In this study, the pre-service teachers' perceptions for the mentoring from primary school teachers during teaching practice were investigated in the aspects of five factors (Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback). Their science teaching efficacy beliefs before and after teaching practice were also analysed. A survey was administered to 31 student teachers (5 men and 26 women) who had majored in elementary science education and conducted 1∼2 science lessons during 4 weeks of teaching practice. The results of this study are as follows. First, overall the student teachers perceived that they had received mentoring a lot except in the ‘system requirements’ category. Second, the results of the paired T-test indicated that science teaching efficacy beliefs of the group (n = 14), who perceived that they had not received much mentoring from their advisors, decreased significantly upon the completion of the teaching practice. However, there was no change in the other group (n = 17), who perceived that they had received mentoring sufficiently. Educational implications were discussed.