제오차 교육과정에 따른 고등학교 생물교과서의 비교 분석 연구

정완호,차희영,정유순 韓國生物敎育學會 1990 생물교육 Vol.18 No.1

For the purpose of serving the valuable information far the biology banks of senior high school to be applied from 1990 educational year, the contents of the experiments and observations contained in 8 different kinds of 'general science I' and 7 different kinds of 'biology' books of senior high school developed by the new fifth curriculum. were analyzed, and the obtained conclusions are as follows: 1. Average frequency scores of the experiments and observations among 8 different kinds of biology books are 11 times in 'general science I' and 13 times in 'biology', and there are great differences of those. 2. The requiting domains an their experiments arid observations are emphasized on observations and confirmation for principles and theories, and main contents are physiology. 3. Total 43 different kinds of material organisms are used, and especially vertebrates and vascular plants are repeatedly served, The order of using frequencies of their material organisms are human, frog arid onion. 4. The importance for the evaluation of experiments and observations is increased, but the viewpoints and criteria of objective evaluation are insufficient.

과학교육정책 수립을 위한 토론회

정완호,권재술,최병순,김대식,윤선진,정병훈,김영수,백성혜,최경희,조선형 한국과학교육학회 1996 한국과학교육학회 학술발표 및 세미나집 Vol.- No.-

주식수익률 변동성과 기업의 부도확률

정완호,국찬표 한국재무학회 2009 한국재무학회 학술대회 Vol.2009 No.05

기업 신용위험의 측정- 채권수익률을 이용하여 -

정완호,국찬표 한국증권학회 2003 Asia-Pacific Journal of Financial Studies Vol.32 No.1

Measuring Corporate Credit Risks- Based on Bond Yields - 본 연구는 최근 실시간으로 기업의 도산 가능성 또는 신용위험의 변화를 파악해야 할 필요성이 고조되고 있음을 고려하여 기업이 발행한 채권 수익률을 이용해 기업의 신용위험을 파악하고자 하였다. 본 연구에서는 채권의 시가평가 수익률을 이용해 도산가능성을 파악하는 지표로서 IDR을 제시하고 국내 채권시장 여건에 맞는 IDR 산출방법을 제시하였다. 또한 IDR을 산출하기 위하여 신용등급별 수익률 곡선을 기준으로 채권별 수익률 곡선을 파악할 수 있는 방법과 위험 중립 가정하의 부도율을 실제 부도확률로 전환하기 위한 방법을 제시하였다.본 연구에서는 IDR이 기업의 도산 가능성을 나타내는 지표로서 타당한가를 살펴보기 위해 IDR이 채권의 잔존만기나 표면금리 등에 의해 영향을 받는가와 신용등급 변화를 사전에 예측할 수 있는가를 실증적으로 검증하였다. 먼저 IDR과 채권의 잔존만기 및 표면금리간의 관계에 대한 분석 결과, IDR이 기업의 신용위험이 아닌 잔존만기 및 표면금리와 같은 채권 발행조건에 의해 영향을 받을 가능성은 거의 없은 것으로 나타났다. 또한 IDR은 신용등급 변화에 앞서 기업의 신용위험 변화를 나타내는 지표이며, IDR이 기업의 신용등급 변화를 예측하는데 활용될 수 있음도 파악하였다.본 연구는 실증분석에 활용된 자료와 IDR 산출대상 채권이 제한적이라는 한계에도 불구하고, 국내 실정에 적합한 IDR 산출 방법을 제시하였으며 이러한 방법으로 측정된 IDR이 기업 신용위험 측정에 유용한 지표임을 검증하였다는 점에서 의의를 갖는다 할 수 있을 것이다.

식물의 생장에 대한 국민학생들의 개념

정완호,허명,박문규 韓國生物敎育學會 1993 생물교육 Vol.21 No.1

According to the constructivist, students have preconceptions or misconceptions related concepts to be learned, and the students' conceptions have not changed easily. 'therefore, teachers should identify students' conceptions before the science teaching. The purpose of this study was to identify the elementary students' conceptions about the growth of plants. For this study, a total of 58 students from infants to 5th grade were sampled. Data were obtained by the 'individual interview' procedure. The major results of this study are as follows ; Firstly, students' conceptions about growth are 1. A very small number of students, 4%, responded reforming or reorganization of materials about the mechanism of germination and growth inside the seeds. 2. Almost all students confused between conditions necessary for germination and growth. Water and sunlight were mentioned by many students, while air and temperature were mentioned by a few students as the condition. 3. Only 12% of the students shows that growth occurs continuously. Many students explained occurrence of growth about plants and animals related to the night, morning, or evening. 4. Many young childrens showed tendency of the egocentric and human-centered view of the world, students' scientific concepts increased significantly with Rage. Many students' conceptions depend on the context-specificity ideas.

인체의 구조와 기능에 관한 국민학생들의 개념 조사

정완호,김용화 한국과학교육학회 1995 한국과학교육학회지 Vol.15 No.1

The purpose of this study is to investigate elementary school 6th grade children's preconception on body's digestion, circulation, breathing and excretion. By means of questionnaire, teacher is presented with misconception which students may have. On the basis of this way, firstly they draw up and put in free-concepts were investigated from objective test and sought after misconception which student had and inquired whether the result of response made difference by sex and areas or not. The result of study is as follows: 1. In the course of investigating and analyzing mis-preconecptios, teacher had misconceptions partially, as like stunts. 2. Many a student have misconceptions: nourishment in made for itself in body. 3. In circulation range most of students know that heart is making blood, and they don't make conception that blood is nourishment which was eaten from food. 4. They know the breath is only physiological function : they breathe to live. All air-breathing is necessary. 5. They are not relevant blood in course of urine and sweat formation they have non-scientific conceptions which water eaten is so. They know that all of sweat and urine and ordure is excretion. To sum up, many student have misconceptions as for digestion and circulation and breath and excretion of body especially. Circulation and excretion is more so. if inspection in a field of sex, they will know male had less misconceptions than female, in a field of region, student from rural are as had more misconceptions than the one from urban areas.

생물과 개념 구조에 관한 연구

정완호 韓國生物敎育學會 1984 생물교육 Vol.12 No.2

The study results of the curriculum in connection with various theories and practices concerning the structure of biological concepts are as follows; 1. Various scientific facts develop through the process of hypothesis, theory and principle W hat are accepted as biological concepts constitute the conceptual scheme. 2. The syllabi of primary, junior high and senior high school constitute a conceptual scheme to be a spiral curriculum. 3. The concept maps derived from the curriculum analysis and basic concept from textbooks are of account as instructional materials and evaluation materials as well and of great help to the next curriculum development. 4. One of major aims of conceptual scheme is to encourage students to integrate their knowledge and not to think in terms of unrelated information. 5. Life science is not a mere subject of memory, but structure for concepts constituted through an inquiry process. 6. In the field of biology, especially the units $quot;The structure and the function of living things, and The continuity of life$quot; can be Comprehended easily in parts and as a whole, on1y when they are approached through their conceptual structures. 7. The results of extracting the lower-level concepts from the curriculum and five kinds of biological textbooks and classifying them are as follows; (1) The whole concept map regarding life science are to show the relationship and structure of the five units and the basic concepts of biology. (2) In the unit $quot;The diversity of living things$quot; a lot of concepts of protists, animals and plants are structured on the basis of concepts of species. (3) $quot;The structure and the function of living things$quot; is a unit in which TCA cycle, calvin cycle and ornithine cycle, which are the key concepts of biology, are mainly structured, and the functions of enzyme and ATP are added to that. (4) The unit $quot;Regulation and homeostasis$quot; is structured in connection with homeostasis and biological regulation on the basis of the function of nervous system and hormone. (5) In the unit $quot;the continuity of living things$quot; reproduction, development and heredity are basically structured an the basis of the structure of nucleic acid, self-replication, protein synthesis, operon theory and so on. (6) In the unit $quot;Living things and environment$quot; the public pollutions such as pollution of atmosphere, water and soil are structure on the basis of the structure and the function of ecosystem.

한국의 중.고등학교에서의 환경교육

정완호 한국환경교육학회 1990 環境 敎育 Vol.1 No.1

생식과 발생에 대한 고등학생들의 오개념 (誤槪念)

정완호,차희영,이재인 韓國生物敎育學會 1994 생물교육 Vol.22 No.1

This research was one part of the whale .research which have been designed far the purpose of investigating korean high school students' misconceptions on biology. As previously reported by Chung et al.(1992), korean biology teachers stated that korean students had many biological misconceptions. The previous study was a pilot study of this study. This study was to identify high school students' misconceptions about reproduction and development of organism. For this study, a free-answer form questionnaire consisted of twenty-one items, was specially developed through analysis of high school biology curriculum shout reproduction and development, developed and sent to fifty four high school students lived in Seoul. Their responses were collected and analyzed qualitatively. The results of the analysis of the students' responses will be used essential data for the following questionnaire development.

고등학생들의 생태학적 (生態學的) 오개념 (誤槪念)

정완호,최진복,차희영 韓國生物敎育學會 1994 생물교육 Vol.22 No.1

Since the research findings about ecological misconception of korean pupils have not represented until now, the primary purpose of this research was to identify high school students' misconceptions on ecology, At first, in order to find out high school students' misconceptions on ecology, a free-answer form of questionnaire, specially designed through analysis of high school biology curriculum, particularly ecological content, was developed and sent to ninety five high school students who had lived in Chungju area. Their responses were collected and analyzed qualitatively. As the results of the analysis of the data, the summary of this research are as follows. 1. High school students have remembered at the point of ecological terminology or simple knowledge than understood dynamic relations among ecosystem about ecology, These results were same with foreign pupils'. 2. They confused the output of plant respiration to oxygen. Especially, they recognized that invisible microorganisms, example far zoo plankton or fungi, didn't do gas exchange. 3. Although many students usually misundertood that bacteria is toxic organism, they thought correctly the bacteria in ecosystem as decomposer was not toxic. 4. There were several misconceptions arose from biological terminology such as red blooming, red algae and winter migratory birds.