초등 과학 생명 영역 내용에 대한 학생들의 의문 유형과 해결방법에 관한 연구

임채성,최은아,박정인,이수진 부산교육대학교 과학교육연구소 2004 科學敎育硏究 Vol.29 No.-

In this study, the frequencies and types of questions about LIFE areas of the Science Curriculum of elementary school students were investigated through in-depth interviews with twelve 4th and 5th graders. The results of the research can be summarized as follows: (1) In conjectural question, the proportions of 'object exploration question' and 'object verification question' were high in all of the 4th graders and the students of low achievement level. (2) The numbers of causal questions generated by the 4th graders were much higher than those of the 5th graders. (3) The frequencies of the predictive, methodological, applicative questions were very low both in 4th and 5th grade students. (4) The numbers of conjectural questions were more in all students except the low achievement level of 4th graders at not-yet-taken contents than at already-taken ones. (5) The numbers of causal questions were more in all students except the low and middle achievement levels of 4th graders at not-yet-taken contents than at already-taken ones. (6) The numbers of the predictive, methodological, applicative questions of the 4th graders were more at not-yet-taken contents than at already-taken ones, whereas opposite trend in the 5th graders. (7) The numbers of students' curriculum-related questions were more in all students except the low and middle achievement levels of 4th graders at not-yet-taken contents than at already-taken ones. (8) As ways for solving or seeking answers about questions, the 4th graders suggested methods of consulting experts or teachers (23.9%), internet searching (21.6%), and books or science-related encyclopedia (20.3%), while the 5th graders suggested the internet searching (36.5%), consulting experts or teachers (24.8%), and books or science-related encyclopedia (17.7%). Based an these results, we suggest several ways for improving the question-posing abilities of the students and adequate use of students' questions in the process of science teaching learning.

초등학교 책가방 없는 날의 운영 실태와 개선 방안 : 자연과를 중심으로

임채성,이정구 부산교육대학교 과학교육연구소 1996 科學敎育硏究 Vol.21 No.-

In elementary schools, the 'FREE-LEARNING DAY' program has very important roles and potential in several aspects in light of the anticipated future situations and social needs in which require various forms and opened approaches for children's learning. Children's motivation and excitement are usually high and so children are apt to learn and retain more on nature than in the classroom. Likewise, many phenomena can be explored in the field that simple cannot be brought into the classroom or laboratory. It was found that most teachers have many difficulties in implementation of the program, mainly because of poor materials, specific guidelines to consult, and self-confidence of themselves. In particular, the real natural environment provides opportunities to encourage children to develope their creative and critical thinking skills essential to problem solving. In addition, when this program is implemented successfully, science teachers can ensure the possibility of achieving the scientific literacy of children. Therefore, the key point is to make certain that children are challenged to conduct their own investigations in realistic problem situations. It should be kept in mind that the desired means and fundamental basis of this program is interdisciplinary, integral approach to learning.

마취통증의학에서의 마그네슘 사용

성채림,지대림 영남대학교 의과대학 2009 Yeungnam University Journal of Medicine Vol.26 No.2

The use of magnesium sulphate has recently increased in anesthesiology and pain medicine. The roles of magnesium sulphate are as an analgesic adjuvant, a vasodilator, a calcium channel blocker and reducing the anesthetic requirement. These effect are primarily based on the regulation of calcium influx into the cell and antagonism of the N-methyl-D-aspartate receptor. We discuss here the clinical effects of magnesium sulphate on anesthesiology and pain medicine.

자연과와 타교과의 통합적 접근

임채성,왕경순 부산교육대학교 과학교육연구소 1997 科學敎育硏究 Vol.22 No.-

The prevailing approach to curriculum in elementary schools involves separating into discrete components of individual subjects. This fractionalized approach to learning sends the powerful message to children that each subject has its own domain and is independent of the others. Interdisiplinary learning is the natural way of people learn. There is an emerging paradigm shift from the compartmentalized approach to an integrated, wholistic approach to learning, providing children the opportunity to confront problems that require multiple and overlapping solutions to apply their knowledge to real life situations. All disciplines in science depend on other disciplines. Not only interdisciplinary approach means integration of the various sciences, it also means crossing the traditional subject area borders. Science in interdisciplinary in nature, and many theorists advocate teaching science from Science-Technology-Society(STS) perspective. In this paper, a few ways of interdisciplinary and cross-disciplinary approaches to science is suggested. In addition, some other implications and further research areas for integration of whole curriculum are discussed.

아동의 사고 능력과 자연과 학업 성취도

임채성 부산교육대학교 과학교육연구소 1996 科學敎育硏究 Vol.21 No.-

This study examined the constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that a general pattern of hypothetico-deductive reasoning is necessary for the acquisition of novel domain-specific concepts. It was predicted that reflective (hypothetico-deductive) thinkers would acquire the concepts while intuitive (empirico-inductive) thinkers would not. Children who more skilled at this reasoning patter more acquired the concepts. Also, this reasoning ability was highly correlated with achievements in science (χ2 = 46.94, p<0.00001). This results was interpreted to be supportive of the constructivist hypothesis. The Educational implications of this study are discussed.

초등학교 아동의 다중지능 패턴과 과학적 사고력 및 과학에 대한 태도와의 관계 연구

임채성,권영민 부산교육대학교 과학교육연구소 1999 科學敎育硏究 Vol.24 No.-

Recently, a growing awareness of the various dimensions of human intelligence has resulted in several major critiques of existing notion for intelligence human abilities. The Multiple Intelligences(MI) theory is one major alternative to these critiques. This study was undertaken with the purpose of providing insights into science teaching-learning theories and methodologies based on MI of children, with the hope of informing and changing school-based practice. To accomplish this purpose, we explored the relationships of patterns of multiple intelligences, scientific reasoning skills, and attitudes toward science of elementary school children. The results as follows. First, there were no significant difference between MI and attitudes toward science by cognitive styles of the children. However, the scientific reasoning abilities of the field-independent children were significantly higher those of the field-dependent ones. This suggests that, when science teachers design and implement a specific strategy, the tasks should be presented with the consideration on cognitive styles of learners and the cooperative activities should be organized on the basis this factor. Second, the differences among MI, the scientific reasoning abilities, and the attitudes toward science were not statistically significant. Third, for attributes of the measures of MI, on both types of preference and ability the verbal/linguistic, bodily/kinesthetic, musical/rhythmic, naturalist intelligences were significantly different. Forth, the intelligences of MI except for the interpersonal and bodily/kinesthetic, and musical/rhythmic intelligences were shown to have significant relationships with the scientific reasoning abilities. This suggest that for the improvement of children through the science teaching and learning situations, the opportunities to engage one's own superior or preferred intelligences, and various materials to stretch all aspects of the students' MI should be provided. Finally, MI and the attitudes toward science were found to have significant positive relationships. This implies that to improve the attitudes toward science of children various intelligences should be used equally so that all intelligences to be stretched and celebrated. These findings provide a basis for understanding the roles of MI in learning science. The results also highlight the need for teachers to provide experiences and to create environments which encourage the engagement of MI of learners when teach science subjects.

초등 과학에서 STS 주제에 대한 수행 평가 도구의 개발과 적용

임채성,김은진,심주옥 부산교육대학교 과학교육연구소 2004 科學敎育硏究 Vol.29 No.-

In this study, we developed an elementary science performance assessment tool on STS theme and applied it in science instruction. It is constituted with performance task, students' response format, scoring system, and it has various objective domains such as science knowledge applying, ICT using, communicating, reflective thinking. It offers teachers a tool by which they can assess students' abilities on a whole. The task is made with the motivation evoked content, that is "no smoking". It is constructed an the activity of writing a Letter to father not to smoke. The students' response format is made by problem solving process, and the scoring system is matched with the steps of students' response. As according to the results of applying it, there were statistically significant improvement for overall several science process skills, for aspect of the understanding of science knowledge, and many students were aware of it positively as well.

두뇌기능에 기초한 열린 과학교육 : Some Implications to Open Education

임채성,왕경순 부산교육대학교 과학교육연구소 1997 科學敎育硏究 Vol.22 No.-

Although much about the six concepts from recent brain research and their relationships to the scientific thinking processes are contradict to the practices of the educational system that we have inherited, implementing them in the face of a system that is so brain-antagonistic in so many ways in indeed a challenge. In this paper, to support open education recently widely spread throughout our nation, we suggest a few approaches based on these brain research. When we deal with each brain-compatible elements, we should keep in mind their close relationship to the brain research. Achieving brain-compatibility for children is not the result of following a check list. It will only come through full understanding of the brain research and the richness of its implications. When we consider recent findings of the brain research and their implications to science education, both of the open activities and experiences, and the open thinking should be reflected in open education for children. Also, teachers should not biased either sides, and can practice the appropriate balance of them.

초등학교 아동의 인지양식과 협동활동이 과학적 사고에 미치는 영향

임채성,김대현 부산교육대학교 과학교육연구소 1998 科學敎育硏究 Vol.23 No.-

This study examined the influences of cognitive styles of children and cooperative activities performed by groups with different sizes on scientific thinking in fifth grade. Field-independent children's scientific thinking is different from that of the field-dependent. The scores of field-dependent children measured with the Classroom Test of Scientific Reasoning(CTSR) developed by Lawson were higher than those of the field-dependent. This implies that cognitive styles of children should be considered for effective cooperation. In cases of items of CTSR with higher difficulty level, differences of improvement scores between the groups of individual and cooperative activities were significant. This suggests the importance of cooperation when the children solve difficult or complex problems. In scientific thinking, the effects of cooperation were different with group size. The improvement scores in groups of six children were most large. This result has a import implication in the construction of small groups for science instruction. There was no significant interaction effect between the cognitive styles and group sizes. More careful examination is needed in this aspect. In addition, further research for the effects of cooperative activities which deals more comprehensive consideration of the characteristics of learners, such as learning styles, as well as cognitive styles, are needed.

초등 과학영재를 위한 심화형 교수학습 자료의 개발 : 생명 영역을 중심으로 On Life Areas of Science

임채성 부산교육대학교 과학교육연구소 2004 科學敎育硏究 Vol.29 No.-

In this study, to explore the ways of effective and desirable development of teaching and learning materials for elementary science gifted, related research results were critically examined and integrated, then a theoretical background was established and specific materials in Life Areas of elementary science was developed. The results could be summarized as follows: (1) The types of educational programs for the science gifted were categorized and defined as 'General-Level', 'Early-Growing, Fast-Growing General Level', and 'Slow-Growing Enrichment, Excellence' Types. (2) For 5th graders, in unit of 'Environment and Living Organisms', some activities of Excellence Type for subject an 'Changes of Living Organism with Temperature' were developed and their ways of using and assessment were presented. On the basis of these results, several educational implications for further research and ways of applying to the science gifted education were discussed.