Doing Inquiry like Scientists: Elementary Students’ Scientific Inquiry in an Untact Online Science Learning Environment

Jang,Shinho(Shinho Jang) 경인교육대학교 교육연구원 2022 교육논총 Vol.42 No.-

In this study, a scientific inquiry program was developed to allow elementary school students to practice self-directed inquiry, as scientists do, in untact online exploration. This study examined the main characteristics of student exploration that appeared in online scientific inquiry and investigated how students perceived it. For this study, 167 elementary school students from all over Korea participated in an untact online scientific inquiry program. The students explored a total of seven inquiry topics, including ‘Making a strong and beautiful bridge,’ read activity guidance, and conducted inquiry activities for three weeks. As a result of the study, it was found that students positively and actively experience the process of conducting scientific inquiry just ‘like scientists.’ However, many students also expressed frustration and failure to solve a given inquiry problem. The students showed a variety of exploratory processes. Some students tried to explain scientifically why these results and phenomena appear while other students simply repeated trial and error—rather than going through the process of building evidence and justifying their findings by explaining reasonably, they did not think of a better way to solve the problem. Furthermore, the students expressed the deficiencies of the untact online inquiry situation and their regret or difficulty with it. Educational implications for science education are discussed to promote effective online scientific inquiry in untact mode.

과학 탐구 경험을 촉진하는 온라인 메이커 교육의 사례: 초등학생의 흥미, 상호작용의 관점에서

장신호(Jang, Shinho) 경인교육대학교 교육연구원 2021 교육논총 Vol.41 No.4

이 연구에서는 초등학생들의 과학 탐구 경험을 촉진할 수 있도록 현미경으로 작은 세계 관찰하기, 빛으로 움직이는 크로마토그래피 나비 등 탐구 기반 온라인 메이커 교육 프로그램을 개발하여 운영하였으며, 프로그램에 참여한 학생들의 흥미와 호기심, 교사-학생 상호작용의 특징을 조사하였다. 이를 위하여 온라인 메이커 교육 프로그램에 참여하는 학생들의 활동 내용 및 탐구 과정을 분석하였으며 네이버 카페에 업로드된 학생들의 댓글, 질문, 교사와의 대화, 그리고 학생들의 탐구 결과 기록 및 사진/동영상 등을 분석하였다. 분석 결과, 학생들은 온라인 프로그램에 대해 재미있다, 신기하다 등 단순한 흥미를 표현하는 경우가 대부분이었지만, 일부 학생들의 경우 과학 주제의 내용과 과학 원리를 찾아보고 추가 탐구를 계획하는 등 단순 흥미 이상의 탐구적, 과학적 흥미를 보였다. 교사-학생의 상호작용을 온라인 프로그램 상에서 나눈 대화 내용으로 분석한 결과, 상호작용 유형은 실험 진행을 위한 단순한 질문, 실험 실패의 원인에 대한 문의 등 기계적 수준의 질문에 한정되는 특징을 보였지만, 과학적 개념 이해를 위한 논의나 탐구 호기심을 해결하기 위한 교사와의 상호작용은 매우 제한적인 것으로 나타났다. 이러한 연구 결과를 바탕으로 온라인 메이커 교육 프로그램의 긍정적인 기대 효과와 나이 어린 학생들의 과학 탐구 경험 촉진을 위한 온라인 프로그램의 역할 및 중요성에 대해 논의하였다. This study developed inquiry-based online maker education programs, such as small world observation and light-driven chromatography butterflies, to promote elementary school students science exploration experiences, and analyzed the characteristics of teacher-student interactions. For this study, the activities and inquiry process of students participating in the online maker education program were analyzed; students comments, questions, and conversations with teachers were uploaded to the Naver café; and students inquiry results, records, and photos/videos were analyzed. As a result of the study; most of the students expressed simple interest in online programs, but some students demonstrated scientific interest, such as finding the contents of scientific topics and scientific principles and planning additional exploration. An analysis of teacher-student interactions with conversations conducted on online programs demonstrated that students interactions were limited to mechanical-level questions such as simple questions for experimental progress and the cause of experimental failure, while discussions and inquiries were very limited. Based on these analyses, the importance of online programs to promote scientific inquiry experiences for younger students was discussed, along with the expected positive effects of online maker education programs.

초고속통신망 광케이블의 유지보수 및 시스템 발전방향

최신호(Shinho Choi),이병욱(Byeongwook Lee),박갑석(Kapseok Park),장은상(Eunsang Jang),김성일(Seongil Kim) 대한전기학회 1998 대한전기학회 학술대회 논문집 Vol.1998 No.7

Exploration of a method for CreativityㆍPersonality Education in the Elementary Science Education through the Case of Design-based Learning Class

( Shim Youngsook ),( Jang Shinho ) 한국초등과학교육학회 2015 한국초등과학교육학회 학술대회 Vol.68 No.-

This study explored that DBL((Design-based Learning) is possibile to be one of the science teaching method in the elementary school for students in the 21st century. The Learner in the 21st century can multitask, use the variety of technologies and needs to use meta cognition to select the information and control himself because a student is exposed to a lot of information. The future society demands critical thinking, communication ability and problem solving skill. The 2009 revised national curriculum is purposed to bring up creative human and global talent for the future, and emphasizes personality education. Therefore, science education needs devising a proper teaching method for the 21st century. Through the theoretical reflections, we analysed that DBL was related social constructivism, practical context from situated learning, Problem based Learning(PBL), Experience and reflective thinking of John Dewey, and Integrative STEM. The differences between DBL and others were design based process in the cooperation and social construction and reflective thinking during the repetitive trial and error. We investigated the case of gifted students in the DBL class. The results showed that students discoursed from the perspective of knowledge sharing and did 4 levels of reflective thinking. Since cooperative discourse(including problem-solving skill, communication skill and critical thinking) and reflective thinking is important elements for creative human resources and personality education, DBL will be possible as a teaching method for the future science education.

뇌졸중 연하장애 환자의 호기근육 강화 훈련에 관한 연구

장석영(SeokYoung Jang),고주연(JuYeon Ko),정신호(ShinHo Jung) 대한치료과학회 2015 대한치료과학회지 Vol.7 No.1

Objective: The purpose of this study is to examine the effect expiratory muscle strengt h training on the swallow function to stroke patient with dysphagia. Method: This study was conducted on 4 patients who had swallowing disability after st roke confirmed by Videofluoroscopy study. Swallowing function were accomplished with the before experiment later. They were applied to the traditional swallowing treatment a pplied after adding the expiratory muscle strength training. The training program on sub jets 20 min per course, 5 days a for 4 weeks. The evaluation about the expiratoty functi on will be a maximum expiratory pressure and Peak expiratory flow. Result: After 4 weeks of experimentation, swallowing function has improved more than the expiratory muscle strength training applied before. Conclusion: The result supported the expiratory muscle strength training with traditiona l swallowing management on the more improvement of the airway protection to stroke patient.

창의적 문제해결을 위한 디자인 기반 학습이 초등학생의 의사소통 과정, 전자석 개념, 과학에 대한 태도에 미치는 효과

이정윤(Lee, JungYoon),장신호(Jang, ShinHo) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.1

The purpose of this study was to develop design-based learning program for sixth graders in elementary school and to investigate the program effects on the students’ interaction process, conceptual changes and attitudes toward science. The program topic was ‘Electromagnet crane,’ in which engineering design was used to teach students electromagnet concepts such as the methods of making strong electromagnet. The participants in this study were sixth graders of elementary school in Seoul (27 students). The analysis of the data showed that in the DBL program, several features are appeared. For example, students discussed actively and shareed their various creative ideas in more active ways throughout the whole reseach sessions. They also acquired scientific concepts through this classroom discussion and produced the interesting forms of various shapes of electromagnet cranes. Particularly, this DBL class faclitated students particiaptions to promote their scientific attitude as well as interest in science. This DBL process took a meaningful role to help students perform interesting creative problem solving process overall science class. The implications to science education were discussed in terms of education for students’ creativity. 이 연구의 목적은 초등 과학수업에서 창의적 문제 해결을 위해 공학적 설계를 활용하는 디자인 기반 학습(Design Based Learning: DBL) 프로그램을 개발한 후, 이를 초등학생을 대상으로 적용하여 의사소통 과정, 전자석 개념, 과학에 대한 태도에 미치는 효과를 알아보는 데에 있다. DBL 기반의 ‘전자석 기중기 설계’ 프로그램을 서울 S초등학교 6학년 1개 학급(27명)을 대상으로 적용한 후, 전자석 개념 검사와 과학 태도 검사를 사전과 사후에 실시하였다. 또한 학생의 의사소통 과정을 분석하기 위하여 수업 동안의 대화, 설문지, 인터뷰 분석을 실시하였다. 연구 결과, 모둠원과 함께 도전 과제를 해결하는 DBL 수업 과정 동안에 학생들 사이에 활발한 토의 와 상호작용이 진행되었으며 창의적인 아이디어를 공유 및 발전하는 과정이 나타났다. 학생들은 스스로 조사한 자료를 활용하여 자발적으로 수업에 임하였으며 반복 수행을 통해 실패의 원인을 분석하고 해결해 나가는 문제 해결 과정을 보였다. 또한 DBL 프로그램은 학생들의 전자석 개념 이해 과정에 긍정적인 향상이 나타났으며, 연구 과정 동안 학생들의 아이디어가 더욱 창의적이고 다양한 특징을 보이는 것으로 조사되었다. 이는 디자인 기반 학습을 통해 학생이 주체가 되어 실제로 디자인 과정을 수행하고, 이를 바탕으로 제작을 해보는 경험이 학생들의 흥미를 유발하고 과학적 태도를 기르는데 도움이 된 것으로 보인다. 창의적 문제 해결을 촉진하는 수업을 위한 시사점을 과학교육적 관점에서 논의한다.

가상현실 기반의 과학관 전시물 사례 연구 - 한국, 홍콩, 일본 과학관을 중심으로 -

이주연 ( Juyeon Lee ),장신호 ( Shinho Jang ) 한국창의정보문화학회 2020 창의정보문화연구 Vol.6 No.3

In this study, the present state and characteristics of VR exhibits currently exhibited in Korea, Hong Kong, and Japan were studied to derive the improvements in the domestic VR exhibits. The previous literatures on VR exhibits at Science Museum were reviewed and online and offline data were collected, analyzed and compared. As the result of the study, VR exhibits at Science Museum in Korea turned out to focus on interest and fun rather than containing scientific content, and exhibits aimed at recreational play and physical activity. The Hong Kong Science Museum VR exhibits are more physically targeted exhibits than the cognitive target exhibits. In addition, at the Japanese Science Museum, there are many exhibits aimed at the physical target exhibits. As the result of classifying VR exhibits into the similar types, it was possible to derive them into four characteristics. The implications for future KOREA VR museum exhibitions were discussed.

초등학생들의 창의적 과학 문제 해결 과정에서 나타나는 시각화 활동 분석

김지수 ( Kim Jisoo ),장신호 ( Jang Shinho ) 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.1

Cultivating creativity is one of the goals in science education. Previous studies report that students use visualization while they solve the creative science problem and it looks helpful to make them think more. For this study three 6^th grade students were selected in the consideration of pre-test through the qualitative think-aloud method. The results show that even though students have many ideas in planning stage in problem solving, they appeared to visualize familiar and empirical ideas at first. So if teachers want to watch another creative ideas, they tended to give enough time to visualize many ideas. Students drew lines, circles, “X”marks to select or remove information during their problem solving works. They said these marks seem to be useful to understand question. However, removal marks sometimes turn out to block another chance to re-think. Also students did not have a chance to reflect what they did. It means that they lose the chance to do convergent thinking. The implications of this study include the importance of students` visualization works to facilitate their creative ideas and support their problem solving strategies. In this study, we discuss the meaningful messages for teachers who construct science classroom for creativity.

오비탈과 원자 모형에 대한 과학 고등학교 학생들의 이해

임희준(Heejun Lim),장신호(Shinho Jang) 한국열린교육학회 2004 열린교육연구 Vol.12 No.2

본 연구에서는 과학 고등학교 학생들을 대상으로 오비탈 및 원자 모형에 대한 이해, 오비탈과 원자 모형 사이의 관계에 대한 이해, 그리고 오비탈 개념의 유용성에 대한 인식을 조사하였다. 조사 결과, 80% 정도의 학생들이 오비탈을 전자가 발견될 확률을 나타낸 함수 또는 공간 영역으로 적절하게 이해하고 있었다. 그러나 원자 모형에 대해서는 약 60% 정도의 학생들이 원자핵을 중심으로 한 공전 운동으로 원자핵 주변의 전자 운동을 이해하고 있었다. 또한, 대부분의 학생들이 오비탈에 대해서는 적절한 개념을 가지고 있음에도 불구하고 오비탈이 현대의 원자 모형을 설명하는 개념이라는 사실에 대해서는 65% 정도의 학생들만이 인식하고 있었으며, 이들 중에서도 많은 학생들이 보어 모형과 오비탈 모형이 혼재된 형태로 이해하고 있었다. 또한 오비탈 개념이 화학 결합 및 분자 구조 등의 이해와 밀접한 관련이 있음에도 불구하고, 30% 이상의 학생들이 오비탈 개념이 다른 화학 개념의 학습이나 이해에 전혀 도움이 되지 않았다고 응답하였으며, 특히 오비탈 개념 학습을 과학 지식의 발전과 연결지어 생각하는 학생은 거의 없었다. 본 연구의 결과는 교과서나 화학 수업에서 오비탈 개념이 다른 관련 개념과의 관련성 및 과학의 발전에서 지니는 의미 등을 토대로 지도될 필요가 있음을 시사한다. This study investigated science high school students' understanding of orbitals and the atomic model, and the relationship between them, and examined students' perceptions of usefulness of the orbitals concept. The results revealed that around 80% of the students understood orbitals as mathematical function of the probability distribution of electrons or areas that electrons could be found. However, around 60% of the students explained the atomic model as the electrons revolving around a nucleus. Although the majority of the students understood orbitals appropriately, only 65% of the students responded that the orbital model is the contemporary atomic model. The students recognized the atomic model as a hybrid model of Bohr's model and the orbital model. Despite the close connections among the orbital concept and other chemical concepts, such as chemical bonding, molecular structure, etc, over 30% of the students answered that the orbital concept was not helpful for learuing other chemistry concepts and understanding. Moreover, there were few students who appreciated learuing the orbital concept in relation to learuing of the nature of science/scientific knowledge. The results indicate that the orbital concept need to be taught on the basis of the relationships with other chemical concepts and the understanding of the nature of science.

초등학교 자연 수업에서 메타인지 학습 전략의 효과

노태희(Noh,Taehee),장신호(Jang,Shinho),임희준(Lim,Heejun) 한국과학교육학회 1998 한국과학교육학회지 Vol.18 No.2

This study investigated the influences of metacognitive learning strategies upon 6th-graders` achievement, science process skill, use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude. The metacognitive learning strategies were developed on the basis of previous results and modified in a pilot study. Before the instructions, a pretest of motivation was administered, and used as a blocking variable. The score of previous achievement test was used as covariates for achievement and science process skill. Tests of use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude were also administered, and their scores were used as covariates. After the instructions, a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test, and post-tests of above variables were administrated. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group for all tests except for science process skill. No interactions between the treatment and the level of the previous motivation were found. Educational implications are discussed.