초등학교 과학 교육과정의 과학관 전시물에 반영 정도 탐색

공예진,신명경 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

The study aims to explore rate of relatedness between 2007 revised elementary science curriculum and science museum exhibits. The target museums exhibits for this study are ones of Gwacheon National Science Museum and National Institute of Biological Resources. The result of this study indicated the followed. Percentage of exhibits that were connected with new elementary school science curriculum at Gwacheon National Science Museum and National Institute of Biological Resources is 22%. In conclusion, for making exhibits of informal education institutions collaborated with school curriculum of formal education, it is necessary to move forward to increasing dealing with the topics and subjects in school curriculum.

영재프로그램을 통한 영재학생의 과학실험설계 변화 분석

신명경,여상인,권경필,이규호,최선영,송희경 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

The purpose of science program for the gifted would change the participants in many ways. In addressing concern for educating the gifted in science toward achieving objectives of fostering their research skill, its elements can be explored and discussed with admitting that various methodologies and features coexist in the name of scientific research. This study explored salient features of changes after the gifted participated 1 year long program in terms of their experimental designing. A Diet Cola Test (DCT) (Fowler, 1990) for digging into science process skills as an element of research skills were administered to 45 elementary students in 4th to 5thgrade and 17 middle school students who enrolled the gifted education center in Keiyang gu before and after the gifted program. We found a significant changes in most of the elements of experiment designing.

예비 초등교사의 지구과학 선호도

이규호 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

This study investigated preference for earth science of pre-service elementary teachers. The research collected data from 88 students who registered the 'The Earth and The Universe' in at the spring semester in the pre-service teacher education university and answered faithfully to the questionnaire. The subjects of study were 43 female and 45 male students. And 37 out of 88 students learned about the earth science I. 10 students among them learned up to the earth science 2 at the high school, and 41 students had not selected the class related the earth science. As result, the value of preference for the earth science was 3.5 out of 5, generally good. The value for 'the emotional response' was high, but the value for 'the behavioral response' was low. Between the genders there was no significant difference in their preference for the subject of earth science. But the preferences of students who had learned the earth science at the high school was significantly higher than those of students who did not learn. Most of students ranked relatively high scores in subcategories of 'the emotional response' and 'the behavioral response' were high.

초등 과학 교과서 생명 영역에 제시된 삽화의 관계 구조

방희건,박재근 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

In elementary science textbooks, lots of contents are provided by the illustrations with a little verbal information. For an in-depth understanding of this inscriptions, we analyzed the relational structures of illustrations presented in life science domain of elementary science textbooks. As a result, the relational structures were divided into three types of category, that is cycle, system, and in-depth structure pattern. The cycle pattern was mostly observed in the units of ‘the life cycle of the animals/plants’, but the system pattern appeared in the units of ‘the world of the animals/ plants’, ‘the world of the little living things’ and ‘ecosystem and environment’. Meanwhile, we identified in-depth structure pattern in the units like ‘the structure and function of the plants’ and ‘our bodies’ dealing with the structure and function of the living things together. In the years to come, the additional studies trying to understand the more extensive and diverse meanings of illustrations should be considered.

미국의 초등 과학 활동에서 사용되는 교수 표상의 유형 : 오레곤 주립대학교의 Wood Magic 프로그램을 중심으로

임희준 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

Teachers' instructional representations are important tools for helping students to understand scientific knowledge. Most of the research about instructional representations have focused on school science. Considering increasing importance of out of school science experience, instructional representations using in out of school science programs also need to be examined. Therefore, this study investigated the forms of instructional representations which are used at an out of school science program. The target program was Wood Magic program at Oregon State University. Wood Magic program is a 3 hour interactive experience designed to teach elementary students about wood as a material and resources. Students and their teachers visited a series of eight stations that cover aspects of science and technology related to wood and wood products. As the results of analysis, 6 major forms of instructional representations were identified: Demonstration/simulation by instructors, demonstration/simulation by volunteer students, examples, verbal explanation, experiments, picture/diagram. More than one forms of instructional representations were used in a station. Based on the characteristics of contents and activities, each station used different instructional representations.

운동선수와 일반학생의 모발에서의 중금속 함량 비교분석

김연숙,박기호 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

The object of this research is to verify the relationship of exercise versus heavy metal accumulation in the human body by comparing the heavy metal values between athletes group, who exercise regularly and other group, who does not exercise regularly. The athlete group consists of 15 boy students of 6th grade of elementary school students who are play soccer as the soccer squad at least 3 years. The other group consists of 15 boy students of 6th grade of elementary school students who do not involve any regular sports activities. The hair from each group member is taken and analyzed and measured the value of heavy metal. Descriptive statistics and Non-parametric Test are applied for statistical analysis. And also, Mann- Whitney U are applied for verification method in order to increase objectivity and statistical power. The result of research shows that the value of heavy meta from the athletes group is higher than the value from other group. Especially, Cadmium and Aluminium element level from athletes group is significantly higher than the level from other group.

초등과학 교과서에 제시된 과학글쓰기 활동에 대한 다양한 글쓰기 방법의 사례연구

홍영표,최선영 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

The purpose of this study was examine a case study on science writing activities through the various writing methods in the elementary school science textbook. The object of this study was conducted the third grade students of both an experimental group and a control group at J elementary school located in Incheon City. The results of this study were as follows: First, according to the survey, high level students of achievement answered that they would prefer to express by drawing a four-cut cartoon of the various writing methods for the science writing activities, middle level students would prefer to describe by drawing, and low level students would prefer both of them. Second, after class through a variety of methods of science writing, they were not difficult the science writing activity and fun activities rather than simple writing activity. Third, after treatment, the experimental group students were improved scientific concept understanding and logical representation in the science writing activities. Therefore, these results of this study as the basis for the revision of science writing activity in elementary science textbooks can be used.

융합인재교육(STEAM) 프로그램 개발과 적용 과정에서의 교사 인식과 현장 적용 가능성 탐색

안재홍,권난주 경인교육대학교 과학교육연구소 2012 과학교육논총 Vol.25 No.-

The aim of this study was to act as precedent research by analyzing teachers' perceptions in the STEAM program development process. The most difficult thing in program development process was that STEAM education's theoretical concepts and models have not been finalized. And it was analyzed that teachers feel a big difficulty in the set of convergence theme and guidance through a creative design. This analytical review of the STEAM program development process could improve understanding the issues with regard to STEAM education and provide the fundamental foundations on STEAM program development research. In addition, it could contribute to improve programs of STEAM education.

초등학생이 가진 에너지 영역의 개념 분석

이미경; 전영석; 이인호 경인교육대학교 과학교육연구소 2007 과학교육논총 Vol.20 No.-

We investigated and analyzed the conceptions of the elementary school students on the region of energy in the curriculum, in order to find the general tendency of misconceptions and get some suggestions for the teaching on the related units. We developed some problems based on 'force and motion', 'electricity', 'magnetism', 'heat and temperature' and 'light' in the 7th curriculum and used the problems for questionnaire to the students of 1 class who already learned about the related conceptions. Especially, the students were requested to indicate degree of confidence for the their own answer, so we can define the strength of the students' conceptions. As a result of analysis, although students already learned about the conceptions, they still have the some strong misconceptions. We revealed that the students have typical misconceptions on energy.

스핑크스 퍼즐의 일곱 조각으로 만들 수 있는 볼록 다각형의 탐색

박교식 경인교육대학교 과학교육연구소 2007 과학교육논총 Vol.20 No.-

The purpose of this article is to find out all the convex polygons made by seven pieces of sphinx puzzle using knowledge in the range of school mathematics. Firstly, I explain in the informal deductive level that there are 27 convex polygons according to Wang & Hsiung(1942), borrowing 和々草(2007)'s idea in order to help secondary students understand it. This method is algebraic in that it depends on numerical expressions. Song(2006) mentioned that all the convex polygons are found out using this method, but he did not find out them actually. As he presented 24 convex polygons (except overlapping), he said there are two new convex polygons more. But he did not present them. He said also there can be more convex polygons, but he did not tell how many they are. In addition to, it is possible to explain there are 27 convex polygons by classifying the shapes of convex polygons systematically instead of numerical expressions. This method is geometric in that it depends on the shapes of convex polygons. Song(2006) demonstrated the method to make new convex polygons by changing the position of a certain convex polygon, but he did not present all the convex polygons made by this method. In this respect, this article extend Song(2006)'s method more elaborately.