초등 및 중·고교 생물 교육에서 관찰과 실험에 사용되는 재료생물의 활용에 관하여

성민웅 韓國生物敎育學會 1977 생물교육 Vol.5 No.2

1977年 現行 國民學校 自然, 中學校 科學, 및 高等學校 生物敎科書를 中心으로 觀察과 實驗 項目에 나오는 材科生物의 學年別 活用頻度와 活用內容을 調査하고, 初等 및 中·高等學校間의 連繫性 및 材料生物의 確保를 위한 구입원별 調査結果는 다음과 같다. 1. 觀察과 實驗에서 活用되는 材料生物의 種類는 國民學校 67種, 中學校 75種, 高等學校 129種으로 初等에서 高等學校까지 모두 224種이 活用되고 있다. 이들 生物은 장학지침에 活用되어야 한다. 2. 活用頻가 가장 높은 材科生物은 國民學校의 境遇 14回 이상인 귀뚜라미, 개구리, 봉숭아 및 강낭콩이며 中學校는 4回 이상인 사람, 개구리 및 무우이며, 그리고 高等學校는 9回 이상인 개구리, 짚신벌레 및 콩으로 나타났다. 3. 國民學校와 中學校 總 材料生物 157種中 24種(약15%)이 양쪽에 다같이 活用되고 있으며, 中學校과 高等學校 總 材料生物 186種中 57種(약31%)이 양쪽에 다같이 重復活用되고 있었다. 國民學校에서 高等學校까지 어느곳에서도 빠지지 않고 活用되고 있는 材料生物은 모두 17種(약 0.8%)으로 나타났다. 이들 17種은 頻度가 가장 높은 것부터 개구리, 사람, 봉숭아, 콩, 강낭콩, 무우, 완두, 양파, 메뚜기, 옥수수, 닭, 민들레, 배추, 토끼, 국화, 호박, 돼지의 가장 낮은 빈도의 순으로 나타났다. 4. 中學校 全學校에 걸쳐 한 學校에도 빠지지 않고 매학년마다 觀察과 實驗에 活用된 生物은 개구리, 무우, 사람 및 짚신벌레의 3種임이 밝혀졌다. 5. 高等學校 1, II卷 生物의 어느 쪽에도 빠지지 않고 重復活用되는 材料生物은 41種이며 고등학교 總 材料生物은 41種이며 고등학교 總 材料生物 中 약 32%를 나타냈다. 6. 觀察과 實驗內容으로 보아 國民學校와 中學間에는 重復되는 內容은 찾아볼 수 없었으나, 中學校와 高等學校 間에는 14%가 重復되는 內容으로 나타남을 알 수 있었다. 이로서 國民學校와 中學校의 生物에 對한 觀察과 實驗 內容의 連繫性은 中學校와 高等學校의 連繫性보다 낮다는 點을 發見할 수 있었다. 7. 現代科學敎育에 必要한 初·中·高等學校의 施設로서 植物園, 動物園, 果樹園, 作物園, 溫室, 飼育室(飼育箱), 연못(웅덩이), 水槽(淡水用과 海水用)의 8種類는 基本施設로서 確保되어야 한다. 學校에서 不可能할 境遇 敎育官廳과 地域行政官廳과 協助하여 共同管理하면서 地域公園이나 動物園을 設置하여 그 안에 8種類의 施設을 갖추어 材料生産을 飼育 또는 栽培케 하여 수시로 그 地域學校에 活用하도록 하는 方向으로 改善되어야 함이 바람직한 일이라 생각한다. This study was carried out to investigate the kinds and applicated frequency of material organisms required for observation and experiment in the biology courses from the primary to the high school in Korea, 1977. The results were summarized as follows: 1. The material organisms were required 67 kinds in the primary school, 75 kinds in the middle school, and 129 kinds in the high school. 2. The kinds of material organisms with the highest frequency of the application were appeared with four kinds, cricket, frog, balsam and common kidney bean in the primary school, with three kinds, mankind, frog and radish in the middle school, and with three kinds, frog, paramecium and bean in the high school. 3. The material organisms applicated together in both the primary and the middle school were appeared with 15 percents of the total 157 kinds. Those applicated together in both the middle and the high school were appeared with 31 percents of the total 186 kinds. 4. The material organisms used together through overall from the primary to the high school were 17 kinds of the total 224 kinds. The names for the 17 kinds could be written from the highest to the lowest frequency such as, frog$gt;mankind$gt;balsam$gt;bean$gt;kidney bean$gt;radish$gt;pea$gt;onion$gt;grasshopper$gt;corn$gt;hen(cock)$gt;dandelion$gt;cabbage$gt;rabbit$gt;chrysanthemum$gt;pumpkin$gt;pig. 5. the four kinds of material organisms such as, frog, radish, mankind and paramecium were applicated every year through the three years of the middle school course. In the two kinds of biology books(I, II) for the high school, 41 kinds of the total 129 material organisms were applicated together without lossing in each book. 6. The relationship between the middle and the high school for the contents of observation and experiment were higher than that between the primary and the midedle school. 7. To obtain the material organisms, the schools were required with the facilities such as botanical garden, zoological garden, farm, orchard, green house, animal room and animal case, the two kinds of aquarium with sea water and fresh water, and pond or pool. However these facilities could be established within the local park near the schools and managed as the material center of organisms for observation and experiment.

제7차 초,중등 교육과정에서 타 교과에 나타나는 생물 관련 내용의 분석

강호감 ( Ho Kam Kang ),김용진 ( Yong Jin Kim ),박재근 ( Jae Keun Park ) 한국생물교육학회 2007 생물교육 Vol.35 No.1

제7차 고등학교 생물 1과 생물 2 교과서에 제시된 비유 분석

정화숙,배진순,임영진,김자림 韓國生物敎育學會 2004 생물교육 Vol.32 No.3

Analogies in science education can be related to the formation of new conceptual structure and the reconstruction of existed memory of students in learning. This paper was analyzed analogy-related contents included in high school biology Ⅰ, Ⅱ textbooks of the 7th science curriculum. The analogies were classified into the following criteria: regions of the textbook including analogies, types, explanatory ways, roles of analogies. Results of this study were as follower: A total of 573 analogies were found in the 7th biology Ⅰ, Ⅱ textbooks. More structural, verbal, concrete/concrete and simple analogies were included in the biology textbooks. When the analogies were explained in the textbooks, the term "analogy", limitations of analogy and causal relations were rarely mentioned. But the analogies related to everyday contexts were frequently used. More than 70% of analogies took roles as understanding aids. The number of analogies used varied considerably according to the publishing company and the domain. Small number of analogies were commonly used in almost all kinds of textbooks, but newly developed ones were used in only one kind of textbook. To help students' effective understanding of various biology concepts, it is necessary to develop more systematic analogies and research the application of analogy.

생물과 교육과정 개요

정완호 ( Wan Ho Chung ) 한국생물교육학회 1985 생물교육 Vol.13 No.1

자연보호의 (自然保護) 국민교육방향 (國民敎育方向)

이인규 한국생물교육학회 1981 생물교육 Vol.9 No.1

우리나라 자연보호 (自然保護) 교육의 (敎育) 실제 (實際)

정완호 한국생물교육학회 1981 생물교육 Vol.9 No.1

분자생물학의 (分子生物學) 최근동향 (最近動向)

이형환 한국생물교육학회 1980 생물교육 Vol.8 No.1

Bloom의 신교육목표분류에 기초한 2015 개정 교육과정 『생명과학 I』 성취기준과 교과서 학습목표 분석

김형미,강경희 한국생물교육학회 2019 생물교육 Vol.47 No.4

The purpose of this study was to analyze the 2015 revised national curriculum 『Life science I』 achievement standards and the learning objectives in accordance with Bloom’s revised taxonomy. The subjects of this study were 2015 revised national curriculum achievement standards and eight 『Life science I』 textbooks. The results of the achievement standards analysis presented that conceptual knowledge was the most utilized. The second was factual knowledge, and the next was procedural knowledge. Analysis of the cognitive process showed that understanding was the most utilized. The analysis of textbook learning objectives showed a tendency very similar to the results of achievement standards analysis. Conceptual knowledge was the largest, and factual knowledge was presented next. In the analysis of the cognitive process, comprehension was most often presented. Achievement standards and learning objectives are very important because they present the direction of teaching- learning in the field of school education. In particular, the use of various knowledge and cognitive processes in setting achievement standards and learning objectives can be seen as essential to fostering the competencies of the subject. Therefore, efforts should be made to utilize various types of knowledge and cognitive processes in the process of constructing 『Life science I』 achievement standards and learning objectives.

예비생물교사와 현직생물교사의 진화 개념 비교 분석

하민수 ( Min Su Ha ) 한국생물교육학회 2016 생물교육 Vol.44 No.2

Evolution theory has played a crucial role in unifying biological concepts and leading to reach in biological disciplines as a fundamental principle. The teaching of evolution, hence, should be emphasized so biology teachers should have the scientific and sound understanding of evolution. This study focuses on two research questions: (1) if pre- and in-service biology teachers maintain their evolution conceptions in accordance with items and (2) if they accept both scientific concept (natural selection) and misconceptions (teleology and use/disuse). Participants included 46 preservice and 32 in-service biology teachers. A questionnaire includes six items (cheetah, mole, polar fox, rice insect, human brain, and rose) in which three explanations for evolutionary phenomena (teleology, use/disuse, and natural selection) are. Each option utilizes six steps Thurstone scale regarding intelligibility and plausibility of the explanation. The results indicate that both pre- and in-service biology teachers showed different level of understanding and acceptance of three explanations according to six items. Pre-biology teachers accepted all three explanations as a scientific explanation in 1.83 items(out of 6 items) and in-service biology teachers accepted all three explanation as a scientific explanations in 1.97. The results of this study demonstrate the need for improvement of biology teachers’ expertise. This study suggests a teaching evolution program for biology teachers which could be designed to utilize various evolutionary examples and treat not only scientific knowledge but also teachers’ misconceptions.

예비 초등교사의 미생물에 대한 개념 이해 수준과 교사 교육에의 시사점

최영미,홍승호 한국생물교육학회 2024 생물교육 Vol.52 No.3

This study aims to investigate pre-service elementary school teachers' understanding of microorganisms and analyze the differences and effectiveness of social group variables in the post-pandemic era. A total of 208 participants (68 males and 140 females), consisting of the pre-service teachers from one teachers college, were involved in an online survey. The instrument includes 11 choice-type questions and their reasoning descriptions on fungi, protista, bacteria, and viruses. A previously developed questionnaire for inquiring about microbiology literacy was adopted, and Cronbach's α in this study was .685. Using t-test, simple linear regression, and multiple regression analysis, we tried to figure out the differences by the participants' high school track, grade, and gender groups and their influential impact on the understanding of microorganisms. The results showed that the science track and freshman groups had significantly higher mean scores in the virus-relevant items from the t-test results. Similarly, in the simple linear regression analysis, the scores of science track and freshman groups were statically high when high school track and grade were the dummy variables. As a result of the multiple regression analysis to examine the effectiveness of group variables, it was revealed that the Durbin-Watson statistic was 2.251, R= .234, and R2 =.055. Since the total score represented F=3.984 and p=.009, the suitability of the regression model was acceptable. Namely, grade worked as a variable to predict pre-service elementary school teachers' understanding of microorganisms with -.162 of standardized regression coefficient when their grades were juniors in college. Focused on sub-categories of the instrument, the regression lines of the virus were significant, thus, we might consider the group clouts in those areas. In particular, variables of high school track and grade, except gender, were disclosed as predictors of virus comprehension. Setting the participants' conception of the virus as a dependent variable, we found that the effectiveness concerned in these order: high school track (β=.226), and grade (β=.-159). To facilitate the attainment of microbiology literacy in prospective elementary teachers, we propose to place microbial activities, experiments, and educational supports to help them construct balanced observations and foster scientific knowledge of microorganisms.