• 대한지구과학교육학회지
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• 제1권1호
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• pp.63-71
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• 2008

The purpose for this study is to check if research activities can make positive effects on inquiry instruction utilizing materials when compared to traditional instruction utilizing the textbook. The effects of the class should be measured both in cognitive domain and in affective domain. The cognitive domain was measured by the change in achievements in learning science, and the affective domain was measured by the change in learning attitudes of science. The assumptions to be verified in this study were as follows. First, achievements in learning science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook. Second, learning attitudes of science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook.The results of the research are as follows. In the cognitive domain, achievements in learning science showed significant change(p=.045) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In the affective domain, learning attitudes of science showed significant change(p=.019) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In learning attitudes of science, 2 items(self-conception of science, attitudes of learning science) out of 3 items(self-conception of science, attitudes of learning science, learning habits of science) showed significant changes (p=.045, p=.001). But the difference(learning-habits of science) was not significant(p=.914).

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.75-82
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• 2000

The purpose of this study was to investigate the effectiveness of teaching strategies for scientific conceptions in the units of oxygen and combustion in elementary school science textbook. 70 elementary school 6th grade students in Seoul participated. They were divided into experimental group and controlled group. Five scientific concepts were adopted from the units of oxygen and combustion in the 6th grade science textbook. Subjects' preconceptions were investigated by pre-questionnaires. A series of 6 instructional sessions based on the teaching strategy of cognitive confliction theory were given to the experimental group. By the end of the instructional session, a post-test was administered to both experimental and controlled groups. There was a statistically significant difference between post-test gains of the experimental and controlled groups. These results support the notion that the teaching strategy was effective for changing from preconceptions to scientific concerts.

• 한국과학교육학회지
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• 제27권2호
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• pp.144-152
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• 2007

In this study, high school science teachers' and students' various conceptions related to osmosis phenomena were compared with and analyzed in relation to the content of science textbooks used in high school science classrooms and college science courses. The questionnaires developed by the researchers were administered to science teachers and students. Differences can be found between the explanations of science textbooks on osmotic pressure and semi-permeable membranes. Many science teachers and students thought of osmotic pressure as 'membrane pressure occurred by the movement of a solvent'. Moreover, the types of teachers of semi-permeable membranes were similar regardless of their academic majors. Many of the teachers thought of a semi-permeable membrane as a membrane that 'passes small-size particles'; however, many students thought of this type of membrane as being 'selectively permeable'. Also, the salt-pickling cabbage phenomenon seemed to cause significant confusion to science teachers and students. These study results show that teachers and students possess various conceptions related to the osmosis phenomena. These different conceptions related to osmosis phenomena might cause confusion and diverse conceptions including misconceptions among teachers and students.

• 한국문헌정보학회지
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• 제47권1호
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• pp.287-325
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• 2013

본 연구는 문헌정보학개론 과목의 표준교과내용을 개발하고, 강의계획서를 비롯한 교재목차에 대한 내용을 제안하고자 하였다. 이를 위해 국내외 문헌정보학과의 강의계획서와 교육교재를 수집하여 분석하였으며, 그 결과, 문헌정보학개론의 표준교과내용으로 포함될 주요 수업내용은, (1) 지식정보사회, (2) 정보와 정보원, (3) 문헌정보학의 학문계통, (4) 정보전문직, (5) 도서관사, (6) 도서관 정보센터, (7) 관종별 도서관의 유형 및 기능, (8) 장서개발, (9) 정보자료조직, (10) 정보서비스, (11) 디지털도서관, (12) 정보검색과 데이터베이스, (13) 도서관협력, (14) 도서관정책과 정보윤리 등으로 나타났다. 최종교재목차도 이와 유사한 내용으로 제안되었다.

• 대한화학회지
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• 제45권2호
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• pp.162-176
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• 2001

본 여구는 제6차 교육과정에 의한 5종의 중학교 과학교과서(화학부분을 중심으로)에 얼마나 탐구활동이 반영되어 있는지를 분석해 보았다. 특히 중학교 과학교과서에 수록된 내용 및 탐구활동을 탐구내용, 탐구과정, 탐구상황의 3차원 분석들에 근거하여 분석하여 교과서에 STS가 반영된 정도나 내용구성에 관한 평가를 하는데 그 목적이 있다. 연구결과는 다음과 같다. 첫째, 중하교 과학교과서(화학부문)의 내용을 분석한 결과, 화학부분의 평균 전체 면 수는 197.6페이지었다. 그림이나 사진과 같은 학습자료는 각 페이지 마다 0.66개씩, 읽을거리는 평균 5.8개씩 수록되어 있었다. 둘째, 탐구활동의 탐구내용을 분석한 결과, 5종 교과서에 수록된 전체 주제는 222개이며, 각 교과서마다 탐구활동이 관찰, 실험, 측정, 토의 자료해석, 기본조작 등의 다양한 용어로 분류되어 있으며, 교과서마다 분류 기준에 다소 차이가 있다. 교과서별로 수록된 탐구활동의 수를 살펴보면 A교과서는 51개, B교과서는 49개, C 교과서는 50개, D 교과서는 37개 그리고 E 교과서는 35개가 수록되어 있었다. 셋째, 탐구과정영역의 분석은 평균적으로 ‘자료해석 및 일반화’가 42.4%로 가장 많았고 ‘관찰 및 측정’은 38.1%, ‘문제발견 및 해결방안’은 7.8% , ‘이론모델형성, 검증 및 수정’은 11.7%로 나타나TEk. 넷째, 탐구상황 영역의 분석은 과학적 상황요소가 94.2%, 그 외에 개인적 상황요소가 0.4%, 사회적 상황요소가 2.7%, 기술적 상황요소가 2.7%를 차지하였다. 즉, STS(과학-기술-사회)의 상호관련성을 강ㅈ한 내용이 전체의 5.8%정도를 차지하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제35권3호
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• pp.305-315
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• 2016

The purpose of this paper was to analyze the role of illustrations in elementary textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea from point of view of aim of science by applying the criteria of 5E inquiry process model for reflecting core aim of the science education. The subjects of the paper was the 105 illustrations in the earth-science domain of elementary science textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea. The analysis criterion was of two categories, the function of illustration and the role of illustration. the function of illustration was divided into three subcategories such as Exclusiveness type, correspondence type and supplementary type. The role of illustration was divide into five subcategories such as Engagement, Exploration, Explanation, Elaboration and Evaluation. According to results of the illustration analysis are as follows: the result of the function of illustration are exclusiveness type 39, correspondence type 36 and supplementary type 30, the important of point to note is that there are a lot of exclusiveness type considerably. compared with other subjects, this fact indicate character of illustration of the only science textbook. The result of the role of illustration are Engagement 14, exploration 64, explanation 25, elaboration 2 and evaluation 0. This data indicate main role of illustrations in earth-science domain is to help the students to be able to observe and explore. Cross-analysis of the function and role was a significant difference. Role of illustration was evenly distributed within Exclusiveness type on the other hand, the role of illustrations was mainly exploration and explanation in correspondence and supplementary type. Especially, illustration of exploration was mainly correspondence type.

• 한국과학교육학회지
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• 제15권2호
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• pp.233-240
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• 1995

The purpose of the study is to certify the validity and effectiveness of the learning hierarchy and to define the effective teaching order in life continuity. To achieve this purpose, two experimental groups which were instructed varying the sequence of the instructional units. Teaching order based on the learning hierarchy was given to experimental group and descriptive order of current text was given to control group. The findings of the study are as follows: 1. Learning Hierarchy before learning had differ with order of the textbook, but hierarchy of both group has showed similar to the sequence of textbook, after learning. 2. The effect of learning hierarchy represented no significant different between control and experimental group.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제25권4호
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• pp.411-431
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• 2022

본 논문은 2015 개정 교육과정에 따른 초등학교 수학국정 교과용 도서 편찬의 과정과 결과를 분석하여 향후 교과용 도서 편찬을 위한 시사점을 모색하였다. 2015 개정 초등 수학 국정 교과서 편찬은 전국의 학계와 학교 현장 전문가들이 전문성을 발휘할 수 있도록 체계적인 편찬 시스템을 갖추고 운영되었다. 내용상의 개선 사항으로는 기초 계산 능력 강화를 위한 단원과 차시를 증대하고, 수학 개념과 원리 도입 방식이나 알고리즘 제시 방식 개선 및 내용 간의 내적 연결성을 강화하였다. 학생들에게 이해가 어려운 내용은 상위 학기나 상위 학년으로 이동 배치하여 학습 시기를 조정하였다. 1~2학년군에서는 학생들의 한글수준에 맞게 읽을 분량을 대폭 축소하고, 문장과 어휘 개선 및 지시문을 간결하게 수정하였다. 편집·디자인 개선 사항으로는 단원별 도입 차시의 삽화와 차시별 맥락 그림을 세밀화로 연계하여 제시하였고, 교과서에 등장하는 인물들을 전 학년군에 걸쳐 일관성있게 제시하였다. 편찬 과정에서 교과서의 문장과 어휘 수준, 교과서 분량, 수학 익힘 문제 난이도 등 이슈가 제기되었으며, 이에 따른 교과서 편찬 개선 노력과 그 결과를 조망하였다. 위와 같이 전반적인 분석을 통하여, 향후 국정 교과서 및 검정 교과서 등 편찬을 위해 학생과 교사를 위한 교과서 편찬 개선 방안과 편찬 운영 방안을 제시하였다.

• Imaging Science in Dentistry
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• 제30권1호
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• pp.55-62
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• 2000

Purpose: This study was performed to develop the electronic textbook (CD-rom title) about preclinical practice of oral and maxillofacial radiology, using multimedia technology with interactive environment. Materials and Methods: After comparing the three authoring methods of multimedia, i.e. programming language, multimedia authoring tool and web authoring tool, we determined the web authoring tool as an authoring method of our electronic textbook. Intel Pentium II 350 MHz IBM-compatible personal computer with 128 Megabyte RAM, Umax Powerlook flatbed scanner with transparency unit, Olympus Camedia l400L digital camera, ESS 1686 sound card, Sony 8 mm Handycam, PC Vision 97 pro capture board, Namo web editor 3.0, Photoshop 3.0, ThumbNailer, RealPlayer 7 basic and RealProducer G2 were used for creating the text document, diagram, figure, X-ray image, video and sound files. We made use of javascripts for tree menu structure, moving text bar, link button and spread list menu and image map etc. After creating all files and hyperlinking them, we burned out the CD-rom title with all of the above multimedia data, Netscape communicator and plug in program as a prototype. Results and Conclusions : We developed the dental radiology electronic textbook which has 9 chapters and consists of 155 text documents, 26 figures, 150 X-ray image files, 20 video files, 20 sound files and 50 questions with answers. We expect that this CD-rom title can be used at the intranet and internet environments and continuous updates will be performed easily.

• 한국자기학회지
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• 제19권2호
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• pp.74-79
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• 2009

과학 교육의 출발점이라 할 수 있는 초등학교의 교육과정에서 자기학 단원이 어떻게 교육되는지 검토하였다. 초등학교에서 자기학은 3학년 1학기 자석놀이 단원과 6학년 1학기 전자석 단원에서 다루어지는 것을 알 수 있다. 과학 과목에서 자기 단원이 적절한 학년에서 교육되는지 검토하였고, 교과서의 내용을 분석하여 문제점과 대안을 제시하였다.