• 대한지구과학교육학회지
• /
• 제7권1호
• /
• pp.99-109
• /
• 2014

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted's giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.

• 한국과학교육학회지
• /
• 제30권5호
• /
• pp.544-556
• /
• 2010

이 연구의 목적은 멘토링 과정을 통하여 초임중등과학교사의 탐구지향적 교수실행이 어떻게 변화해 나가는지를 알아보는 것이다. 이를 위해 교직 경력 3년 이하의 초임중등과학교사 3명을 멘티교사로 선정하고, 교직 경력 10년 이상의 멘토교사 3명과 짝을 이루어 멘토링을 실시하였다. 멘토링에 의한 초임중등과학교사의 탐구지향적 교수실행의 변화를 알아보기 위하여 멘토링 전과 멘토링이 진행되는 동안 총 5차시의 수업을 녹화한 후 분석을 위하여 전사하였다. 멘토 교사는 멘티교사의 수업을 관찰한 후 실시한 멘토링을 통해 멘티교사들에게 지속적으로 교수실행에 대한 피드백을 제공하여 멘티교사들의 전문성 발달을 유도하였다. 초임중등과학교사의 수업에서 탐구지향적 교수실행의 정도을 알아보기 위해 RTOP(The Reformed Teaching Observation Protocol)을 수업분석도구로 활용하였다. 수업을 분석한 결과 멘토링 실시 전 초임중등과학교사의 수업은 교사주도의 내용 전달에 치중한 수업이 주로 진행되고 있었고, 수업 중학생들의 다양한 탐구활동이나 문제해결이 장려되지 못하고 학생들의 자유로운 의사소통이 부족한 것으로 관찰되었다. 그러나 멘토링이 진행되는 동안 초임중등 과학교사들은 학생활동이 강화된 실험활동과 주제발표 및 토론 수업 등의 다양한 수업을 시도하는 변화를 보였다. 또한 멘토링 후반부로 갈수록 교사가 학생들의 다양한 표현을 격려하고 토론을 통해 자신의 생각과 의견을 제시해 볼 수 있는 기회를 제공하려고 노력하였다.

• 한국지구과학회지
• /
• 제23권3호
• /
• pp.234-241
• /
• 2002

이 연구의 목적은 포트폴리오 평가를 일선 초등학교에 적용할 수 있는지를 알아보고, 지역과 성별에 따라 포트폴리오 평가가 학생들의 과학 성취도, 과학 탐구 능력, 과학 태도에 미치는 영향을 조사하는 것이다. 우리나라 중부 지방의대도시와 중소도시 지역에서 각각 2개 초등학교를, 농촌 지역에서 3개 초등학교를 표집하였다. 표집한 각 학교에서 다시 5학년 2개 학급씩을 표집하였으며, 한 학급은 포트폴리오 평가를 적용한 실험집단으로, 다른 학급은 기존의 수업 방식을 그대로 적용한 비교 집단으로 선정하였다. 한 학년에 한 학급 밖에 없는 농촌 학교는 비슷한 두 학교를 선정하여 한 학교는 실험집단, 다른 학교는 비교집단으로 삼았다. 이 연구에 참여한 총 학생수는 475명이다. 사전 검사와 사후 검사로 과학 성취도 검사, 과학 탐구 능력 검사, 과학 태도 검사를 실시하였다. 일반 학교의 과학 수업에 대한 포트폴리오 평가의 적용 가능성은 비교적 높은 것으로 나타났다. 학생들의 과학 성취도, 과학 탐구 능력, 과학 태도에서는 두 집단 사이에 통계적으로 의미있는 차이가 발견되지 않았다. 다만 탐구 능력과 태도에서 지역에 따라 통계적으로 의미있는 차이가 발견되었으며, 과학 탐구 능력에서는 지역과 성별, 과학 태도에서는 집단과 지역 사이에 상호작용 효과가 발견되었다. 또한 과학 태도의 하위 영역 중에서 과학교육에 대한 인식, 과학 직업에 대한 인식, 과학 활동에 대한 흥미, 비판성 등에서 통계적으로 의미있는 차이가 발견되었다. 결론적으로 포트폴리오 평가는 일반 초등학교 과학 수업에서 적용이 가능하며, 기존 교수 학습 방법과 비교하여 과학 성취도 및 과학 탐구 능력에서 비슷한 효과가 있음을 알 수 있다. 그러나 과학 태도의 하위 영역 중에서 과학 학습과 관련된 부분에서 의미있는 진전을 보이는 점으로 미루어 포트폴리오 평가를 장기적으로 실시하면 과학 성취도나 과학 탐구 능력에도 긍정적인 효과가 있을 것으로 생각된다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제18권2호
• /
• pp.47-63
• /
• 1999

It is important that the teacher, in an inquiry learning gives his student sufficient thinking time regarding the teacher's question and the child's response. In an inquiry loaming, it is essential that children should have an enough time to understand question fully and find out correct answers. The purpose of this study is to investigate an effect of science teaching, when Wait-time theory is applied, on the scholastic and thinking ability, thinking trend and scientific attitudes of elementary children. We could draw several meaningful conclusions from the study concerned with improving the effect of science teaching that changed from teacher centered teaching to children centered erie.

• 한국과학교육학회지
• /
• 제17권3호
• /
• pp.301-311
• /
• 1997

The purpose of this study is to construct a structural equation model and to analyze causal relationships among variables related to attitudes to science using structural equation modeling(SEM) with LISREL VII. The sample consisted of 483 10th grade boys from a general high school in Pusan, Korea. The questionnaires (ABC-attitude scale: affection, behavioral intention, cognition scale of attitude towards science) were developed by the researcher through a pilot study. And other instruments have modified previous ones. Five instruments were used in this study: GALT(group assessment of logical thinking), MTSlS(modified test of science inquiry skill), ABC-attitude scale, MSAS(modified scientific attitude scale), CSAT(common science achievement test). Structural equation modeling with LISREL VII($J\ddot{o}reskog$ & $S\ddot{o}rbom,$ 1993) was employed to estimate the causal inferences about hypothesized relationships among observed data sets. Three competing models consisted of five latent variable(scientific thinking ability, science inquiry skill, attitude towards science, scientific attitude, science achievement) - lP(inquiry preceding) model, AP(attitude preceding) model and AM(attitude mediating) model - were developed. Among these competing models, IP model satisfied the observed data sets. The causal relationships among "attitudes to science" and other latent variables were reliably identified. According to the results of the present study, science inquiry skill was the most significant variable that can predict science achievement. But scientific thinking ability has not directly influenced science achievement. This study suggests that inquiry based teaching-learning processes should be offered to students for improvement of science achievement. At the same time, it seems to be important to develop positive attitude towards science. Understanding of relationships among variables related to attitudes to science will be helpful to the development of science curriculum and to the design of science teaching and learning process. LISREL has been recognized as a useful approach in testing a SEM. However, in this study, LISREL approach was estimated as much more useful method for research design.

• 한국초등과학교육학회지:초등과학교육
• /
• 제37권4호
• /
• pp.402-415
• /
• 2018

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.

• 한국초등과학교육학회지:초등과학교육
• /
• 제30권2호
• /
• pp.152-161
• /
• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• 대한화학회지
• /
• 제58권6호
• /
• pp.658-666
• /
• 2014

이 연구의 목적은 예비과학교사의 논의 중심 과학 탐구에 대한 이해와 인식을 알아보는 것이다. 대도시 소재 사범대학 과학교육과에서 예비과학교사 17명을 대상으로 화학교과교재 및 연구법 수강이전과 이후에 실시한 서술형 설문과 사후개별 면담 자료를 연속적 비교분석법으로 분석하였다. 사후 설문 및 면담에서 과학 탐구의 중요한 요소로서 논의를 언급하고, 탐구 문제에 대한 주장과 근거를 협상하는 과정으로서 논의의 역할을 이해하는 예비과학교사의 수가 사전보다 늘어났다. 예비과학교사들은 논의가 강조된 탐구 중심 과학 수업의 중요성을 인식함에도 불구하고 여러 가지 어려움과 문제점에 대한 우려를 하고 있었다. 사전에는 학생들의 소극적인 논의 참여를 어려움으로 인식하는 반면, 사후에는 예비교사 자신의 수업지도안 계획 또는 학생들의 논의를 안내하는 어려움에 대하여 언급하는 경우가 많았다.

• 한국과학교육학회지
• /
• 제15권2호
• /
• pp.133-148
• /
• 1995

This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology. and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. This study drew a conclusion based on the findings that the skills and techniques will effectively be learned when those are taught with specific knowledge in each area of the science. Reported in this paper are the materials developed, for fostering scienctific inquiry skills on the part of the high school students. The materials were developed, using two themes of a theoretical-abstract chemistry topic and a conceptual-concrete biology topic. Those materals were designed for an experiment and an observation, respectively.

• 한국과학교육학회지
• /
• 제15권1호
• /
• pp.54-67
• /
• 1995

This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology, and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. The skills and techniques are effectively learned when those are taught with specific knowledge in each area of the science. The model and materials for fostering scientific inquiry skills will be presented on the second part of the report.