• International Journal of Advanced Culture Technology
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• 제10권3호
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• pp.226-236
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• 2022

We compared and analyzed the changes in students' science grades and their effects on science grades by level (upper, middle, and lower) according to non-face-to-face and face-to-face teaching-learning. 66 students from A Middle School in Gyeongsangnam-do were selected for the study. As a result of analyzing the change in science grades according to the teaching-learning type, the average score of science grades by non-face-to-face teaching-learning was lower than the corresponding score of science grades of face-to-face teaching-learning. As a result of comparing the level of understanding of learning content according to the evaluation type (paper-written, study-paper) in non-face-to-face and face-to-face teaching-learning, the average scores of science grades by paper-written and study-paper evaluations in non-face-to-face teaching-learning were significantly low. In addition, as a result of comparing the effect on science grades by level according to the teaching-learning type, the average score of science grades of lower-ranked students in non-face-to-face teaching-learning was relatively low.

• 한국과학교육학회지
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• 제16권1호
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• pp.13-34
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• 1996

The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.562-573
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• 2011

The purpose of this study was to examine the effects of teaching-learning programs from the perspective of brain-based learning science. Four units in 5th grade elementary science programs of the Revised 2007 National Curriculum were selected as contents to study. As the brain-based learning science analysis method, equations of the brain compatibleness index (BCI) and contribution degree on the brain compatibleness index (BCICRE) were applied to them. This study showed that there were qualitative and quantitative differences among the analyzed teaching-learning programs through the unit and curriculum. The results showed that hands-on activities like experiments or open inquiry activities improved their evaluation of the teaching-learning programs. From the analyzing, teachers can judge whether each teaching-learning program made considered the brain of the learners. Furthermore, this study can provide useful information to consult of various science teaching-learning programs brain-based learning.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.326-331
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• 2004

In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.

• 과학교육연구지
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• 제38권3호
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• pp.555-568
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• 2014

본 연구는 초등학교 과학 수업에서 교사의 과학학습에 대한 신념이 교수 실제와 어떤 관계가 있는지를 알아보고자 하였다. 이를 위하여 초등학교 교사 4명을 대상으로 리커트식 설문 조사와 면담을 통하여 교사의 과학학습에 대한 신념을 알아보았다. 그리고 각 교사당 2차시의 수업에 대하여 실제 수업 관찰 및 수업 후 면담을 통하여 수업 분석을 실시하였다. 분석 결과, 과학학습에 대한 신념에서 전통적 관점을 보인 A교사와 B교사는 교수 실제에서도 교사 중심의 설명식 수업을 진행하였다. 반면에 상대적으로 구성주의적인 신념을 보인 C교사와 D교사는 교수 실제에서 교과서 내용을 재구성하고 다양한 교수 방법과 전략을 활용하는 수업을 진행하였다. 초등 교사의 과학학습에 대한 신념에는 교사간에 차이가 있었으며, 이러한 신념의 차이는 대체적으로 과학 수업의 실제와도 관련이 깊은 것으로 나타났다. 이를 토대로 초등 과학수업에서 교사의 과학학습에 대한 신념의 중요성에 대하여 시사점을 논의하였다.

• 한국과학교육학회지
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• 제23권2호
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• pp.131-143
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• 2003

과학이 윤리적 특성을 지니고 있다는 말은 과학의 본성을 제대로 이해시키기 위해서는 각급 학교에서 과학의 윤리적 특성도 교수해야 함을 뜻한다. 외국에는 생명공학과 관련된 윤리적 문제를 다룰 것을 강조 한 교사용의 생명공학 지도서와 과학의 윤리적 측면에 관한 교수-학습의 원리와 방법을 제시한 교재가 있다. 현재 우리나라에서도 과학의 윤리적 특성에 관한 교육의 필요성이 제기되고 있으며, 그 교수-학습의 원리 방법 자료 등도 연구 개발되어 있다. 그러나 과학교육 현장에서는 과학의 윤리적인 특성에 관한 교수-학습이 이루어지지 않고 있다. 이는 그 교수-학습 방법과 자료를 현장에 적용할 방안이 미흡하기 때문이기도 하다. 이 연구는 특별히 연구자들이 3년간 수행한 연구의 결과를 바탕으로 과학의 윤리적 특성 교수-학습 방법과 자료를 현장에 투입할 방안을 제시할 목적으로 수행하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.382-393
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• 2015

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

• 안보군사학연구
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• 통권15호
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• 한국과학교육학회지
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• 제24권1호
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• pp.90-108
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• 2004

This study is to understand preservice science teachers' previous experience, beliefs about teaching and learning, and visions of themselves as future teachers. The data were collected from two individual interviews with 7 voluntary students and analyzed qualitatively for category construction. As the results of this study, we presented two cases, which showed that their different views of teaching science are strongly related to their previous experiences as learners and observers in schools, and that there is the apparent consistency between each participant's beliefs about science teaching and learning and their own visions of teaching in a science classroom. Implications for preservice science teacher education related to the results were discussed.