• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• 한국과학교육학회지
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• 제29권1호
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• pp.68-78
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• 2009

이 연구의 목적은 초임 중등 과학 교사들의 수업 불안과 전문성 발달 실태에 대해 알아보는 것이다. 연구를 위해 경력 5년 미만의 초임 과학교사 83명을 대상을 설문 조사를 실시하고 그 중 다섯 명을 선정하여 심층 면담을 실시하였다. 초임 과학 교사들이 겪는 어려움을 알아보기 위해 수업에 대한 불안정도를 조사한 결과, 초임 과학교사들은 수업 불안을 느끼는 비율이 높았으며, 특히, 물리 과목과 화학 실험 지도에서 가장 높은 불안을 나타냈다. 이들은 수업 불안 극복을 위해 주로 인터넷 정보 검색을 하거나 동료 교사의 도움을 받는 것으로 나타났다. 또한 과학 교사로서의 전문성 발달을 위한 계획으로는 연수와 교사 모임 참석을 들었다. 전문성 신장을 위해 가장 필요한 연수 프로그램으로는 수업을 잘하는 교사의 노하우 강의를 들었다.

• 한국과학교육학회지
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• 제17권4호
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• pp.405-413
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• 1997

High school common science is introduced by the sixth national curriculum. It consists of physics, chemistry, biology and earth science like the secondary school science. In this paper, textbooks are analyzed by the science teachers and the status of the present teaching and learning methods is reported. The detailed results are as follows; 1. Almost high school teachers choose textbook that included little the STS material. More than two teachers are teaching the high school common science and when they are chosen, they are independent with their major. 2. According to the national curriculum, they evaluated the textbooks as it is below the middle level. This evaluations are not dependent on teachers' comparement and textbook's class except the several matters based on STS (science-technology-society). 3. The teacher teaching the high school common science thought that teaching the textbook in school is worse than analysizing it. they must have emphasised on learning of inquire method than system of knowledge, introduction to material connected with real life and STS in the high school common science.

• 과학교육연구지
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• 제44권1호
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• pp.112-121
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• 2020

광전효과는 빛의 입자성을 설명하는 대표적인 현상으로 고전 물리학에서 현대물리학으로의 전환을 이끈 중요한 주제이다. 중등교육 과정에서도 광전 효과를 중요하게 다루고는 있지만, '빛의 세기'에 대한 설명이 전자기파의 세기에 대한 설명과 달라서 교사나 학생들이 종종 혼란을 겪고 있다. 이에 본 연구에서는 현대물리 교재의 광전효과 단원에서 '빛의 세기'를 어떻게 설명하고 있는지 분석하였다. 널리 사용되는 10종의 현대물리 교재를 분석한 결과 '빛의 세기'가 크게 두 가지 유형으로 설명되고 있었으며, 특히 한 교재 내에서 두 가지 다른 유형의 표현이 모두 나타나기도 하였다. 연구자들은 본 연구의 결과를 바탕으로 향후 광전효과를 기술하는 데 있어서 몇 가지 유의점을 제안하였다.

• 한국지구과학회지
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• 제34권5호
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• pp.435-449
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• 2013

The purpose of this study was to investigate the difference of teachers' interaction with their students when teaching science in New York (NY) and in Korea. As part of the 2011 Korean International Teacher Fellows (KITF), supported by the Ministry of Education, Science and Technology (MEST) and the National Institute for International Education Development (NIIED), Korean science teachers observed, for six months, New York's science classes in terms of how teachers interact with their students and how students learn science during science instruction. The participants were 10 science teachers in five middle and high schools that taught Physics, Chemistry, Biology, Earth Science, and Environment Science in NY. The National Board for Professional Teaching Standards (NBPTS, 2003) and Instruction as Interaction (Cohen et al., 2003) were used as an instrument to identify each teacher's teaching and classroom interaction. Several characteristics of science classes in NY were revealed, which are different from Korean science classes. First, science teachers in NY dominantly put more focus on their subject of teaching during science interaction while, Korean science teachers not only teach science but also do counseling to students as a homeroom teacher. Second, science teachers in NY acknowledged the students' individuality and have positive experiences of professional development supported by their school and district more than Korean science teachers do. Third, science teachers in NY sometimes showed limited knowledge about the concepts of science and lack of collaboration with other science teachers. This characteristics may prevent the school from strengthening its subject program and keeping equity across the grade levels and courses.

• 대한공업교육학회지
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• 제32권1호
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• pp.73-92
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• 2007

이 연구의 목적은 이륜차 안전교육을 위한 ICT 교수-학습 자료를 개발하는데 있다. 이륜차 운전의 역동성과 관계되는 물리적인 주제는 기술과 과학의 결합과 같은 통합학습을 통해 중 고등학생들의 안전의식 증가를 위해 소개하였다. 본 연구는 결론은 다음과 같이 요약할 수 있다. (1) 기초 물리 이론을 사용하여 이륜차 ICT 교수-학습 과정안을 교수-학습 계획안과 수업 활동 안으로 나누어 개발하였다. (2) 플래쉬 애니매이션과 동영상은 물리지식을 이륜차의 운전기술에 적용하기 위해서 개발하였다. 이것은 중 고등학교 학생들의 이륜차 운전에 관한 태도를 향상하기 위한 것이다. (3) 웹에서 제공되는 이륜차 안전 운전 부록을 통해 중 고등학교 학생들이 이륜차 운전에 관한 인지적 영역 측면을 강화할 수 있도록 하였다. (4) 웹을 통한 이륜차 ICT 교수-학습 자료를 제공하여, 학습자와 교수자가 게시판을 통해 상호작용이 이루어지도록 하였다.

• 한국과학교육학회지
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• 제14권3호
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• pp.330-343
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• 1994

The purpose of this study was to investigate into common science and Science-Technology-Society education movement which are concerned in newly reformed 6th curriculum. These data were obtained by the survey of 291 high school science teachers who have no experience for the workshop of the common science in Kwangju city and 120 high school science teachers who have experience for the workshop of the common science in Kwangju city and Chollanamdo. The results were as follows: 1) They responded that the physics is more closely subject for the common science and thereby it could be charged for the common science by teacher of physics. 2) The 96.90 percent of the respondents (B-group) have confidence with teaching common science subject. 3) They favored that a device for the application of STS Thoughts is added last part of each chapter, last chapter or adequately introduce to each teaching. 4) They are not concerned about overlap with the contents of common science and each science contents (A-group:74.58 percent, B-group:78.35 percent). 5) They wondered about the various items of teaching and the lack of scientific surrounding Knowledge for solving problems. 6) They responded that if the common science are implicated into the current high school, the sciences will become a interesting. 7) Before the common science have become established, they was demanded a improvement of currently University Entrance Examination systems.

• 한국과학교육학회지
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• 제4권1호
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• pp.1-14
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• 1984

The student's attitude toward science is generally influenced by their teachers. Therefore, teachers' positive attitudes toward science and science teaching play an important role to change the student's attitude toward science. The purpose of this survey is to investigate the status on attitudes toward science and science teaching among the secondary school science teachers in Korea. The attitudes were surveyed by the questionnaire which was developed by Sung-Jae Pak. The instrument is designed to use Likert type scale and is composed of two kinds of scale: one is the attitudes toward science scale (the AT scale) and the other is the attitudes toward science teaching scale (the AT Kale), which contains 24 questions respectively. Each of them has 6 sub-level areas. The six areas of attitude toward science are as follow: The goals and values, process and method of science, knowledge and the view of nature, social and cultural aspects, scientist and a career in science, the preferences and willingness. The six areas of attitude toward science teaching are as follow: The goals and values, process and method of science teaching, the content and structure, social and cultural aspects, science educator and a career in science teaching, satisfaction and willingness. From 152 teachers' responses, the tendency of total as well as each area and the contrast of their backgrounds at the level of 5% significance were analyzed by SPSS computer program. Some results and conclusion of the study are as follow: 1. The overall attitude of the measured secondary school science teachers shows a positive trend tendency. Also total positive attitude toward science teaching are slightly higher than that of science, which support the fact that the teachers are not scientists but they are directly involved in teaching of science. 2. The attitudes toward science are moderately correlated to the attitudes toward science teaching (r=0.52). 3. The areas of knowledge, nature-view and tile area of social aspects of science show a very negative tendency. Also the two areas are not correlated to some other areal at the level at 5% significance. 4. Female science teachers exhibit just a little more positive attitudes than those of male teachers in science teaching. 5. The science teachers who wanted to have a profession of scholar or educator exhibit a little more positive attitudes than others in science and total attitudes (AS+AT). 6. The more the science teachers have "intellectual delights" the more their attitudes toward science and science teaching are positive. 7. At the level of 5% significance, there are differences which college they graduated from, but there are no differences in multiple comparison at 10% level. 8. The differences in their background dose not appear in such as age; teaching career; academic career; deny the superstition; their onlook for the scientist or educator when they were freshmen; major the basic science; opinions about the U.F.O. and the origin of life. 9. The responses of certain individual statement are quite different from the overall tendencies, which strongly suggest the de1ailed analysis and deeper study. For the continuing study, it is recommendable to revile the measuring tools with the theoretical study for the better validity and reliability, and investigate the status of the attitudes toward science and science teaching among the science teachers with sufficient samples.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2013년도 춘계학술대회
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• pp.417-420
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• 2013

게임을 통한 교수학습은 학습자의 부담을 덜 뿐만 아니라 학습에 대한 재미를 주면서 학업성취를 도모할 수 있다. 또한 과학기술에 대한 흥미와 이해를 높이고 융합적 사고와 문제해결 능력 향상을 위해 탐구 체험 활동 중심의 STEAM 교육이 강조 되고 있다. 본 연구에서는 크레용 피직스를 활용한 STEAM 프로그램을 개발 하였다. 중학교 1학년 과학 [힘과 운동]을 중심으로 적용하였으며, 모둠별 학습자의 활동 위주로 총 4단계 8차시의 분량으로 구성 되었다. 각 단계를 통해 학습자는 힘과 운동의 원리를 이해하며, '게임을 통해 과학원리 찾기'단계에서는 모둠별 학습자의 협동을 통해 직접 게임을 해결해보고 게임 해결을 위해 적용될 수 있는 힘과 운동의 원리를 찾는다. 또한 새로운 게임을 직접 설계 제작해봄으로써 학습자의 융합적 사고력을 향상시킬 수 있다. 본 연구에서 개발한 프로그램은 학습자의 창의성 증진과 과학 교과에 대한 흥미, 과학에 대한 긍정적 변화를 가져올 것으로 기대한다.

• 영재교육연구
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• 제20권3호
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• pp.1027-1037
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• 2010

물리교과의 내용은 다른 과학교과에 비해 비교적 위계관계가 강하다. 즉, 이미 배운 것과 지금 배우고 있는 것 그리고 앞으로 배울 것이 서로 밀접하게 연결되어 있다. 이런 학습의 위계에 대한 평가는 기존 연구자들이 많은 연구를 해 왔지만, 본 연구에서는 '지식공간론' 이라는 새로운 방식을 통해 분석하고자 하였다. 본 연구에서 사용한 방법은 기존의 통계처리와는 전혀 다르기 때문에 통계처리 과정에서의 오류가 없으며, 수학의 집합론을 바탕으로 하고 있기 때문에 학생들이 갖고 있는 지식의 위계를 정확하게 분석할 수 있다. 특히, 처리 과정을 컴퓨터시스템을 이용하여 정확하고 빠르게 처리할 수 있음은 물론 객관적 타당도를 높이고 많은 양의 자료를 효율적으로 처리할 수 있다. 더 나아가서 분석결과를 가시화하여 보여줄 수 있기 때문에 개개인에 대해 실질적인 도움을 줄 수 있다. 또한 자신의 부족한 부분을 가시화하여 피드백 해주기 때문에 학생들이 자신의 문제점을 객관적으로 이해할 수 있고 평가자로부터 제시되는 처치 프로그램 또한 긍정적으로 수용할 수 있을 것으로 본다. 본 연구 결과는 수학 또는 과학관련 과목의 성적이 떨어지지만 딱히 그 이유를 분명히 알 수 없는 경우나, 과학 중에서도 어떤 분야에 특별히 더 관심을 갖고 있는지를 알아보고자 하는 경우에도 효율적인 도구로 활용할 수 있을 것이다.