• 과학교육연구지
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• 제38권2호
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• pp.270-285
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• 2014

본 연구의 목적은 디지털 교과서를 활용한 과학수업이 실제로 어떻게 이루어지고 있으며 그것이 과학 교육 측면에서 어떤 함의를 제공하는지 탐색하는 것이었다. 이를 위하여 디지털 과학 교과서를 활용한 초등학교 4학년 지구와 달 단원의 수업을 질적으로 기술하고 수업 현상의 구조를 분석한 후 그 의미를 비평적인 관점에서 해석하였다. 그 결과 디지털 교과서의 도입이 이미 확립되어 있는 초등 과학 수업의 구조나 교실 상호작용 양상을 변화시키는 데 기여하지 못하고 있음을 알 수 있었다. 이에 따라 디지털 교과서의 활용이 초등 과학 수업 방식에 변화를 주어 새로운 교실 상호작용을 가능하게 하기 위한 방안을 논의하였다. 이때는 디지털 과학 교과서의 본질과 개발 방향에 대한 합의가 있어야 하고 과학 수업에서 교사의 고유한 교수법적 역할의 변화가 있어야 함을 주장하였다.

• 한국과학교육학회지
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• 제22권3호
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• pp.550-559
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• 2002

본 연구는 제 7차 교육과정 하에서 개발된 제시된 탐구 활동을 탐구 과정, 탐구 상황 및 탐구 유형 측면을 분석함으로써 교과서의 개발과 학습에 대한 교육적 시사점을 제공하고자 하였다. 따라서, 제 7차 교육과정 7학년 과학 교과서 생명 영역에 제시된 탐구 활동을 탐구 유형, 탐구 과정 요소 및 탐구 상황으로 구분하여 출판사별로 비교 분석하였다. 분석에 사용된 교과서는 검정되어 현재 학교에서 사용되고 있는 6종을 대상으로 하였으며, 생명 영역의 '생물의 구성', '소화와 순환', '호흡과 배설' 등 총 3개 단원의 탐구 활동을 분석하였다. 탐구 분석 결과 교육과정의 개발과 교과서의 개발 시 탐구 활동이 탐구 유형이나 탐구 과정 요소 및 탐구 상황의 편중성이 두드러졌으며, 학교 현장에서는 이러한 부분을 보완할 수 있도록 학생들을 지도하여야 할 것으로 사료된다. 또한, 과하고가 교육 목표에 부합되는 교과서의 개발을 위한 탐구 활동에 대한 검토와 교과서 검정 기준에 탐구 활동의 평가 틀을 제공하여야 할 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.452-464
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• 2005

Since the national curriculum and textbooks are essential to understand the country's educational system, the importance of the textbook analysis should be emphasized to understand the education in North Korea. In this study, the science textbooks of North Korean elementary schools published since the year 2000 were analysed in depth and compared with those of 1990's, then the change in North Korean elementary science education was investigated. As for the external format, the total pages of 3rd grade textbooks of 2000's decreased notably. The 4th grade textbooks show an emphasis on the integrating feature of season-related chapters. The analysis of each category using a content framework of TIMSS shows that the content proportion relating to Earth Science and Physical Science was increased, while the proportion relating to Biological Science was decreased. Besides, changes of proportion of each subcategories were analysed and discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.141-148
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• 2007

This study proposed task-based teaming strategies as a means of fulfilling the demands and goals of the 7th national science curriculum. Task-based learning is based on the use of a series of activities whereby a teacher presents students with tasks related to daily lift and the students solve the tasks by themselves using various methods and thought processes and then present and discuss their results with each other. The tasks are selected from the 6-grade science textbook, are reconstructed and are then given to the classes. The tasks include whole class activities as well as individual activities related to the interests, abilities, and concerns of the students. The purpose of this study was to verify the effects of task-based learning classes on the science process skills and the scientific attitudes of elementary school students, when applied to 6th grade students. For this, the task-based learning activities were applied to an experimental group and expository teaching was applied to the comparison group. Both groups were given a pre-post test on science process skills and scientific attitudes. The results indicate that task-based loaming is very effective in the development of science process skills and scientific attitudes.

• 한국과학교육학회지
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• 제14권3호
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• pp.304-311
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• 1994

Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.539-545
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• 2005

The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.99-110
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• 2008

The purpose of this study was to develop an instructional module for creativity(lMC) which was mainly based on a unit ('Sun's family' in the 2nd semester of the 5th grade in the textbook), to verify the effect of this module on Elementary student's creativity and attitudes related to science. The subject in this study was two 5th grade classes from J elementary school located in Busan. One of the group took the lessons which were designed for the IMC, and the other group took the normal classes. The effect of this subject for the experimental group and controlled group was verified by post-test: creativity and attitude related to science. The results of this study are as follows. First, the experimental group showed more creativity than controlled group on the post-test. The IMC was more effective to enhance student's creativity than general class. Second, the IMC was effective to enhance student's creativity without the difference in academic ability level. Third, the IMC was effective to enhance student's creativity without the difference in the gender. Fourth, the IMC was more effective to change student's attitude related to science than general class in the module application.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.337-344
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• 2005

본 연구에서는 우리나라 제 7차 교육과정에 의해 저술된 초등학교 과학교과서에 포함된 현장학습 관련 내용을 현장학습의 유형 및 현장학습 요소에 따라 분석하였다. 분석 결과, 초등학교 과학교과서에 실린 현장학습은 3학년부터 6학년까지 학기당 평균 4.25건이 제시되어 있으며, 지구와 생명 영역에 집중되어 있다. 현장학습 장소는 학교 내 환경과 지역사회의 자연 환경으로 한정되어 있으며, 기본 개념의 습득을 목적으로 하는 경우가 주를 이루었다. 현장학습에서 의 활동은 단순한 활동으로 끝나는 접근 방식보다는 과학 지식의 습득 및 이해를 이끌어 교육과정과 통합시키는 접근 방식이 많았으며, 학생 활동을 단계별로 안내하는 경우가 대부분이었다. 현장학습의 사전활동 및 정리활동은 그 내용이 미미한 경우가 많았으며, 현장학습에서 유의점은 대부분의 경우 안내되지 않았다. 현장학습이 일회성 행사로 끝나지 않고 교육과정과 통합되는 방식으로 이루어지기 위해서는 교과서에서 체계적으로 제시하고 안내하는 것이 요구되며, 교육과정과 연계된 다양한 현장학습 장소의 발굴 및 학생들의 인지 수준에 적절하고 과학 학습과 과학에 대한 흥미를 높이는데 효과적인 현장학습 활동의 개발이 요구된다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.21-29
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• 2014

This study analyzed the inquiry activities in the 'matter' units from each science textbook for the fifth and the sixth graders developed by the 2007 revised national curriculum, using Practical Activity Analysis Inventory proposed by Millar(2009) to examine types of learning objectives, hands-on contents(what students have to do with objects and materials), minds-on contents(what students have to 'do' with ideas), and logical structure each activity had. The results of this study are as follows: First, most learning objectives of the inquiry activities seems to be suitable for the standards of 2007 revised national curriculum. Second, the standards of 2007 revised national curriculum are properly reflected in hands-on contents of inquiry activities. Third, minds-on contents of inquiry activities are well developed to meet the standards of 2007 revised national curriculum as a whole. Fourth, the logical structures of inquiry activities are mostly adequate for achieving the goals of the 2007 revised national curriculum. In the textbook for the fifth graders, however, all the activities are focusing too much on using students' current ideas to generate a prediction and collecting data to explore or test it. Based on these findings, this research has concluded that learning objectives, minds-on contents and logical structures of inquiry activities need to be designed carefully for students to be exposed to various activities when developing following textbooks.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.347-357
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• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.