Exploration of a method for CreativityㆍPersonality Education in the Elementary Science Education through the Case of Design-based Learning Class

( Shim Youngsook ),( Jang Shinho ) 한국초등과학교육학회 2015 한국초등과학교육학회 학술대회 Vol.68 No.-

This study explored that DBL((Design-based Learning) is possibile to be one of the science teaching method in the elementary school for students in the 21st century. The Learner in the 21st century can multitask, use the variety of technologies and needs to use meta cognition to select the information and control himself because a student is exposed to a lot of information. The future society demands critical thinking, communication ability and problem solving skill. The 2009 revised national curriculum is purposed to bring up creative human and global talent for the future, and emphasizes personality education. Therefore, science education needs devising a proper teaching method for the 21st century. Through the theoretical reflections, we analysed that DBL was related social constructivism, practical context from situated learning, Problem based Learning(PBL), Experience and reflective thinking of John Dewey, and Integrative STEM. The differences between DBL and others were design based process in the cooperation and social construction and reflective thinking during the repetitive trial and error. We investigated the case of gifted students in the DBL class. The results showed that students discoursed from the perspective of knowledge sharing and did 4 levels of reflective thinking. Since cooperative discourse(including problem-solving skill, communication skill and critical thinking) and reflective thinking is important elements for creative human resources and personality education, DBL will be possible as a teaching method for the future science education.

Exploring the Practicality of Design-based Learning (DBL) as a Teaching Method of Elementary Science Education

Youngsook Shim 한국아세아태평양교육문화융복합학회 2022 Asia Pacific Journal of Teaching and Learning Vol.2 No.1

Purpose The purpose of this study is to examine the characteristics of design-based learning (DBL: hereinafter DBL) and to explore practicality in science education. Method To this end, the background of the appearance of DBL was examined through a literature survey. Results Design is the basis of technology and engineering education, and it can be seen that the concept of integrated education of science and technology began through STS education. Design-based learning (DBL) is a form of problem-solving learning (PBL) that promotes students to learn more meaningfully as a class that solves problems while working together as a team, and goes through the process of problem definition-information collection-design-test-problem-solving. Conclusion DBL can be practiced as a method of inquiry learning in science education in that students design themselves to solve problems and find final solutions through repeated tests.

연소 모델의 사회적 구성과정에서 나타나는 소집단 활동 특징 탐색

심영숙 ( Youngsook Shim ),김찬종 ( Chan Jong Kim ),최승언 ( Seung Urn Choe ),김희백 ( Heui Baik Kim ),유준희 ( Junehee Yoo ),박현주 ( Hyunju Park ),김혜영 ( Hyeyeong Kim ),박경미 ( Kyung Mee Park ),장신호 ( Shinho Jang ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.2

본 연구의 목적은 연소 모델의 사회적 구성 과정에서 나타나는 소집단 활동의 특징을 살펴보는 것이었다. 본 연구를 위해, 중학교 2학년 1개 반을 대상으로, 8개의 소집단으로 나누고, 각 소집단이 3차례의 논의를 통해 연소에 관한 모델 구성을 하도록 MIS과정에 따라 2차시로 수업을 구성하였다. 수업 내용 및 학생과 학생, 학생과 교사의 담화 내용은 비디오 촬영 및 녹음을 한 후 전사하여 분석하였다. 분석 결과, 소집단별 모델 생성에서 협력 유형은 비협동형인 나열형과 의존형, 협동형이 있었으며, 모델 생성과정을 경험함에 따라 2개의 소집단을 제외한 6개의 소집단이 협동형으로 발달하였다. 또한 연소에 관한 모델의 발달을 살펴본 결과, 플로지스톤설에서 산소설로 발전하는 과정에서 나타난 과학자들의 사고와 비슷한 사고 발달이 보였으며, 이를 통해 연소현상에 대한 이해가 발전되고 현상을 설명할 수 있는 모델로 발전하는 것이 나타났다. 협동형 소집단 중 구성원간의 존중, 리더의 민주적인 태도가 높을수록 목표 모델 도달 횟수가 높았다. 또한 성공적인 모델 생성을 위해서는 구성한 모델에 대한 소집단 내, 소집단 간비판적 검토가 필요하며, 교사의 도움을 모델 수정과 평가에 활용할 줄 아는 능력 또한 요구됨을 알 수 있었다. 이 연구는 과학 모델의 사회적 구성 과정이 학생들의 현상에 대한 이해를 높이는 과학 탐구의 한 방법으로서 교육적으로 의미가 있으며, 모델링 수업 중 교사의 역할에 대한 시사점을 얻는데 그 의의가 있다. In this study, we explored the development of scientific model through the social-construction process on “combustion.” Students were 8th graders from one middle school class. Each student engaged in small group discussions three times and made a group model on combustion. Discourses between peers and teacher were videotaped, audiotaped, and transcribed. The results show that the small groups constructed an initial concept: ‘Conditions of combustion’, which they then evaluated and revised the initial concept through combustion experiment. Following the discussions, some small groups evaluated their model and made a revised model. Then, the small groups compared various models and constructed a scientific model through consensus within the small group and as a whole class. Finally, students kept revising their model to ‘Burning needs oxygen.’ This tells us that the social construction process of scientific model made a meaningful role to build scientific model through diverse discussion between the students and their teacher, although they have had some difficult process to reach the final consensus. The data also showed some group features: the members were open to other`s ideas. They analyzed the differences between their own ideas from others and revised their model after the whole class discussion. Lastly, they showed the tendency to make a good use of teacher`s guidance. This study implies the importance of having social interaction process for students to understand the scientific model and learn the nature of scientific inquiry in class.

한국, 중국, 일본의 세계영어 연구 경향 분석

심영숙(Shim Youngsook) 한국사회언어학회 2014 사회언어학 Vol.22 No.3

The objective of this paper is to provide an overview of research findings on world Englishes in the context of Korean, Chinese, and Japanese societies, based on an analysis of 89 research articles published in two international journals, World Englishes and English Today, between 2005 and 2014. After a careful review of them, the articles were classified into four important topic areas: the local variety, including language users’ attitudes toward it and its linguistic characteristics (36%); other varieties of world Englishes, with subcategories of perception, education, and intelligibility of those varieties (17%); English use in the given social context, further categorized into descriptive analysis and critical analysis of English use (25%); English teaching and learning, including general EFL teaching/learning topics and English- medium instruction (18%); and others (4%). This paper presents important findings surrounding each topic area and further discusses their sociolinguistic implications and suggests future research direction.

담화표지 ‘아’, ‘어’, ‘음’의 성별과 연령별 사용 양상

송영숙(Youngsook Song),심지수(Jisu Shim),오재혁(Jeahyuk Oh) 한국음성학회 2020 말소리와 음성과학 Vol.12 No.4

이 연구는 담화 표지 ‘아, 어, 음’의 출현 빈도와 발화 시간, 발화 위치 등을 계량적으로 관찰하여 성별과 연령별 차이를 보이고자 하였다. 이를 위해 대용량 음성 코퍼스인 서울코퍼스를 이용하였고, Praat(ver.6.1.31)으로 음길이와 실제 발화를 확인하고, Emeditor(ver.17.6.1)로 코퍼스를 분석하고, R(ver.3.4.4)로 통계 분석하여 결과를 제시하였다. 성별에 따라 보면 여성의 경우 남성보다 단독 발화에서 ‘음’이 고빈도로 사용되었고, 발화 종결 위치에서의 평균 음길이 또한 길었다. 연령에 따라 보면 발화 시작 위치에서 10대에서는 ‘아’가, 40대는 ‘어’가 고빈도로 출현하는 것이 특징적이었다. This paper quantitatively calculated the speech frequency of the discourse markers ‘a’, ‘eo’, and ‘eum’ and the speech duration of these discourse markers using the Seoul Corpus, a spontaneous speech corpus. The sound durations were confirmed with Praat, the Seoul Corpus was analyzed with Emeditor, and the results were presented by statistical analysis with R. Based on the corpus analysis, the study investigated whether a particular factor is preferred by speakers of particular categories. The most prominent feature of the corpus is that the sound durations of female speakers were longer than those of men when using the ’eum’ discourse marker in a final position. In age-related variables, teenagers uttered ‘a’ more than ‘eo’ in an initial position when compared to people in their 40s. This study is significant because it has quantitatively analyzed the discourse markers ‘a’, ‘eo’, and ‘eum’ by gender and age. In order to continue the discussion, more precise research should be conducted considering the context. In addition, similarities can be found in “e” and “ma” in Japanese(Watanabe & Ishi, 2000) and ‘uh’, ‘um’ in English(Gries, 2013). afterwards, a study to identify commonalities and differences can be predicted by using the cross-linguistic analysis of the discourse.

Expression of the Novel Wheat Gene<i>TM20</i>Confers Enhanced Cadmium Tolerance to Bakers' Yeast

Kim, Yu-Young,Kim, Do-Young,Shim, Donghwan,Song, Won-Yong,Lee, Joohyun,Schroeder, Julian I.,Kim, Sanguk,Moran, Nava,Lee, Youngsook American Society for Biochemistry and Molecular Bi 2008 The Journal of biological chemistry Vol.283 No.23

<P>Cadmium causes the generation of reactive oxygen species, which in turn causes cell damage. We isolated a novel gene from a wheat root cDNA library, which conferred Cd(II)-specific tolerance when expressed in yeast (Saccharomyces cerevisiae). The gene, which we called TaTM20, for Triticum aestivum transmembrane 20, encodes a putative hydrophobic polypeptide of 889 amino acids, containing 20 transmembrane domains arranged as a 5-fold internal repeating unit of 4 transmembrane domains each. Expression of TaTM20 in yeast cells stimulated Cd(II) efflux resulting in a decrease in the content of yeast intracellular cadmium. TaTM20-induced Cd(II) tolerance was maintained in yeast even under conditions of reduced GSH. These results demonstrate that TaTM20 enhances Cd(II) tolerance in yeast through the stimulation of Cd(II) efflux from the cell, partially independent of GSH. Treatment of wheat seedlings with Cd(II) induced their expression of TaTM20, decreasing subsequent root Cd(II) accumulation and suggesting a possible role for TaTM20 in Cd(II) tolerance in wheat.</P>

연소의 과학적 모형형성 수업에서 나타난 중학생의 사회적 상호작용 특징

박현주,김혜영,장신호,심영숙,김찬종,김희백,유준희,최승언,박경미,Park, HyunJu,Kim, HyeYeong,Jang, Shinho,Shim, Youngsook,Kim, Chan-Jong,Kim, Heui-Baik,Yoo, Junehee,Choe, Seung-Urn,Park, Kyung-Mee 대한화학회 2014 대한화학회지 Vol.58 No.4

이 연구는 연소의 과학적 모형형성 수업에서 나타난 중학생들의 사회적 상호작용의 특징을 문화적, 언어적 상호작용, 토론유형도(map)를 통해 분석한 것이다. 중학생의 연소에 대한 모형형성 과정을 사회적 상호작용 측면에서 CLEQ (Cultural Learning Environment Questionnaire)를 살펴보고 모형형성 측면에서 언어적 상호작용, 토론유형도를 통해 분석한 결과는 다음과 같다. 첫째, 중학생들의 문화적 특징은 경쟁보다는 협동 측면에서의 집단주의를 선호하지만 과학학습 태도는 타인의존적인 경향이 높고, 모형형성 과정에서 스스로의 의견을 소극적으로 제시하는 것으로 조사되었다. 둘째, 언어적 상호작용의 특징은 모형형성에 관련된 지식을 단순하게 제시한 형태가 많았고, 상대방의 의견에 대한 반응과 피드백을 하는 메타인지 영역이 상대적으로 낮게 나타난 것으로 조사되었다. 셋째, 토론유형도는 특정한 학생에 의존하여 의견제시만 하는 개념제시 상호작용과 응답진술을 반복하며 이루어지는 반응 상호작용이 많은 것으로 나타났고, 의견교환 할 때 새로운 의견제시, 수정, 근거를 들어 설명하는 등의 정교화 상호작용은 적은 것으로 조사되었다. 이 연구는 모형형성에 영향을 주는 상호작용 유형에 대한 이해와 우리나라 학생들의 상황을 고려한 사회적 상호작용을 위한 교수 설계의 기초 자료로 활용할 수 있을 것이다. The purpose of this study was to investigate the characteristics of social interaction on cultural aspects, verbal interaction, and discussion maps in scientific modeling instruction on combustion in middle school. Revised-CLEQ (Cultural Learning Environment Questionnaire), verbal interaction framework, discussion maps analysis were implemented for this study. The results of study follow respectively. First, the characteristics on cultural aspects of middle school students showed cooperation rather than competition in terms of collectivism. Students' attitudes to learning science tended to depend on others' idea, and students were passive and reluctant to present their comments when they were modeling work. Second, for the characteristics of verbal interaction, they simply presented knowledge related to build a model. The response to comments and feedback was relatively few. Third, discussion maps showed a lot of interaction for reponses that was alternatively brought the concept of commenters, which students were depended on a specific one, and responses. There were not many interaction for elaboration, which were described to have new presented ideas, corrections, and reasons when they exchange their ideas. In this study the model type of interaction affecting the formation of the students understanding of and in our country, it makes a lot of social interactions as the basis for teaching system could be utilized.