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교육대학 학생들의 과학실험실 학습 환경에 대한 인식조사
김희백,김도욱 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.2
Assessment of science laboratory environment was conducted with 148 students at department of science education, university of education. Science Laboratory Environment Inventory(SLEI) was used as an instrument. The major findings of this study are as follows. 1. Mean scores obtained on each scale in the actual and preferred version of SLEI were relatively low, particularly on the scale of open-endedness, integration, and material environment. 2. Mean scores obtained on each scale in the actual version were lower than those in the preferred version. Score differences between actual version and preferred one were found to be significant statistically. 3. Mean scores of attitudes toward science were lower than those of elementary and secondary students obtained at other researches. 4. Each scale of SLEI except integration showed significant correlation with the scores of attitudes toward science. Particularly open-endedness was found to account for a significant contribution to the affective outcomes.
김희백 원광대학교 사범대학 과학교육연구소 1992 과학교육 연구지 Vol.1 No.1
Mathematical model which determines optimum pacing was constructed. It was shown to be effective that each study unit was learned to a level above the inflection point where learning rate was maximum. To determine the pacing practically middle school students studied on the two small study units included in the 'Unit Ⅱ Metabolism' for 5 hours. After each hour formative evaluation was taken. High school students studied on the 'meiosis' from one hour to five hours according to the class. All of the evaluation results showed sigmoidal curves. Estimated time to terminate a unit to maximize the achievement during total study period, was a little longer than the time scheduled in the text. In addition it was shown to be a more serious problem that current study time allocated in the text was insufficient to achieve the high level objectives such as comprehension and application ability.
김희백,길봉섭 圓光大學校 基礎自然科學硏究所 1997 基礎科學硏究誌 Vol.16 No.1
Biology teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers; beliefs and attitudes. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Biology teachers showed inconsistent beliefs about science and school science. Their reponses reflected a patch-like view of postmodern epistemology and objectivism. They also showed somewhat different views about science and school science. It was found that biology teachers had strong objectivist views about science in some parts, but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration, and rule clarity on the actual version in SLEI were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and school science, and their perceptions of the actual science laboratory learning environment. And there were statistically meaningful correlations on three scale of student cohesiveness, integration, and rule clarity between perceived learning environment and preferred learning environment. We could not show a causal relationship among teachers' beliefs, attitude and their science laboratory learning environment do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically correlations between them.