초등교사의 과학 교과교육학 지식의 발달이 과학 교수 실제와 교수 효능감에 미치는 영향

임청환,Lim, Cheong-Hwan 한국지구과학회 2003 한국지구과학회지 Vol.24 No.4

This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.

과학 교과교육학 지식의 본질과 발달

임청환,Lim, Cheong-Hwan 한국지구과학회 2003 한국지구과학회지 Vol.24 No.4

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

Digital 방사선 영상의 질 관리 표준화에 관한 연구

임청환(Cheong-Hwan Lim),정성훈(Seung-hun Jeung) 한국콘텐츠학회 2016 한국콘텐츠학회 종합학술대회 논문집 Vol.2016 No.5

초등 과학 영재의 과학 문제 해결 과정 분석

임청환 ( Cheong Hwan Lim ),임귀숙 ( Gui Sook Lim ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.2

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions` given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers` problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

과학의 본성에 대한 예비 교사와 현직 교사의 인식

임청환 ( Cheong Hwan Lim ),김현정 ( Hyun Jeong Kim ),이성호 ( Sung Ho Lee ) 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.4

논리적 사고력과 과학 탐구 기능 요소의 위계적 분석

임청환(Cheong Hwan Lim) 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

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방사성물질을 이용한 치료의 안전관리 고찰

임청환(Cheong-Hwan Lim),김승철(Seung-Chul Kim),이귀원(Gui-Won Lee) 한국콘텐츠학회 2008 한국콘텐츠학회논문지 Vol.8 No.11

방사성 물질 중 동위원소를 이용한 치료는 1964년부터 현재까지 꾸준히 증가하는 추세이다. 그에 따른 안전관리도 강화 되었다. 그러나 현재 규정과 제도가 오히려 치료행위에 악영향을 주거나 이를 회피하기 위한 수단으로 임상에서 치료병동을 개설하지 아니하고 소량의 방사능으로 치료를 하고 있으며, 치료병동이 있다 하더라도 그 시설을 감당하지 못하고 많은 입원환자를 유치하지 못함으로 인하여 환자가 치료를 받기위해 상당기간 동안 대기하여야 한다. 최근 원자력의학원에서 기존 병실을 포함한 약 10개 병실을 보유하게 되어 대기 상태가 해소된 듯 보여 지지만 현재 국내에서 약 28개 병원에서만 총 57개의 방사성 동위원소 병실을 사용 하고 있어 아직 까지도 상당기간 치료를 위하여 대기하고 있는 실정이다. 따라서 환자는 호르몬 조절시간이 장기화 되고 치료병실이 없는 의료기관에서는 최대 방사능 30mCi로 수차례에 걸쳐 시행하게 된다. 이는 환자, 가족, 지인 등에게 수회에 걸쳐 피폭을 주는 결과를 발생시킬 것이다. 또한 의료인 및 보건의료인이 환자 및 보호자에게 피폭에 대한 고지의무를 다한다 하더라도 환자를 비롯한 가족에게는 상당한 심적 부담감을 줄 수 있을 것이다. 그러므로 현재 3차 진료에 해당하는 병원 및 의료기관에서는 치료병실을 설치해야하는 필수 조건으로 의무화 하는 등 방사성동위원소 치료에 따른 시설 강화와 제도 개선의 노력이 있어야 할 것이다. Is trend that treatment that use isotope of radioactive substance increases from 1964 to now steadily. Bursting tube state solidified accordingly. But, do not establish treatment ward in presence at a sickbed by means that present regulation and system escape this as well as possession that exert negative impact in treatment action preferably is and is treating by radioactivity of small quantity, treatment air by that do not detain many sickers without equaling the institution although there is treatment ward keeps fair death anniversary and is in reservation stand-by status. To possess about 10 therapy rooms including existing sickroom in the institute of nuclear energy recently is looked but is waiting for an opportunity for treatment during suitableness time yet indeed even as that operate 57 radiation isotope therapy rooms all in about 28 hospitals in present domestic state is solveded. Therefore, radiation safety supervision by medical treatment action that treat as radioactive substance may need more active effort. Make mandatory to equipment that hospital which correspond to present the third medical examination and treatment must equip, or effort about more active system improvement may have to be about equipment that enforce this.

고교생의 논리적사고력과 과학탐구 기능 사이의 상관관계에 관한 연구

임청환(Cheong Hwan Lim),정진우(Jin Woo Jeong) 한국교원대학교 과학교육연구소 1992 청람과학교육연구논총 Vol.2 No.1

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교사의 과학불안이 학생들의 과학성취도 및 과학에 관련된 태도에 미치는 영향

임청환(Cheong Hwan Lim),최종식(Jong Sik Choi) 한국초등과학교육학회 1999 초등과학교육 Vol.18 No.1

This study investigated the influences of science anxiety in elementary school teachers on the children s science achievement and attitudes. For this study, 166 elementary school teachers taken charge of 4th, 5th, 6th grade of elementary school children, were chosen as a sample. First, we tested science anxiety test to these teachers, and then chose 50 teachers that are 25 teacher of highest score and 25 teachers of lowest score. Next, we chose 1848 students that 50 teachers take charge. The results are as follows. 1. The children learned from lowest scored teacher got the higher point than the children learned from highest scored teacher in science achievement test. 2. Children s science attitude have a little differences in 4 sub-boundary area but totally lower science anxiety group teacher have higher score than higher science anxiety group. 3. Another variables such as grade, living district, teachers` training experience give influence to the children`s attitude to science. In this result, we found that teachers` science anxiety influenced in some part upon the elementary student science achievement and attitude.

[ 제 3 분과 ] 초등학생들의 과학 / 수학 수행평가 국제 비교

임청환(Cheong Hwan Lim),박창숙 한국교원대학교 과학교육연구소 1999 학술자료집 Vol.1999 No.-

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