제오차 교육과정에 따른 고등학교 생물교과서의 비교 분석 연구

정완호,차희영,정유순 韓國生物敎育學會 1990 생물교육 Vol.18 No.1

For the purpose of serving the valuable information far the biology banks of senior high school to be applied from 1990 educational year, the contents of the experiments and observations contained in 8 different kinds of 'general science I' and 7 different kinds of 'biology' books of senior high school developed by the new fifth curriculum. were analyzed, and the obtained conclusions are as follows: 1. Average frequency scores of the experiments and observations among 8 different kinds of biology books are 11 times in 'general science I' and 13 times in 'biology', and there are great differences of those. 2. The requiting domains an their experiments arid observations are emphasized on observations and confirmation for principles and theories, and main contents are physiology. 3. Total 43 different kinds of material organisms are used, and especially vertebrates and vascular plants are repeatedly served, The order of using frequencies of their material organisms are human, frog arid onion. 4. The importance for the evaluation of experiments and observations is increased, but the viewpoints and criteria of objective evaluation are insufficient.

國民學生의 科學 探究能力 測定을 위한 評價道具 開發

정완호,허명,은경용 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

The purpose of this study is to develop an reliable instrument for evaluating science inquiry sills through an R&D procedure. A total of ten seience inquiry skills were selected for the development of the instrument, ie, observation classifying, recognizing problems, measuring, inferring, formulating hypothesis, controlling variables, experimenting, interpreting and drowing a conclusion. And three items were developed for each sceince inquiry skill, totaling up to thirty items. The content areas of developed items are divided into three categories, material and energy, life and environment, and the earth and the space. There are 10 items for each category. The content validity and the objectivity of developed items were checked, verified in the two field trials and revised according to the analysis of items by seven experienced specialists with the degree of doctors in science education and five teachers who were studying for their master's degree in science education. According to the results of the second field trial, the content validity of the instrument was 91.1%, reliablity(K-R 20) 0.78, defficulty index 49.13%, discrimination index 0.42, mean achivement 61.85%, standard deviation 5.11, and standard error 2.40. Considering the above results, the developed instrument in this study is regarded as a appropriate instrument for evaluating science inquiry skills of elementary school students.

연구논문 : 기업 신용도 측정모형의 적합도 비교 연구

정완호 ( Wan Ho Jeong ),국찬표 ( Chan Pyo Kook ),홍광헌 ( Gwang Heon Hong ) 한국금융학회 2006 金融學會誌 Vol.11 No.2

본 연구의 목적은 다수의 모형을 실증적으로 비교 분석함으로써 기업 신용도 측정에 적합한 모형을 파악하기 것이다. 본 연구에서는 모형 자체의 적합도에 초점을 맞추기 위하여 측정된 신용도를 기준으로 기업의 신용상태를 판단하는 기준을 가정하지 않는 적합도 비교 방법을 활용하였다. 또한 각 모형이 활용하는 독립변수의 차이에 의한 적합도 차이를 통제하기 위하여 각 모형별로 적합도를 극대화시킬 수 있는 독립변수를 파악하여 활용하였다. 본 연구에서 활용된 비교대상 모형은 회귀분석, 판별분석, 로짓, 프로빗, 순위로짓, 순위프로빗, 생존분석, EDF 모형 등 8개 모형이었다. 각 모형의 적합도를 파악한 결과 EDF 모형만 다른 모형들에 비해 상대적으로 우월한 적합도를 갖는 것으로 파악되었다. 즉, EDF를 제외한 다른 모형들의 적합도간에는 통계적으로 유의한 차이가 존재하지 않는 것으로 파악되었다. EDF 모형이 다른 모형에 비해 우월한 적합도를 갖는 이유는 첫째, 독립변수간에 다중공선성 때문에 다른 모형에서는 독립변수로 활용되기 어려운 주가정보를 활용함으로써 이에 내제된 추가적 정보를 반영하고 있다는 점, 둘째, 도산발생 원인과 독립변수간의 인과관계에 의하여 사전적으로 모형의 형태와 활용될 독립변수가 결정되는 구조모형이라는 점 등을 들 수 있을 것이다. 한편, EDF 모형과 다른 모형을 동시에 활용함으로써 신용도 측정결과의 적합성을 개선시킬 수 있음을 파악하였다. 이렇게 복수의 모형을 활용할 경우에는 각 모형에 의한 신용도 측정치를 독립변수로 활용하는 새로운 모형을 개발하는 것보다는 각 모형의 결과를 범주화하여 활용하는 방식이 신용도 개선효과가 더 우월한 것으로 파악되었다. While many researches have been conducted on developing credit evaluation models, it is worthwhile to assess those models with respect to their performance in measuring a firm`s credit risk. In this context, the purpose of this paper is to examine empirically the performance of eight credit evaluation models based on the cumulative accuracy profile (CAP) curves and the receiver operating characteristic (ROC) curve generated by each model. That is, we are interested in finding out which type of model performs better in measuring a firm`s credit risk. Even though the performance of a model is dependent on three factors - the structure of the model, independent variables used, and the criteria for the state of the credit, we focus on evaluating the performance of the models themselves with independent variables which have the largest explanatory powers in each model. In this paper, eight models - regression, discriminant analysis, logit, probit, ordered logit, ordered probit, survival analysis and the EDF model - are considered. The results show that the EDF model surpasses any other model. The superiority of the EDF model seems to result from the followings. First, the EDF model uses the most recent stock prices and the volatility of stock returns as independent variables while other models don`t because of the multi-collinearity with other independent variables. Second, since the EDF model is a structural model, the variables to be used and the framework of the equations are determined ex ante by the economic process of the default. However, the choice of independent variables in other models may be ad hoc and dependent on the empirical correlations between independent variables and an occurrence of default. We also find that the performance may be improved by using the EDF model and the other model simultaneously. It produces the better performance to utilize the categorized results given by the credit models rather than the results by a hybrid model which uses the outputs produced by other models.

식물의 생장에 관한 아동들의 개념변화에 미치는 SPACE 수업전략의 효과

정완호,최병순,김정호 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

The purpose of this study was to investigate children's ideas about growth of plants and their conceptural change after instruction to apply SPACE (Science Processes And Concepts Exploration) Learning strategy. For this study, a total of 55 students from infants to 5th grade were sampled. Data were obtained by the individual interview procedure and summarized by using network analysis. The major results of this study were as follows: 1. A very small number of students responded reforming or reorganisation of materials about the mechanism of germination and growth inside the seeds. 2. Almost all students confused between conditions necessary for germination and growth. Water and sunlight were mentioned by many students, while air and temperature were mentioned by a few students as the condition. 3. Some of the students showed that growth occurs continuously. Many students explaned occurence of growth about Plants related to the night, monning, or evening. 4. With the explaning about the necessary conditions for caterpillar growth, students mentioned conditions related in terms of human experience. 5. Many young childrens showed tendency of the egocentric and human-centered view of the world. Students scientific concepts increased significantly with age. Many students conceptions depend on the context-specificity ideas.

식물의 생자에 대한 국민학생들의 개념

정완호,허명,박문규 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

According to the constructivist, students have preconceptions or misconceptions related concepts to be learned, and the students' conceptions have not changed easily. Therefore, teachers should identify students' conceptions before the science teaching. The purpose of this study was to identify the elementary students' conceptions about the growth of plants. For this study, a total of 58 students from infants to 5th grade were sampled. Data were obtained by the 'individual interview' procedure. The major results of this study are as follows: Firstly, students' conceptions about growth are 1. A very small number of students, 4%, responded reforming or reorganization of materials about the mechanism of germination and growth inside the seeds. 2. Almost all students confused between conditions necessary for germination and growth. Water and sunlight were mentioned by many students, while air and temperature were mentioned by a few students as the condition. 3. Only 12% of the students shows that growth occurs continuously. Many students explained occurrence of growth about plants and animals related to the night, morning, or evening. 4. Many young childrens showed tendency of the egocentric and human-centered view of the world, students' scientific concepts increased significantly with age. Many students' conceptions depend on the context-specificity ideas.

高等學校 學生들의 生理學的 誤槪念

鄭玩鎬,車喜英,姜錫本 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

The major purpose of this research was to identify high school students' misconceptions on physiology. Misconceptions of scientific concepts have been believed to be very persistent and difficult to be overcome through regular classroom activities. Therefore, to find out students' misconceptions and students' cognitive structure must be very important to design instructions as well as curriculum. In order to find out high school students' misconceptions on physiology, a open-ended form of questionnaire on the physiology of several biological areas was developed and sent to fifty-three high school students. Their responses were collected and analyzed. From the analysis of all the Korean text books, it was found that some concepts were not described correctly. At the same time, the terminology used in the text books was different from book to book. These incorrect presentations and inconsistent use of terminology would have been the source of students' misconceptions on biology. Although the pattern of misconceptions that Korean students have in the area of photosynthesis was generally similar to one by foreign students, the misconceptions arose from biological terminology such as excretion and elimination were found to be specifically developed in Korean students who use Korean language. Although there a few special misconceptions in fragmentary lower-level concepts, there were some misconceptions in comprehensive and fundamental higher-level concepts. This probably could have resulted from the fact that too many concepts were included in current Korean textbooks and the entrance examination items were only knowledge level which need only be memorized line by line. Therefore, the content and concepts should be very carefully chosen in the text books.

初·中·高等學校 生物 用語의 連繫性 比較分析

鄭玩鎬,崔燉喜 한국교원대학교 과학교육연구소 1993 청람과학교육연구논총 Vol.3 No.1

Rapid development of modern biology increasingly new terminology with diversification. We must realize the fact that misuse, mistranslation, inconsistency and irrelativity of terminology brings about serious problem on education base. An analysis of the biology textbook for primary, secondary school indicates findings, as follows: 1. There are 178 kinds of biological terms (2.36%) (total 7,537 kinds) used same meaning but difference expression. 2. There are 103 kinds of biological terms (1.37%) used more than two kinds same textbooks simultaneously. 3. There are 26 kinds of biological terms (0.34%) used difference foreign expression but same meaning. 4. There are 327 kinds of biological terms (4.3%) used relationship between primary, middle, high school. 5. There are 47 kinds of biological terms (0.62%) used ununified rule even if editing official parts. For the purpose of clarify the problem and suggest solution of this study there has been performed to look into the standization of biological terms used in the biology textbooks of primary and secondary school.

고등학생들의 遺傳과 進化에 對한 誤槪念

鄭玩鎬,車喜英 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1

In this study, in order to find out high school students' misconceptions on genetics and evolution, a free-answer form of questionnaire, specially designed through analysis of high school biology curriculum, was developed and sent to one hundred and eight high school students in Seoul area. Their responses were collected and qualitatively analyzed. Main results of the study can be summarized as follows: 1. Some students misunderstood that aquired chracters are inherited. 2. Several students weren't instructed clearly about gene. For example, they responsed that genes are not material, composed of proteins, exist only in reproductive cells and are not in plant cells at all. 3. Some students confused chromosome with chlorophyll, dominant (in dorminant character) with excellent. They are caused by similar spells in Korean letter. 4. Half students misconceptualized that organisms evolve just when their environment changes for the worse. 5. Many students believed orthogenesis.

국민학생의 과학적 태도 측정을 위한 도구 개발

정완호,허명,윤병호 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1

The purpose of this survey was to develop the scale for measuring scientific attitudes. This instrument was contain 37 items of five-point Likert format. This survey is designed to measure scientific attitudes of elementary school 3-6 grade. The main results of this survey are as follows: (1) The internal consistency(reliability) was estimated using Cronbach α coefficient. The α coefficient was 0.91. (2) Male students exhibited more positive attitudes than females according to 2-Way ANOVA. (3) The interaction effect of sex and grade is not significant in level α=.05. (4) The constructed scale was administered to 343 childrens in grade 3 to 6 of 8 elementary schools in Seoul and Kyeung-gi province.

대학 입학 학력고사의 생물 문항 분석 연구

정완호,권용주,김영신,봉희근 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1

Not only in science but also in all subjects, the management of high school curriculum in Korea is received the influence of National Testing for the University Entrance Examination. And this influence has more negative aspects than positive ones. In this view point, this study is to analyze the domains of content, behavior, and context, find out the controversial problems, and make some suggestions for the improvement of the National Testing for the University Entrance Examination. The materials of this study are consist of 372 items in the National Testing for the University Entrance Examination from 1969 to 1992. The tool of this analysis is the "three-dimensional analysis tool of science education" which was set up for this study by means of correcting the fifth NAEP Assessment Frame(NAEP, 1984). To keep the validity of study, "the objectivity of the analysits" was measured before the analysis, and the measured objectivity index of analysits is 90.8%. According to the result of this analysis, in the domain of content many items have been set on the area of "development and genetics" and "structures and functions of organs" and the area of "ecology" is increasing its importance. In the domain of behavior, the items about the knowledge and comprehension covered 70.7% and the items about the science process took only 8.3% in spit of the emphasis in the science curriculum. The domain of value and responsibility of biological science hasn't been treated in the items. This analysis shows the fact that the National Testing for the University Entrance Examination have an influence on the way of the normal management of the curriculum and the achievement of educational objective. In the domain of context, the items of National Testing for the University Entrance Examination pay no attention to the area of context such as technological, social, and individual context. This will lead the science education in high school to ignore important educational function of the problem-solving learning and decision-making and this will inevitably result in the danger of cultivating scientifically illiterate people. On the basis of these analysis, when the National Testing for the and University Entrance Examination is taken into consideration on the aspect of its influence on the high-school curriculum, it should take the following into consideration. First, in the domain of content, it should focus on both the application of the area of bioecological aspect such as 'environmental biology', 'conservation biology', 'behavioral biology' and the area of technoogical aspect such as 'cell biology', 'molecular biology', 'microbiology'. Second, in the domain of behavior, scientific process, the value of science, and the application of science in the technological and social aspects should be considered. Third, in the domain of context, the items about the technological, social, and individual context should be treated. Finally, besides all these suggestions, the introduction of the system for previous problem analysis, the consideration study on the validity, difficulty, and discrimination should be conducted.