공익기업의 감가소각(減價消却) : 요금책정에 관련시켜서

김순식 고려대학교 경영대학 1954 경영논총 Vol.1 No.1

창조섭리에 나타난 건강식생활

김순식 명지대학교 창조과학연구소 2003 창조과학논문집 Vol.6 No.-

계절변화 원인에 대한 초등예비교사들의 대안개념 연구

김순식 대한지구과학교육학회 2022 대한지구과학교육학회지 Vol.15 No.2

This study was conducted on the alternative concept of elementary school pre-service teachers to seasonal changes. From May 2021 to June 2022, it was conducted with 60 pre-primary teachers at P National University of Education. The conclusion of this study is as follows. First, pre-primary teachers explained the cause of seasonal changes, and out of 60 pre-primary teachers, only 22 (36%) had scientific concepts, and the remaining 38 (64%) students had alternative concepts. Second, in explaining how the inclination of the Earth's axis of rotation is related to seasonal changes, only 16 (27%) of the 60 pre-primary teachers had a scientific concept, and the remaining 44 (73%) had alternative concepts. Third, pre-primary teachers explained the relationship between the change in the solar altitude and the seasonal change. Among 60 pre-primary teachers, 12 (20%) had a scientific concept, and the remaining 48 (80%) had alternative concepts. Fourth, looking at the comprehensive types of alternative concepts for seasonal changes, the aS-bS-cS type, which is classified as a type that explains the causes of seasonal changes using scientific concepts as a whole, was 8(13%) out of 60 pre-primary teachers. and the remaining 52 (87%) had at least one alternative concept to explain seasonal changes. 본 연구는 초등예비교사들의 계절변화에 대한 대안개념에 대한 연구로 2021년 5월부터 2022년 6월까지 P 교육대학교 초등예비교사 60명을 대상으로 수행되었다. 본 연구의 결론은 다음과 같다. 첫째, 초등예비교사들은 계절변화 원인을 설명하는데 60명의 초등예비교사 중에서 22명(36%)만이 과학적 개념을 가지고 있었고, 나머지 38명(64%)의 학생들이 대안개념을 가지고 있었다. 둘째, 초등예비교사들은 지구의 자전축의 경사가 어떻게 계절변화를 일으키는데 관련되어 있는가를 설명하는데 있어서 60명의 초등예비교사 중에서16명(27%)만이 과학적 개념을 가지고 있었고, 나머지44명(73%)은 대안개념을 가지고 있었다. 셋째, 초등예비교사들은 태양의 남중고도의 변화와 계절변화와의관련성을 설명하는데 초등예비교사 60명 중에서 12명(20%)이 과학적 개념을 가지고 있었고, 나머지 48명(80%)가 대안개념을 가지고 있었다. 넷째, 계절변화에대한 초등예비교사들이 대안개념의 종합적인 유형을살펴보면 계절변화의 원인을 전체적으로 과학개념을사용하여 설명하는 유형으로 분류되는 aS-bS-cS 유형은 60명의 초등예비교사 중에서 8명(13%)에 불과했으며, 나머지 52명(87%)는 계절변화를 설명하는데 모두하나 이상의 대안 개념을 소지하고 있었다. 이상에서살펴 본 결과 초등예비교사들은 계절변화의 원인에 대한 일반적 개념, 자전축의 경사와 계절변화, 남중고도의 변화에 따른 계절변화를 설명할 때 다양한 대안개념을 사용하고 있다고 판단된다.

선행조직자의 유형이 초등학생들의 과학개념 획득에 미치는 영향

김순식,이용섭 대한지구과학교육학회 2012 대한지구과학교육학회지 Vol.5 No.2

The main purpose of this research is to search the effect of different types of advance organizers in elementary science classes, to the students in acquiring scientific concepts and its retentions. In order to proceed with the research, We have chosen 93 students of three different classes of fifth graders, studying in M elementary school in U metropolitan city. We have randomly chosen two classes as an experimental group and one class as a comparative group. In the first experimental group (Group1), advance organizer was put in a form of a sentence., and the second experimental group (Group2), advance organizer was put in a form of a picture. For the comparative group, We have not put any advance organizer, and the method of class was proceeded as it was before. The result of this research are as follows. Firstly, the result of 'One-way analysis of variance' on scientific concept grade, right after the experiment on three groups, has shown a meaningful difference that, the shape of advance organizer does affect the acquisition of elementary school students' scientific concept. Secondly, even though Group1, who was given with a sentence as an advance organizer, got higher scientific concept scores after the experiment than that of comparative group, However, there was not a meaningful difference between Group1 and comparative group. Thirdly, Group2, who was given with a picture as an advance organizer, has shown a meaningful difference from comparative group. Judging from the facts above, utilizing an advance organizer of a picture in elementary science class, will be very affective on students' acquiring scientific concept.

샬롯트 퍼킨스 길만의 「누런 벽지」에 나타난 여성의 자아의식과 광기 : A Woman's Self Identity and Madness

김순식 명지대학교 여성가족생활연구소 2000 여성가족생활연구 Vol.5 No.-

다시 가 본 『어둠의 속』 : V.S. 나이폴의 『A Bend in the River』고찰 A Bend in the River by V.S. Naipaul

김순식 명지대학교 인문과학연구소 1997 인문과학연구논총 Vol.16 No.-

콘래드 시적의 수많은 커츠는 제국주의 이념으로 그들의 행위를 정당화 시켰다고 본다면, 결론적으로 작가 나이폴이 이 작품을 통해 고발하는 것은 탈식민주의라는 거대담론의 허상이다. 다시 말하면, 식민주의 시대가 끝난 현시대에서는 모부투와 같은 제3세계의 수많은 (검은) 커츠들을 정당화시키고 합리화해주는 이념이 바로 다름아닌 탈식민주의 라는 것이다. 나이폴이 던진 문제의식이 콘래드가 제시한 것보다 더암담한 것은 post-colonial diaspora 현상과 그에 따른 정체서의 문제가 여전히 숙제로 남아 있기 때문이다. 어둠을 타고 아프리카를 떠나는 쌀림의 모습이 그런 불확실성을 잘 대변하고 있다.

소집단 토의·토론을 강조한 메이커 수업이 초등학생의 과학수업 동기 및 과학적 태도에 미치는 영향

김순식 대한지구과학교육학회 2019 대한지구과학교육학회지 Vol.12 No.1

본 연구는 P광역시 소재 M초등학교 5학년 48명을 대상으로 소집단 토의·토론을 강조한 메이커 수업이 초등학생들의 과학 수업 동기 및 과학적 태도에 어떤 영향을 미치는가를 알아본 것이다. 본 연구의 수행을 위해서 5학년 한 개 반 24명을 연구 집단으로, 또 다른 한 개 반 24명을 비교집단으로 선정하여 연구 집단에 게는 10차시의 소집단 토의·토론을 강조한 메이커 수업 을 실시하였고, 비교집단에게는 교육과정에 의한 일반 과학 수업 10차시를 실시하였다. 본 연구의 결론은 다 음과 같다. 첫째, 첫째, 소집단 토의․토론 기반 메이커 수업이 초등학생들의 과학수업 동기에 통계적으로 유 의미한 영향을 미치는 것으로 나타났다. 둘째, 소집단 토의․토론을 강조한 메이커 수업이 초등학생들의 과학 적 태도에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 셋째, 소집단 토의․토론 기반 메이커 수업에 대한 참여 학생들의 의견을 분석한 결과 수업에 대한 만족도, 흥미도, 참여도에 있어서 대부분의 학생들로 부터 높은 점수를 받았다. 이러한 점으로 미루어 볼 때, 소집단 토의·토론 수업은 초등학생들의 과학 수업 동기 및 과학적 태도를 함양하는데 도움이 된다는 사 실을 알 수 있다. The purpose of this study was to investigate the effect of small group discussion and debate emphasizing maker class on elementary school students’s science learning motivation and scientific attitude. The conclusion of the study is as follows. First, it was shown that the small group discussion and debate emphasizing maker class had a statistically significant effect on elementary school students’s science learning motivation. This is due to the fact that the small group discussion and debate emphasizing maker class stimulates students' interaction, which is why students are more interested in class while solving problems with their peers. Second, it was found that the small group discussion and debate emphasizing maker class had a statistically significant effect on the elementary school students' scientific attitude. This allows students to have enough opportunity to express their opinions through small group discussions and debate, and I think that because they listen to others’ opinions when they make new things or make new plans, so they have been able to increase their scientific attitude continuously. Third, based on the analysis of the participant students' opinions on the small group discussion and debate emphasizing maker class, all the participants answered that they were interested in this kind of class and they want to participate in this kind of maker class again. Therefore, it is thought that the small group discussion and debate emphasizing maker class can play a big role in raising the elementary school students’s science learning motivation and scientific attitude.

초등예비교사들의 과학개념 수준이 수업곤란도, 수업만족도, 수업평가에 미치는 효과

김순식,이용섭 대한지구과학교육학회 2016 대한지구과학교육학회지 Vol.9 No.3

The purpose of this study is to investigate the effect of elementary pre-service teacher’s science concept level on teaching difficulty, teaching satisfaction, and class evaluation. This study was conducted for 117 first grade students who are studying at P National University of Education. For this study, 117 students were divided into two groups according to the science concept level, and teaching difficulty, teaching satisfaction, and class evaluation score of the two groups were analyzed. The conclusion of this study is as follows. First, the elementary pre - service teacher group with a higher level of science concept showed significantly lower teaching difficulties than those with lower levels. This shows us that if primary pre-service teachers who have high science concept level, they can teach primary school science more effectively. Second, the elementary pre - service teacher group with high level of science concept got higher score on teaching satisfaction than the group with lower level of science concept, but it did not show statistically significant. Third, the elementary pre - service teachers with higher science concept level showed significantly higher scores on class evaluation than those with lower concept.

상수도 공사의 안전관리

김순식,Kim, Sun-Sik 한국건설안전협회 1996 建設 安全技術 Vol.21 No.-

초등예비교사들의 과학영재교육에 대한 신념 연구

김순식,이용섭 대한지구과학교육학회 2013 대한지구과학교육학회지 Vol.6 No.2

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre- service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.