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중학교 생물교사의 실험실 수업에 대한 태도와 지도시의 문제점
김희백,이선경 韓國生物敎育學會 1993 생물교육 Vol.21 No.2
The purpose of this study is to diagnose the biology teachers' problems on laboratory teaching in middle school. Major results of this study are as follows: 1. Biology teachers in middle school thought that laboratory teaching was essential in biology education, but low percentage of experiments represented in the 'Science' texts was actually carried out. 2. Major problem to teach in laboratory was the insufficient class time allocated to science. 3. Experiments in 'Science' textbooks of middle school were thought to be almost adequate to enhance the understanding of biology concepts and the enquiry skills. 4. Preparation of reagents and instruments was shown not to are difficult, but preparation of material organisms to be difficult. 5. Management of laboratory and basic manual skills for experiments were thought not to be difficult except preparation of reagents with specific; concentrations and cultivation of organisms.
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.