‘과학’을 통한 재미스러움으로 행복한 평생(삶)꾸리기

문병찬 한국초등과학교육학회 2019 한국초등과학교육학회 학술대회 Vol.77 No.-

곡성군 오산면 율촌리 일대의 퇴적암류에 대한 지구화학적 연구

문병찬,고영구,윤석태,오강호 全南大學校 師範大學 科學敎育硏究所 2003 科學敎育硏究誌 Vol.27 No.1

In the Yulchonri area of Osanmyeon, Gogseong, conglomerates, tuffs and andesites correlated with the late Cretaceous Yucheon Group of the Gyeongsang Supergroup are occupied the northern rim part of the Neungju Basin. This area includes fo!iated granites and gneisses in. Precambrian(?) and schists in late Paleozoic eras except for above sedimentary rocks. These conglomerates bear gravels mainly composed of gneiss and schist of which might be originated from surrounding area. Thin section studies to the conglomerates support above infers. And, the tuffs are dense and acidic in occurrence. But the andesites are distinguished into two types flowing and shal10w intrusive. Above tuffs and andesites show acidic and rhyodacitic to dacitic representatives in QAP diagrams based on CIPW norm approaches. Additional1y, Na201K20 ratios in conglomerates and tuffs reflect relatively high K-feldspar contents in the rocks. Synthesizing above results, it is inferred that the conglomerates were originated from surrounding highlands having constituted gneisses-granitic rocks in pre-metamorphic stage, in possible. At that depositional time of the conglomerates, volcanism of acidic to intermediate magma was maybe very active.

SBF Conceptual Representation을 활용한 초등학교 6학년 학생들의 자연현상 개념 분석

문병찬,김해경 대한지구과학교육학회 2010 대한지구과학교육학회지 Vol.3 No.1

제주도 청수공 시추코아에서 산출된 플라이스토세 포자?화분화석의 화분층서 및 고기후적 의미

문병찬,정철환 한국지구과학회 2005 한국지구과학회지 Vol.26 No.3

The Quaternary palynoflora from Cheongsu core, drilled on the western part of the Jeju Island, consists mainlyAlnus, Castanea/Castanopsis, Ulmus/Zelkova, Chenopodiaceae and Compositae. Based on palynofloral composition, two palynostratigraphic zones arerecognized. Zone I is characterized by a predominance of Alnus and Chenopodiaceae, and by the abundance of herbs.Zone II is dominated by conifers and deciduous broad-leaved angiosperms, including Abies, Taxodiaceae-Cupressaceae-Taxaceae, Ulmus/Zelkova and Gramineae. The Cheongsu palynoflora can be correlated with Alnipollenites(Alnus)-Chenopodipollis(Chenopodiaceae)-Compositae Assemblage Zone of the East China Sea and is assigned to the Pleistocenein age. Ecology of main taxa and comparison with the present vegetation of Korea suggest a cool temperate climate and a low relief in the Jeju Island during the deposition of the Cheongsu core sediments. 제주도 청수공에서 산출된 포자·화분화석군은 낙엽활엽수와 초본류가 주종을 이루고 있으며 풍부하게 산출되는 종류로는 소나무과, 오리나무속, 밤나무속/구실잣밤나무속, 느릅나무속/느티나무속, 명아주과 및 국화과 등이다. 전체적인 식생 조성에 근거하여 2개의 화분 분대를 설정하였다. 하부의 Zone I에서는 오리나무속, 명아주과 등이 우세하며 전반적으로 초본류가 풍부하게 나타난다. 상부의 Zone II에서는 전나무속, 낙우송과-측백과-주목과, 느릅나무속/느티나무속, 벼과 등이 풍부하게 나타나며, 낙엽활엽수가 상대적으로 우세하게 산출된다. 청수공의 포자·화분화석군은 그 조성에 있어 중국의 동지나해 대륙붕에서 설정된 Alnipollenites(Alnus)-Chenopodipollis(Chenopodiaceae)-Compositae 군집대와 잘 대비되며 그 지질시대는 Pleistocene으로 해석된다. 오늘날 식생분포와의 비교 및 우세종의 생태학적 분석을 통하여 청수공 코아는 한랭한 온대 기후 하에서 형성되었으며 당시의 제주도에는 오늘날의 한라산과 같은 지형적 기복은 아직 발달하지 않았던 것으로 보인다.

핵심역량중심교육 관점에서 지층관련 초등과학교과서의 지식과 예비초등 교사들의 개념 연구

문병찬 대한지구과학교육학회 2021 대한지구과학교육학회지 Vol.14 No.1

이 연구는 핵심역량중심교육 관점에서 초등과학 교 과서에 나타난 지층관련 내용을 분석하고, 교육대학교 1학년 학생 50명을 대상으로 학생들의 지층개념을 조 사하였다. 연구결과, 초등교과서의 지층관련 지식은 대부분 ‘A는 B이다’와 같은 선언적 문장구조를 가지 고 있다. 위와 같은 지식의 형식은 과학수업에서 학생 들 간 토의와 토론의 주제로 사용하는데 한계를 지님 으로써 핵심역량교육 관점에서 불리하다. 교육대학교 학생들의 지층개념과 관련하여 조사대상자의 70%는 진흙, 모래, 자갈 등의 퇴적물들을 단단한 퇴적암으로 변화시키는 속성작용의 원인으로‘상부의 퇴적층에서 가하는 압력과 압력으로 생긴 열이다’고 응답하였다. 또한 지질시대의 자연환경에 대한 정보를 지층을 통해 얻을 수 있는지에 대해서는 약 20%가‘지층에서 나타 난 화석을 통해서만 얻을 수 있다’고 응답했다. 약 80%의 학생들은 지층을 통해 얻을 수 과거 지질시대 의 자연환경 정보를 얻을 수 있다고 응답하였으나, 얻 을 수 있다고 주장하는 자연환경에 대한 정보는 지층 의 단단함 등 오개념이 비율이 높았다. 결론적으로 지 층개념에 대한 교수/학습을 통해 핵심역량교육의 학습 효과를 높이기 위해서는 초등과학교과서에 제시된 지 층 관련 지식의 형태와 내용을 검토할 필요가 있다. The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.

교육대학교 과학수업에서 예비초등 교사들의 학습과정 관찰평가 방안 연구

문병찬 한국초등과학교육학회 2018 한국초등과학교육학회 학술대회 Vol.75 No.-

예비초등 교사들을 대상으로 거꾸로 수업기반 과학교육 수업운영 및 효과

문병찬 한국초등과학교육학회 2017 한국초등과학교육학회 학술대회 Vol.73 No.-

창의·인성교육 기반 지구과학 수업모형 제안

문병찬 대한지구과학교육학회 2015 대한지구과학교육학회지 Vol.8 No.3

The purpose of this study was to suggest the earth science lesson model based on the creativity․character education. To conduct this study, the curriculum revision in 2009 was analyzed by the causal mapping method. One after another, the creativity․character education and earth system education were analyzed by the same method. Through as mentioned above, the key words which have relating concepts each other were picked out. Lastly, the key words were connected and compounded for the earth science lesson model based on the creativity․character education. The model indicates that the earth science lesson based on the creativity․character education requires the reconstructs of the processing and contents of the lesson. In other words, the teaching/learning must be progressed as corresponding between scientific facts and mental recognition, scientific concepts and compounding thinking skill, scientific laws and reconstructing thinking skill. In contents were reconstructed as relating to knowledge, creativity, characters and guidance counseling. The results of this study suggested the earth science lesson model based on the creativity․character education needs developing and applying teaching/learning materials and managing discussing and cooperative learning.

거꾸로 수업기반 지구과학 수업모델 개발 및 적용 사례

문병찬 대한지구과학교육학회 2017 대한지구과학교육학회지 Vol.10 No.2

This study has developed the earth science class model based on flipped learning and analyzed the effects of that model at the elementary pre-teachers’ science classes. The model of this study, the material which was consists of all contents and information about classes was offered to learners before science class as a substitute for preceding homework at general flipped learning. In science class, the knowledges which were recorded in materials were explained directly to learners by instructor for 20minutes. So the learners resolved some inquiry questions in materials through mutual debate·collaboration with learners in small group. After inquiry questions’ resolving, the learner among small group makes a presentation in front of the whole class. At the same time, the instructor evaluated learning action of all small groups’ learners during the classes as process evaluation. The final evaluation results of semester were obtained scores of the small group in 14 classes and the achievements of individual portfolio as final exam. The learners were very positive perception to this science class model, why it is helped to concentrate on the class, extended debating and thinking ability. Consequently, the class model of this study is useful to applicate the earth science classes.

예비초등 교사들을 대상으로 과학수업에서 운영한 ‘과정중심평가’ 실효성 연구

문병찬 대한지구과학교육학회 2019 대한지구과학교육학회지 Vol.12 No.3

The study aims to run a 'Process-based Evaluation' and find out its effectiveness in science classes for prospective elementary school teachers. The Process-based Evaluation performed in this study was performed during unit classes and scored when significance was recognized in the student's learning behavior. The conclusions based on the results of the study are as follows. First, students scored an average of 3.6 points on whether the process-oriented assessment conducted during class was appropriate as an assessment. Second, on the basis of the assessment presented by the students, the main positive content is “assessing the process, not the outcome”, “contributing positively to class participation” and “promoting accident activities”. Third, the negative contents of the assessment grounds presented by the students include ‘lack of objectivity in evaluation methods and results’, ‘the individual tendencies of students are involved in evaluation results’ and ‘poor learning effects of the textbook knowledge’. 이 연구는 예비초등학교 교사들을 대상으로 한 과학 수업에서 과정 중심 평가를 운영하고 그 효과를 알아내는 것을 목표로 한다. 본 연구에서 수행한 과정 중심 평가는 단위 수업 중에 실시되었으며, 학생의 학습행동에서 유의성이 인정될 때 점수가 매겨졌다. 연구결과에 근거한 결론은 다음과 같다. 첫째, 수업시간에실시한 과정정중심평가가 평가로서 적절한지에 대해학생들의 평가는 평균 3.6점이었다. 둘째, 학생들이 제시한 평가 근거에서, 긍정적인 주요내용은 “결과가 아닌 과정을 평가”, “수업 참여에 긍정적으로 기여함”, “사고 활동의 촉진”이다. 셋째, 학생이 제시한 평가근거에서 부정적 내용은 ‘평가방법과 결과의 객관성 결여’, ‘학생들의 개별 성향이 평가결과에 관여함’, ‘교과 지식의 학습효과 미흡’ 등이 주요 내용이다.