초등 과학영재수업의 교수,학습 실태 분석

서혜애 ( Hae Ae Seo ),이선경 ( Sun Kyung Lee ) 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.3

Calculator - Based Laboratory system과 실험 Kit를 이용한 과학실험에 대한 교사들의 인식

서혜애(Hae Ae Seo),윤기순(Ki Soon Yoon),손종경(Jong Kyung Sohn),정화숙(Hwa Sook Chung),송방호(Bang Ho Song),양홍준(Hong Jun Yang),박성호(Sung Ho Park),권덕기(Duck Kee Kwon) 한국과학교육학회 1999 한국과학교육학회지 Vol.19 No.2

A Calculator-Based Laboratory (CBL) system was introduced to science teachers and their perceptions to its classroom application was assessed. A CBL survey instrument was responded by 54 middle and high school science teachers who undertook a three-hour workshop of science experiments with CBL system. There were significant differences in teachers perceptions to CBL system among gender, school level, school location, teacher`s degree, and years of teaching in terms of learning CBL system, applicability of CBL system for science classrooms, and effects on science achievement. Male teachers showed significantly (p<.05) higher agreement to learning of CBL system and applicability for science classrooms than female teachers. Compared to middle school teachers, high school teachers showed significantly (p<.05) high interests in CBL applicability for science classrooms and perceptions that there will be an increase of science achievement. Teachers with 4-8 years of teaching experience also showed significantly (p<.05) higher interest toward learning CBL system and its applicability. It was concluded that science teachers perceived CBL system as a promising science teaching method in Korean middle and high schools. However, a science teacher inservice training program for CBL system should be developed in consideration of gender, school level, school location, and years of teaching.

포트폴리오 과학수업 모형 개발과 적용

서혜애(Hae Ae Seo),김영학(Young Hak Kim),윤세진(Se Jin Yun),정은영(Eun Young Chung) 한국생물교육학회 2000 생물교육 Vol.28 No.2

A lecture method has been known as a predominant teaching strategy in Korean science classrooms although many studies identified that the lecture method discourages student-centered learning and decreases student interest in science. The study aims to 1) introduce a teaching model using portfolios in Korean science classrooms; 2) examine student perceptions to the portfolio teaching model; and 3) analyze changes of student attitudes toward science learning along the portfolio teaching model. Several features of the portfolio teaching model found from this study include; student initiations of lesson topics; project-based group activities; student presentation; frequent teacher-student interactions; student group discussions; self- and peer- evaluations. There are also various aspects of assessing student achievement; how many resources students collected; how students captioned about collected data and resources; how well students understand content; how actively students participated in classroom activities; etc. Among the findings from the study are; 1) Student interest in science was increased; 2) Student-centered learning opportunities were provided through the whole class period; 3) Student social and communication skills were enhanced; 4) Student concerns about social issues related science and technology were increased.

창의성 계발 과학교육을 위한 한국 - 이스라엘 과학교사 연수프로그램의 효율성

서혜애 ( Hae Ae Seo ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ),송방호 ( Bang Ho Song ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2

The study aimed to assess the effectiveness of Korea-Israel science teachers inservice program. Thirty science teachers who participated in the inservice program responded to pre- and post tests of the survey instrument on (a) their perceptions to creativity fostering science education and understandings of current education status and reform movement, (b) degrees of changes about understanding of creativity and implementing teaching methods for fostering creativity before and after the program, and (c) their evaluative opinions on the program. Suggestions for improving the program were proposed as follows: First, a pre-service workshop for the program should be provided in order to clearly realize the essential purpose of the program through increase of participating teachers` understanding of facing conditions of education, school policy, reform movement toward science education fostering creativity. Second, for the content of the program, creativity is more emphasized. Appropriate content and sufficient time arrangement for creativity will develop teachers` conceptual understanding of creativity in depth. Third, classroom observation of exemplary science teaching for fostering creativity should be sufficiently arranged. Fourth, amount of content and time allotment to Israel culture, religion, and education system should be reduced.

신나는 과학놀이 마당 평가 연구

서혜애(Hae Ae Seo),전영석(Young Suk Jhun),현종오(Jong Ho Hyun),류성철(Sung Chul Ryu),한재영(Jae Young Han),최원호(Won Ho Choi),김현빈(Hyeon Bean),조수민(Su Min Cho),임혁(Hyuk Ihm) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.3

The study aimed to evaluate an activity-oriented extracurricular science program as informal science education through the assessment of opinions of student participants and lead-students and lead-teachers who organized the program. An `Exciting Science Fair` was designed by science teachers and students and provided for 857 students for two days in early 1998. Students chose a course of science activities designed by different levels of student knowledge and interests. During their own science activity courses, the participating students were grouped as pair of two students and guided and facilitated by lead-students. A survey instrument was developed by researchers and asked respondents` opinions of 121 participating students, 72 lead-students, and 19 lead-teachers to the significance of program goals, degree of goal achievement, and program planning and management system before and after the program. It was found that most student participants, lead-students and lead-teachers satisfied with the efficiency of the program. However, it was recommended that the program should place more emphases on engaging student participants in science activities, strengthening scientific inquiry through activities, and increasing science content related to student daily life. It was also suggested that advertizement of the program be publicized in advance through media, an effect teaching-learning strategy for lead-students be developed, and collaboration among lead-students and lead-teachers be improved.

중학교 과학영재교육 교사 전문성에 대한 질적 연구

서혜애 ( Hae Ae Seo ),박경희 ( Kyung Hee Park ) 부산대학교 과학교육연구소 2010 교사교육연구 Vol.49 No.2

The study aims to investigate science teachers` perceptions to their professionalism of science gifted education at middle school levels. Eighteen teachers of science gifted education participated in in-depth interviews for a qualitative research. It was found that elements of professionalism in science gifted education include knowledge of science, knowledge of pedagogical contents, knowledge of curriculum and instruction in gifted education, knowledge of general pedagogy, and knowledge of educational contexts. It was suggested that science teachers of gifted education need to develop a balanced understanding of their professionalism in order to maintain a high quality of science gifted education. Furthermore, inservice programs for science gifted education teachers should reflect a balanced curriculum development in terms of elements of professionalism.

중학교 과학영재를 위한 생명과학 기반 융합인재교육(STEAM)프로그램의 개발과 적용

강희선(Heesun Kang)서혜애(Hae-Ae Seo) 한국과학영재교육학회 2013 과학영재교육 Vol.5 No.3

본 연구는 생명과학 기반 STEAM 프로그램을 개발하고 중학교 과학영재들에게 적용한 후 과학에 대한 태도 변화와 프로그램에 대한 만족도를 조사함으로써 개발한 STEAM 프로그램의 효과를 평가하는 데 목적을 두었 다. 이 연구 목적에 따라, STEAM의 요소를 반영하고 문제중심학습 모형을 적용하여 과학영재프로그램을 개발하여 ○○광역시 영재교육원 소속 중학교 3학년 학생 24명에게 적용하였으며, 과학에 대한 태도 검사(TOSRA) 및프로그램 만족도를 조사하였다. 연구대상 24명 가운데 일반학급 학생들보다 뛰어난 학생 9명을 선정하여 과학영 재집단으로 편성하고 나머지 15명은 일반학급 학생들과 큰 차이를 보이지 않은 학생들로서 통제집단으로 편성하여 두 집단을 비교하였다. 본 연구의 결과에 따르면, 첫째, 과학영재집단은 과학에 대한 태도 검사에서‘수업의 즐거움’영역이 유의하게 증가하였다. 과학탐구 및 직업관심의 영역에서도 유의하지 않지만 증가하는 것으로 나타났다. 둘째, 만족도 조사에서 대부분의 학생들이 긍정적으로 답변하였다. 특히 과학영재학생들은 STEAM 수업을 통해 자기주도적으로 학습하고 생명과학과 기술이 연결되며, 과학이 일상생활과 밀접히 연결되는 점을 만족하 였다. 결론적으로, 이 연구에서 개발하여 적용한 생명과학 기반 STEAM 프로그램은 과학영재에게 과학에 대한 태도를 향상시키는 효과적인 것으로 평가되었다.

과학영재학교, 과학고등학교 과학영재들의 음악에 대한 인식

양리라(Yang Reera), 서혜애(Seo Hae-Ae) 한국과학영재교육학회 2020 과학영재교육 Vol.12 No.3

This study aimed to investigate how music is perceived by science gifted students enrolled in a science gifted academy and a science high school. The 200 science gifted students of the study wrote and submitted an essay on music as a music class assignment. These essays were analyzed by employing a content analysis as a qualitative research method. As a result, a total of 274 key contents were extracted including 145 from a science gifted academy and 129 from a science high school and categorized based on their similarity. Based on the characteristics of each category classified, the followings were concluded. Science gifted students recognized music as usefulness, artistry, sensitivity, or expressiveness. The 56.6% of science gifted students recognized the usefulness as the highest percentage. This result implied that science gifted students pursued to comfort and heal their minds while listening to music. The 25.2% of science-gifted students recognized music as artistry, which is the second highest percentage. Artistry showed its distinct characteristics based on aesthetic perspectives and academic approaches to music. The big difference in artistry was shown in the comparison of a science gifted school with a science high school. The 37.2% of students in a science gifted academy perceived music as artistry, which was 3.2 times of 11.6% of students in a science high school. It was interpreted that these results were occurred due to the early graduation system of a science high school and the pass/fail evaluation method of music education in a science gifted academy. Considering cases in which successful scientists with excellent creativity tended to actively participate in music activities by performing music instruments, composing music, inventing music instruments and so on, the music education at a science gifted school and a science high school should be reformed to effectively enhance the artistic mindset, intuition, and insight of science gifted students.

초등과학 영재교육 담당교사의 교사변인별 과학영재교육 교수방법 전문지식에 대한 인식 차이

서권수(Gwon-su Seo),서혜애(Hae-Ae Seo) 한국영재학회 2018 영재교육연구 Vol.28 No.2

본 연구는 초등과학 영재교육을 담당하는 교사들의 과학영재교육 교수방법 전문지식에 대한 인식수준을 조사하는데 목적을 두었으며, 연구결과에 근거하여 초등과학 영재교육 담당교사의 전문성 신장을 위한 방안을 탐색하고자 하였다. 본 연구의 연구대상은 ○○교육청 영재교육기관에서 초등과학 영재교육 담당교사 가운데 의도적 표집방법으로 93명을 선정하였다. 연구방법은 ‘과학영재교육 교수방법 전문지식 측정도구(서혜애, 박경희, 2005)’의 설문조사지를 우편 및 e-mail로 실시하였으며, 2015년 7월부터 12월까지 기간에 걸쳐 수집하였다. 자료분석은 교사변인별 기술통계와 일원변량분석(ANOVA)을 활용하였다. 연구결과, 연구대상 초등과학 영재교육 담당교사의 과학영재교육 교수방법 전문지식 수준은 영재교육기관, 영재교육경력, 영재교육비율, 최종학력, 연수이수시간에 따라 유의미한 차이를 보였으나 성별, 교육경력에 따른 유의미한 차이는 나타나지 않았다. 교사변인에 따른 과학영재교육 교수방법 전문지식의 구성요소별 유의미한 차이를 분석한 결과, 영재교육원 교사가 영재학급에 비해 과학교육학지식(PCK) 및 교육맥락지식(ECK)이 높았으며, 남자교사가 여자교사에 비해 과학지식(SMK)이 높게 나타났다. 영재교육경력 5년차에 5개 구성요소들이 균형 있게 확보되었으나 3, 4년 차에는 인식수준이 낮아졌다. 석사 및 박사학위 교사들은 학사에 비해 과학교육학지식(PCK)과 영재교육학지식(GPK)이 높았으며 연수이시수간이 61-180시간일 때 과학지식(SMK)이 181시간 이상일 때 과학교육학지식(PCK), 과학영재교육과정지식(SCK), 영재교육학지식(GPK), 교육맥락지식(ECK)이 높았다. The study aimed to investigate the perception level of professionalism about teaching methods in science gifted education by elementary school teachers in order to suggest directions for establishing their professionalism effectively. The research subject includes 93 elementary school teachers in charge of science gifted education under a given Education Office. As for methodology, the ‘Scale of Professionalism about Teaching Methods in Science Gifted Education (Seo & Park, 2005)’ was employed and administered via mail and e-mail between July and December, 2015. The collected data were analyzed with descriptive statistics and one-way ANOVA. The research results showed that there were significant differences (p<.05) in their perception levels of professionalism about teaching methods in science gifted education according to teacher variables, gifted education institution, career of gifted education, ratio of gifted education vs general education career, highest degree earned, and hours of in-service training for gifted education. No significant differences were found according to teacher variables, gender and career in general education. For significant differences in elements of their perception levels, pedagogical content knowledge in science teaching (PCK) and educational context knowledge (ECK) were higher in gifted education center than gifted class; subject matter content knowledge in science (SMK) were higher in male teachers than female teachers; all elements of SMK, PCK, science curriculum knowledge in gifted education (SCK), general pedagogical knowledge in gifted education (GPK), and ECK were highest at the fifth year of gifted education career; PCK and GPK were higher for master and doctoral degree than bachelor degree earned teachers; SMK was higher at 61-180 hours and PCK, SCK, GPK, and ECK were higher at over 181 hours of teacher training program than the other hours.

대학부설 과학영재교육원 수학영재 선발과정과 학업성취도의 상관관계

김영아(Kim Young-A), 김동화(Kim Donghwa), 서혜애(Seo Hae-Ae) 한국과학영재교육학회 2020 과학영재교육 Vol.12 No.3

The purpose of this study was to verify the validity of the selection process for the gifted in mathematics at a science gifted education center affiliated with university and to explore the implications for the selection of gifted students in the future. Mathematics gifted students were selected by a two-step selection process based on teacher observation and recommendation and classroom observation. The correlation of scores for each evaluation item in each stage of the selection process was examined, and the correlation between the admission scores of the selection process and the academic achievement during enrollment at the science gifted education center was analyzed. As results, there was no correlation between the evaluation items of the first stage of the selection process and the second stage of the class observation, but in the case of the final successful group, the correlation between the scores of each evaluation item in each stage of the selection process and the academic achievement after admission to the science gifted education center. In the relationship analysis, among the evaluation items in the first stage of the selection process, the teacher recommendation letter showed a significant (p<.05) correlation. The evaluation score of the second-stage instructional observation in the selection process did not show a correlation with academic achievement during enrollment at the science gifted education center. In conclusions, it showed that the teacher recommendation letter was one of the significant factors in the selection process for the gifted in mathematics at the science gifted education center affiliated with university.