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여학생 친화적 과학 수업 전략이 반영된 문제중심 간학문적 프로그램의 효과
신영준 韓國生物敎育學會 2000 생물교육 Vol.28 No.2
For this research, a science teaching strategy through problem-oriented interdisciplinarity was developed. The author named it I3E model, which means interest, experience, environment and encouragement. It has been designed to decrease gender gaps in science education. The effects of developed I3E science teaching strategy were evaluated. 121 high school students participated in this evaluation. To compare the effects of program, participants of each school were divided into four groups. Students of three groups who participated in the program according to the I3E model over ten times were girls and boys in big cities and girls in small cities. The control group students in big city were instructed according to the traditional instruction method based on the text. The pre- and post-test on science process skill and science-related affective domain were made by the instrument to investigate the effects of the program. Following the test, the program was evaluated and post-interviews were held. The results showed that high school girls' scores were significantly higher than boys' and control group in science process skill and science related affective domain. There was no gender gap in their evaluation on contents and levels of the program, but they evaluated significantly higher than boys in evaluation on organization, execution, and application effects of the program. In post-interviews, it was confirmed that science experiences of girl students and their attitudes on science were expanded.
신영준,김윤경,전영석 국제과학영재학회 2008 국제과학영재학회지 Vol.2 No.2
The purpose of this study was to examine the perception of elementary school students about pseudo-science and the differences of view on pseudo-science among groups of religion. The subjects in thisstudy were 242 fifth graders and 200 sixth graders, who were tested to figure out their view ofpseudo-science. The findings of the study were as follows. First, as for their awareness of pseudo-science, they generally took a dismal view of the four areas of pseudo-science, including astrology,allusion, magic arts and supernatural phenomena, and there was little change in their view even thoughthey moved up to a higher grade. It indicated that despite continuous science learning, their cognitivepattern remained unchanged. And, Elementary students' religion exerted an influence on their awarenessof the four areas of pseudo-science. Specially, Buddhists are more permissive views than other religiongroups.