과학 실험 수업 분석 도구 개발

양일호,정진우,허명,김영신,김진수,김민경,최현동,오창호,Yang Il-Ho,Jeong Jin-Woo,Hur Myung,Kim Young-Shin,Kim Jin-Soo,Kim Min-Kyung,Choi Hyun-Dong,Oh Chang-Ho 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5

The purpose of this study was to develop an instrument for analysing elementary secondary school, and university science laboratory instructions. The categories of this analysis instrument were instituted through literature overviews and interactions with three researchers in a science classroom analyst team, a doctoral student, and eight master level students, who participated in the process of modification of the analysis instruments on the science laboratory instructions. The contents areas were divided into three categories: aims of laboratory activities, interactions, and scientific inquiry processes. Each category contains $2\~3$ items. So the instrument consisted of 20 subcategories. The validity of the this instrument was achieved through checking with 4 science education specialists.

초등과학교육에서 실험활동의 목적에 대한 교사와 학생의 인식

양일호,조현준,한인경 학습자중심교과교육학회 2006 학습자중심교과교육연구 Vol.6 No.1

이 연구의 목적은 초등학교 교사와 초등학생들의 실험 활동 목적에 대한 인식을 비교하는데 있다. 이 연구를 위해, 초등학교 수준의 실험 활동 목적을 7개 항목으로 제시한 초등교사용과 초등학생용 설문지를 개발하였다. 각 집단의 표집 크기는 200명이다. 수집된 설문 결과는 다중응답기법을 통해 두 집단 간 비교를 위해 정리되었고, 정리된 자료는 다시 동질성 검정에 의해 분석되었다. 그 결과 실험 활동의 목적에 대한 초등교사와 초등학생 간 인식의 차이가 있어 이들 간의 실험 활동 목적에 인식이 일관되지 못함을 확인하였다. The purpose of this study was to compare elementary teachers\ with students\ perceptions on the aims of laboratory activities in school science. For the purpose, the two questionnaires with seven items about the aims of laboratory activities in elementary school science were designed for elementary school teachers and elementary students. The sample size of each group is two hundred. The data from the questionnaires were compared with multiple response method, then were analyzed statistically with homogeneity-test. From the results, It was identified that the elementary teachers\ perception on aims of laboratory activities was different from students\ perception and there was not consistency with them.

초등학교 신규교사의 과학수업에서 나타나는 수업기술의 특징

양일호,정진우,조현준,최현동,오창호,Yang Il-Ho,Jeong Jin-Woo,Cho Hyun-Jun,Choi Hyun-Dong,Oh Chang-Ho 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5

The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

과학자의 과학지식 생성 과정에 대한 심층 면담 연구

양일호,정진수,권용주,정진우,허명,오창호 한국과학교육학회 2006 한국과학교육학회지 Vol.26 No.1

초 , 중학생들의 과학탐구능력에 미치는 인지적 , 정의적 특성에 대한 공변량 구조분석

양일호,임청환,김승화 한국과학교육학회 1997 한국과학교육학회지 Vol.17 No.1

The purpose of this study was to analyze the structural model of causal effects of students' variables on science process skills. Student characteristics investigated in the study included attitude related to the science, logical thinking ability, scientific experiences, cognitive style. Covariance structural modeling procedures were used to test causal inferences about hypothesized relationships. The sample consisted of 319 6th grade students and 321 8th grade students in Seoul City, Korea. Five instruments were used in the study, TSPS(test of science process skills), GALT(group assessment of logical thinking), CEFT(children embedded figures test), questionnaire of attitude related to the science, questionnaire of scientific experience. For statistical analysis, the study adopted the structural equation modeling with LISREL, a computer statistical program developed by J reskog and S rbom. Major findings of the study are as follows: 1) Logical thinking ability has a most strong direct effect on science process skills. 2) The structural coefficient of scientific experience influence on attitude related to the science has the greatest direct one than the others in the covariance structural model. According to the results of this study, it is very importance that various scientific experiences, particularly hands-on activity, should be offer to students to improve science process skills. Also, understanding the relationships of student variable to science process skills will be helpful to decision making on the part of curriculum developers, science teachers and researchers.

초등학교 과학 교과서의 편집 디자인에 대한 시선 이동 분석

양일호,김성운 한국교원대학교 뇌기반교육연구소 2015 Brain, Digital, & Learning Vol.5 No.3

This study investigated gaze distribution by analyzing eye movement according to the implication of editorial design in science textbook. Participants were 20(female 12, male 8) who have over 70% of gaze tracking ratio among 45, grade 6th students in elementary school. Tasks in this study were 5 images of official textbook and another revised 5 images, revised by one of the implication of editorial design. Data from eye movements of students was collected by Tobii X-60 and 15.6 inch laptop, and Tobii Studio 3.2.3 software was used for experiment design and analysis. And Heatmap and Fixation duration extracted the data for eye movements. Results of this study are as follows. First, students pay more attention to the textbook when the images about experiment or learning activity showed closely with the text explaining how to experiment. Second, there is no significant difference statistically whether illustrations about materials for experiments were shown or not. Third, there is also no significant difference in gaze distribution according to duplicated description about the illustration. Fourth, editorial style of concept map has no significant difference that presented with two pages over all or one at each page. Fifth, students’ gaze distribution has longer fixation duration at blank parts generally. In conclusion, this study clearly shows that there is interesting part for students according to the implication of editorial design. And it implies to development of editorial design in science textbook for efficient teaching and learning competence.

T 세포에 의한 이식편대숙주반응

양일호,김춘추 대한조혈모세포이식학회 1997 대한조혈모세포이식학회지 Vol.2 No.1

과학적 지식 생성 과정에서 사전지식과 과학적 사고의 역할

梁一鎬 한국교원대학교 초등교육연구소 2003 초등교과교육연구 Vol.4 No.-

과학적 지식은 가성을 창안하고, 가설을 검증하며, 증거를 평가하고 가설을 수정하는 과정에서 생성된다. 이러한 과학적 지식 생성 과정에 사용되는 사고가 과학적 추론인데, 지금까지의 많은 연구들은 과학적 추론과 교과 내용과 관련한 사전지식을 독립적으로 분리하며 연구해왔다. 여기에서는 과학적 추론과 사전 지식이 새로운 과학적 지식 생성과정에 어떠한 역활을 하며, 학생들이 과학적 지식 생성과정에서 겪는 어려움과 요구를 선행 연구들을 중심으로 고찰하였다. 고찰한 결과에 의하면, 학생들의 과학적 추론 과정은 체계적이고 타당하기보다는 경험칙(heuristic)에 의존하고 있다. 또한, 학생들은 증거에 의한 결론과 신념에 의한 결론을 구분하지 못하며, 적절한 정보를 제공받을 수 있는 실험을 수행하는 것과 자신의 선지식과 일치하지 않는 실험 결과를 해석하는데 어려움을 느끼고 있다. 특히 학생들은 자신이 기대하지 못했던 관찰된 현상을 설명할 수 있는 대안적 가설을 만들 때까지 이전의 생각을 포기하려 하지 않았다. 아울러, 가설을 검증하는 것보다 예상 중심 실험을 선호하며, 확인 편이의 경향을 나타낸다. 과학적 추론과정이 선지식에 강한 영향을 받는 이유와 학생들이 과학적 추론과정에서 왜 오류를 일으키는지 논의하였다.

혈액 종양 질환에서 약제 내성 유전자의 형질 발현

양일호 한국BRM학회 1995 한국 BRM학회지 Vol.5 No.2

중등학교 과학 실험 수업에 대한 실험 목적·상호 작용·탐구 과정의 분석

양일호,정진우,김영신,김민경,조현준 한국지구과학회 2006 한국지구과학회지 Vol.27 No.5

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysisinstrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of thesecondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratoryactivity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by fourscience educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed.According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarativethe teachers’s questions could not gather the students’ divergent thinking, their directive instructions were centered aroundthemselves rather than giving opportunities for students to be centered within laboratory activities, and students’ interactionwere rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon orquestionings about the subjects were little observed, and students’ hypothesizing and predicting were almost nonexistent.Most of the activity designs within lab session were given from the teachers’ directions or worksheets, and students solelyfocused on data collecting and recording. Hence, inquiry process were classified level I.......... laboratory instruction, aim of laboratory activity, interaction, inquiry process. . : . ... ... .. .. .. .. ... ... .... .. ... .... ... . .. .. ..