http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
미국(美國)의 물리학(物理學) 및 화학(化學)의 연구(硏究) 동향조사(動向調査)
이상윤 ( Sang Yun Lee ),여환진 ( Yeo Whan Jin ) 경북대학교 과학교육연구소 1983 科學敎育硏究誌 Vol.7 No.-
정부가 경제개발 5개년 계획은 성공리에 완성하기 위하여 추진중인 중공업(重工業) 및 반도체(半導體) 전자(電子)산업발전의 밑바탕이 되는 기초과학(基礎科學) 육성(育成)에 주력하는 현 시점에 비추어, 이의 가장 기초학문인 물리학(物理學) 및 화학(化學)분야의 연구동향(硏究動向) 을 선진 미국(美國)과 개발도상국인 우리 나라와 비교 검토 함으로써 우리나라의 물리학(物理學) 및 화학(化學)분야의 학술연구실적,대학교과과정 분석, 시설기준 및 그 운영에 참고로할 뿐만 아니라, 학생들의 교육에 활용은 물론 우리나라의 실정에 알맞은 연구의 방향과 연구방법, 시설기준등을 재구성하는데 이용하며, 나아가상호 학술정보의 교환 및 연구자의 상호교류의 계기를 마련하는데 그 목적을 두고 미국을 방학기간을 이용하여 현지에서 보고 듣고 조사한바를 정리 하였다.
개정(改定) 고교화학(高校化學)( I ) 교육과정(敎育課程)에 따른 필수실험내용(必須實驗內容)의 선정(選定)
이상협 ( Sang Hyup Lee ),여환진 ( Whan Jin Yeo ) 경북대학교 과학교육연구소 1983 科學敎育硏究誌 Vol.7 No.-
Teaching objectives and contents of the reformed high school Chemistry ( I ) curriculum, which will be executed from 1984, were Analyzed and studied. By means of the behavior domain, the suitable contents of experiment were selected to achieve the objectives of chemistry ( I ) educa tion in high schools. These contents of experiment which were suitable for our real Situation were decided based on the result of application to the classes.
중학(中學) 과학교육(科學敎育)의 탐구학습(探究學習)에 대한 평가문항(評價問項) 개발(開發)(Ⅲ)
민경덕,권병규 ( Byung Kyu Kwon ),여환진 ( Whan Jin Yeo ),박덕규 ( Duck Kyu Park ),안병호 ( Byung Ho Ahn ),정원우 ( Won Woo Chung ),이병교 ( Byung Kyo Lee ) 경북대학교 과학교육연구소 1986 科學敎育硏究誌 Vol.10 No.-
This is the consecutive study of development of evaluation items for inquiry Learning of middle school science (Ⅰ) and (Ⅱ) which were conducted to improve the Evaluation methods for inquiry learning in the middle school science education by the Science Education Research Institute, K. N. U. during the year 1983-1985. In this atudy, we developed evaluation I tems of scientific laboratory learning In the3rd grade middle school science according to the methods of previous studies. Evaluation i tems were made by the paper and pencil test items and performance test Items. Application of these items were carried on in the 5 classes of 3rd grade of Middle school. The paper and pencil test was conducted after study of wxperimental And observational learning, and performance test was conducted by tester evaluation, Peer evaluation and self ecaluation. The results obtained from the analysis of paper and pencil test I tems show that The validity of the items aer considerd as the most effective in practicing students` Scientific inquiry skills dur to ite, diffculty (70 to 85) and item discrimination considered more desiracle than peer and self evaluations, but peer and silf evalua-tions make possible the perfect learning by feedback. Therefore, skill of the inquiry abilities in experimental and observational learning can be evaluated correctly through the performance test.
改定 高校化學(Ⅰ) 敎育課程에 따른 必須實驗內容의 選定
李相協,呂煥鎭 경북대학교 과학교육연구소 1983 科學敎育硏究誌 Vol.7 No.-
Teaching objectives and contents of the reformed high school chemistry (Ⅰ) curriculum, which will be executed from 1984, were analyzed and studied. By means of the behavior domain, the suitable contents of experiment were selected to achieve the objectives of chemistry (Ⅰ) education in high schools. These contents of experiment which were suitable for our real situation were decided based on the result of application to the classes.
高等學校 化學科 探究學習의 評價模型 定立과 評價紙 開發
李相協,吳岱燮,呂煥鎭,이병교 경북대학교 과학교육연구소 1983 科學敎育硏究誌 Vol.7 No.-
The current evaluation method of high school chemistry has been emphasized on knowledge. This fact does not satisfy the objective of learning due to lackness of the evaluation method about its inquiry ability and attitude. Therefore we introduce a evaluation model and its items about knowledge, inquiry ability and attitude in order to approach the objective of learning in hiph school chemistry. First, in order to evaluate knowledge of the students, we used the computer Managed Instruction (C.M.I) method which presents a stepwise knowledge of students. Second, for the evaluation of inquiry ability and attitude, we prepared the evaluation items about the contents of chemistry experiment according to an analysis of the objective learning. Thus we applied them to the students in a high school.
고재걸,민경덕,최종락,오대섭,권병규,변창진,여환진,정원우 경북대학교 과학교육연구소 1988 科學敎育硏究誌 Vol.12 No.-
The purpose of this study is to develop models and instruments for teaching and assessing scientific experiments and practices. General objectives for teaching and evaluating scientific experiments and practices in secondary schools were analyzed and categorized into three domains:they were inquiry skill, scientific thinking skill, and scientific attitude. The sub-categories for each domain were constructed, and specific objectives for each general objective were also stated in terms of behavioral objectives according to Mager's suggestion. The tables of specification (content×behavior) were developed in order to assist secondary school teachers to teach and evaluate scientific experiments in class. In addition, we introduced some useful assessment techniques which can be adopted to evaluating learning outcomes of each specific objective. The sample test items corresponding to each objective were listed for practical usage in class.
人文系高校 化學敎育過程改定에 따른 探究學習的인 實驗內容選定의 硏究
李相協,呂煥鎭,曺春鉉 경북대학교 과학교육연구소 1978 科學敎育硏究誌 Vol.2 No.-
Up-to-date chemistry curriculums developed in foreign countries-Nuffield chemistry, CHEM study, and CBA project were studied. These basic concepts, purposes, and contents were analyzed and compared with those of our present curriculum of high school chemistry and also those of new high school chemistry curriculum. The results in criteria determing the experimental contents are as follows: 1. Experiments which can establish the basic concepts. 2. Research-oriented experiments to keep up with the present trends of science education. 3. Open-ended experiments centerd on research activities. 4. Big trasitional experiments as experimental contents of the principle science. 5. Experiments which have various process skills. 6. Experiments easily operated with simple apparatus. 7. Experiments considered with the political aspects of educational purpose. According the above criteria, 34 lab items were selected. and theit contents were analyzed by process skill.