개방형 탐구를 경험한 예비과학교사의 과학 지식의 본성에 대한 이해와 과학 탐구에 대한 태도 변화

조제희,우애자,Cho, JeHee,Woo, Ae Ja 대한화학회 2017 대한화학회지 Vol.61 No.5

The purpose of this study is to investigate the understanding of nature of scientific knowledge and attitudes toward scientific inquiry of pre-service science teachers experienced open inquiry. The study was conducted in 10 sessions of open inquiry-based chemistry experiment. The subjects were 40 pre-service science teachers recruited from the experiment class. They received pre-test, mid-test, post-test on understanding nature of scientific knowledge and attitudes toward scientific inquiry of open inquiry activities. 20 pre-service science teachers among them participated in the interview. The results of this study are as follows. First, there was a significant difference in pre-service science teachers' understanding of the nature of the scientific knowledge (p<.05). In particular, understanding of creativity and sociality parts improved gradually. Second, pre-service science teachers' attitude toward scientific inquiry had changed negatively until the middle of the semester, and then changed positively later. The post-test score was significantly higher than the mid-test score (p<.05).

2009 개정 교육과정에 따른 교과서에서 이온 화합물의 설명 개념과 모형 및 학생 이해도 분석

신혜영,우애자,Shin, He Young,Woo, Ae Ja 대한화학회 2016 대한화학회지 Vol.60 No.5

In this study, ionic compound in the science textbooks developed under the 2009 revised national curriculum were analyzed in terms of the scientific concept and model description and the student understanding through the questionnaires. Analysis of textbooks was performed for science2 of middle school and chemistry I & II of high school. Questionnaire was carried out with 194 students including middle school 2nd grade and high school 1st-3rd grade. The results are as follows: First, as a result of analysis of textbooks, scientific concepts and models used to explain the ionic compound showed differences depending on the types of textbooks. In addition, scientific models were provided with or without explanation for the scientific concepts. Second, analysis of the questionnaire showed that students didn’t properly understood scientific concepts and models in the ion formation, stoichiometric ratio between ions.

무기화학 수업에서 웹기반 즉각적 대응 수업전략의 효과

진미경,우애자,Jin, Mi-Kyung,Woo, Ae-Ja 대한화학회 2008 대한화학회지 Vol.52 No.6

과학 창의성 신장을 위한 교수-학습 프로그램의 개발 및 적용

윤회정(Yoon Heo jeong),우애자(Woo Ae Ja) 학습자중심교과교육학회 2011 학습자중심교과교육연구 Vol.11 No.2

본 연구의 목적은 중학생을 대상으로 과학 창의성 신장을 위한 교수-학습 프로그램을 개발하는 데 있다. 프로그램은 문제 중심 학습 모형을 기반으로 하여 6단계로 구성되었으며, 선행 연구에 기초하여 추출한 과학 창의성 요소들이 각 단계마다 적절히 포함되었다. 프로그램은 7개의 주제를 바탕으로 학생들이 토론, 실험, 과학 글쓰기와 같은 다양한 활동을 할 수 있도록 구성되었다. 학생들의 과학 창의성 변화를 알아보기 위하여 과학 창의적 문제 해결력 검사지를 이용하여 사전 검사를 실시한 뒤, 연구를 통해 개발한 과학 창의성 신장 프로그램을 중학교 2, 3학년 학생 6명을 대상으로 30차시 동안 적용한 후 사후 검사를 실시하였다. 또한 학생들의 활동지를 분석하고 설문조사를 실시하여 프로그램에 대한 학생들의 인식을 조사하였다. 연구 결과는 다음과 같다. 프로그램 적용 후, 대부분 학생들의 과학 창의성은 신장되었으며 학생들은 프로그램에 대해 긍정적인 인식을 나타냈다. 특히, 학생들은 친밀하고 익숙한 주제를 다룬 프로그램을 선호했으며, 창의적인 산출물에 대한 아이디어를 제시하는 것과 실험 활동이 포함된 프로그램에 대해 긍정적인 반응을 나타냈다. 하지만 계획했던 과정이 제대로 이루어지지 않거나 예측했던 것과 다른 실험 결과가 나왔을 때, 그러한 문제를 해결하기 위하여 새로운 방법을 모색하는 것에 대해서는 어려움을 나타냈다. 이러한 분석 결과를 바탕으로, 이와 유사한 프로그램을 개발하고 실행하려는 교사들이 고려해야 할 점을 몇 가지 제안하였다. The purpose of the study was to develop the teaching-learning program for enhancement of scientific creativity. The program was developed based on problem-based learning model. It was consisted of 6 steps, and components for scientific creativity extracted from previous studies were included in each step. Seven problems were made dealing with various scientific subject and different activities such as discussion, experiment and scientific writing were included. The program was implemented to 6 middle school students for 30 hours. After program was finished students perception were investigated using questionnaire and students learning material were analyzed. The results are described below. Generally, students showed positive attitude toward the program. Especially, they preferred to familiar subjects, laboratory activities and discussion for making creative products. However, students were discouraged when the experiment results were different from what they had expected, and the problem solving processes were not proceeded as they had planned. Based on the results, suggestions were made for those of who planned to develop a program for enhancement of scientific creativity. « Key Words : creativity, scientific creativity, model for enhancement of scientific creativity, teaching-learning program for enhancement of scientific creativity.

2009 개정 교육과정에 따른 중학교 3학년 과학 교과서에 반영된 과학의 본성 분석

이서연(Lee Seo Yeon),우애자(Woo Ae Ja) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.19

본 연구는 2009 개정 교육과정에 따른 과학 교과서에 과학의 본성이 얼마나 반영되어 있으며, 그 수준은 어떠한지 알아보고자 하였다. 분석 대상으로 2009 개정 교육과정의 중학교 3학년 과학 교과서 4종을 선정하였다. 교과서에 반영된 과학의 본성은 4가지 범주(이영희, 2013)로 분류하였고, 과학의 본성 수준은 4가지 수준(김영선, 2013)을 기준으로 분석하였다. 연구 결과는 다음과 같다. 첫째, 교과서 전체에 반영된 과학의 본성은 범주 ‘Ⅰ. 과학 지식의 본성’ 51.2%, 범주 ‘Ⅱ. 과학적 탐구의 본성’ 28.6%, 범주 ‘Ⅲ. 과학적 사고의 본성’ 7.6%, 범주 ‘Ⅳ. 과학과 기술 및 사회의 관계의 본성’ 12.6%로 불균형하게 분포하고 있으며, 하위 요소 분포에서도 일부 하위 요소에 편중되어 있는 것으로 나타났다. 교과서 단원별 분석에서는 1~7단원까지는 교과서 전체에 반영된 과학의 본성의 4가지 범주의 분포와 유사한 결과를 보였으나, 8단원에서는 범주 Ⅰ이 가장 낮고 범주 Ⅳ가 가장 높은 결과를 보임으로써 상반된 분포가 나타났다. 둘째, 교과서 전체에 반영된 과학의 본성 수준은 ‘세련된 관점의 암시적 표현’이 88.8%로 가장 높게 나타났으며 ‘순수한 관점의 명시적 표현’이 0.2%로 가장 낮게 분석되었다. 그러나 각 하위 요소별 분석 결과를 살펴보면, Ⅳ-1)에서 명시적 표현이 가장 많이 나타났고, Ⅱ-2, Ⅲ-1), Ⅳ-1)은 세련된 관점보다 순수한 관점이 더 높게 나타났다. 교과서 단원별 분석에서는 8단원에서 명시적 표현이 가장 높게 나타났으며 1~7단원에서는 명시적 표현이 거의 나타나지 않았다. The purpose of the study is to analyze the nature of science(NOS) reflected in the 3rd grade of middle school science textbook followed by the 2009 revised curriculum. For the study, the four kinds of textbooks were selected. The analysis frame proposed by Lee(2013) is used to analyze the nature of science into four categories. Also, for the analysis of the level of nature of science(Kim, 2013), classify for four levels. The results are as follows. First, the nature of science reflected on the textbooks showed that ‘Ⅰ. nature of scientific knowledge’ 51.2%, ‘Ⅱ. nature of scientific inquiry’ 28.6%, ‘Ⅳ. nature of interaction among science, technology and society’ 12.6%, and ‘Ⅲ. nature of scientific thinking’ 7.6%. The results of the analysis showed that the nature of science reflected unevenly for each category, and focused on the specific sub-categories. In the analysis of the chapter, chapters 1~7 shows similar tendencies, on the other hand chapter 8 shows conflicting results. Second, the analysis of the level of nature of science showed that ‘informed view and implicit’ accounted for 88.8%, on the contrary ‘naive view and explicit’ accounted for 0.2%. Informed view showed much more than naive view, implicit expression showed more than explicit expression. In the analysis of themes, explicit express showed the most at the sub-themes Ⅳ-1), but Ⅱ-2), Ⅲ-1), Ⅳ-1) showed more informed view than naive view. Also, for the results of the analysis of chapter, chapter 8 shows the most percentage on explicit, while other chapters show little explicit expression.

고등학교 과학「환경」단원에서 역할놀이를 중심으로 한 STS 수업 효과

지재화(Jae-Hwa Ji),우애자(AeJa Woo) 한국환경교육학회 2008 환경교육 Vol.21 No.4

This study is to evaluate the effect of roleplaying-centered STS program on the science-related attitude, the academic achievement, and the problem solving ability in「Environment」unit of high school Science. 90 students in grade 10 were divided into two groups, the experimental group applied the roleplaying-centered STS program and the control group applied the traditional lecture-centered class. The pretest was implemented to measure the science-related attitude, and the posttest was implemented to measure the science-related attitude, the academic achievement, and problem solving ability. The collected data were analyzed by ANCOVA and Correlation Analysis with SPSS program. The results are as follows: First, the experimental group was not significantly different from the control group in the science-related attitude and in the academic achievement(ρ>.05). Second, the experimental group significantly showed much better problem solving ability than the control group(ρ<.05). Third, a significant correlation was recognized between the academic achievement and the problem solving ability(ρ<.01).

문제 중심 학습(PBL)을 적용한 「무기화학실험」수업의 효과

김영은,신예진,윤회정,우애자,Kim, Young-Eun,Shin, Ye-Jin,Yoon, Heo-Jeong,Woo, Ae-Ja 대한화학회 2010 대한화학회지 Vol.54 No.6

The purpose of this study is to examine the effects of PBL (Problem-based Learning) strategy applied to the "Inorganic Chemistry Laboratory" class. Especially, the changes in 'self-directed learning ability' and 'attitudes toward science' of undergraduate students were examined. In addition, perception on PBL problem and the PBL classes were investigated. The results of this study were as follows: First, after the course, 'self-directed learning ability' and 'attitude toward science' of students were significantly improved (p < .05). There were significant improvements in every sub-categories except 'self-confidence as a learner' for 'self directed learning ability' and every sub-categories except 'usefulness of science' for 'attitude toward science'. Second, the students expressed that PBL strategy provided opportunities to learn self-directively and responsibly, but the process of defining the problem was difficult. Finally on the survey toward PBL strategy, the students responded that PBL problems were authentic and helpful to learn problem solving ability. In conclusion, PBL laboratory course is effective for developing self-directed learning ability and positive attitude toward science.

사이버가정학습의 이용실태 및 개선 방안에 관한 연구 - 중학교 과학을 중심으로 -

정용란 ( Yong Ran Chung ),우애자 ( Ae Ja Woo ) 한국교육정보미디어학회 2006 교육정보미디어연구 Vol.12 No.4

The purpose of this study is to propose the prospective directions of Cyber Home Study Sites, the web-based education service operated by the Ministry of Education. The mail questionnaires were prepared for the first year students and their science teachers of the middle schools located at 4 cities/provinces. The results are as follows: Active public relations and teachers` positive attitude and guidance about Cyber Home Study Sites have a good influence on the students` use of Cyber Home Study. Cyber Home Study services should be closely connected with formal schooling, so that the students` school record could be improved. To reduce private education expenses, it is necessary to implant the perception that Cyber Home Study services are no less effective than the private education. To increase the participation of the teachers as cyber teachers of Cyber Home Study service, their excessive duties and classes should be reduced. In addition, most teachers answered that the deepening-supplementing learning in the science courses should be supplemented and developed for the effective operations of the Cyber Home Study service.

중,고등학교 교사들의 문제중심학습에 대한 인식과 수업 진행 방식에 대한 탐색

윤희정 ( Hee Jeong Yoon ),우애자 ( Ae Ja Woo ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.5

블렌디드 러닝 탐구 실험 수업의 효과

신예진(Shin, Yejin),우애자(Woo, Aeja) 한국열린교육학회 2011 열린교육연구 Vol.19 No.2

본 연구의 목적은 블렌디드 러닝(Blended Learning) 탐구 실험 수업 방법을 개발하여 대학교「일반 화학 실험」수업에 한 학기 동안 적용한 후, 대학생들의 ‘과학 탐구 능력’, ‘학습 동기’, ‘과학 관련 태도’ 및 ‘수업 만족도’에 미치는 영향을 알아보는 것이다. 이를 위하여 실험 집단(N=20)에는 블렌디드 러닝 탐구 실험 수업을, 비교 집단(N=19)에는 전통적 실험 수업을 적용하였다. 블렌디드 러닝 탐구 실험 수업은 탐구 학습 모형을 바탕으로 ‘탐구 실험 문제의 도입’, ‘탐구 실험’, ‘보고서 작성 및 제출’의 3단계로 구성되며 온․오프라인 활동을 혼합하여 개발되었다. 블렌디드 러닝 탐구 실험 수업에 관한 본 연구의 결론은다음과 같다. 첫째, 면대면과 온라인상에서의 다양한 상호 작용과 교수자의 즉각적인 피드백이 학생들의‘과학 탐구 능력’과 그 하위 영역인 ‘기초 탐구 능력’, ‘통합 탐구 능력’을 통계적으로 유의미하게 향상시키는 것으로 나타났다. 둘째, ‘학습 동기’와 그 하위 영역인 ‘학습 신념의 통제’, ‘자기 효능감’이 통계적으로 유의미하게 높게 나타났다. 셋째, ‘과학 관련 태도’와 그 하위 영역인 ‘과학 탐구에 대한 태도’, ‘과학에 대한 취미적 관심’ 역시 통계적으로 유의미하게 높게 나타났다. 넷째, 실험 집단의 학생들에게 블렌디드 러닝 활동에 대한 ‘수업 만족도’ 설문을 실시한 결과, 동시적 웹 토론 학습이 유용하였고, 동료 학습자보다는 교수자의 즉각적인 피드백을 더 선호하고 있는 것으로 응답하였다. The purpose of this study is to examine the educational effects of a blended learning inquiry laboratory course when it is applied to a general chemistry laboratory course. Especially, the changes in 'inquiry ability', 'learning motivation', 'science related attitudes', and 'course satisfaction' of undergraduate students were examined. The blended learning inquiry laboratory course, based on inquiry learning, consisted of three stages: introduction to inquiry problems, inquiry experiments, and report writing and submission. Each stage was developed considering the online and offline activities. The experiment group (N=20) and the control group (N=19) carried out laboratory experiments separately, while having the same experiment topic for one semester. The result of this study is as follows. First, the blended learning inquiry laboratory course effectively improved 'inquiry ability' and its sub categories, such as basic process skills and integrated process skills, by providing various on/offline interaction and instant feedback to the students. Second, it is statistically effective on 'learning motivation' and its sub-categories, such as control of learning belief and self efficiency. Third, it is statistically effective on 'science related attitudes' and its sub categories, such as attitude toward science inquiry and interest in science. Fourth, when a course satisfaction survey was carried out, students responded that it was useful to participate in a synchronous web conference and they preferred web conferences with an instructor rather than with the students.