Bloom의 신 교육목표분류에 기초한 중학교 생물 영역 총괄 평가 문항의 목표 분석

김윤희 ( Yoon Hee Kim ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ) 경북대학교 과학교육연구소 2010 과학교육연구지 Vol.34 No.1

The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom`s revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom`s revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

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.

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.

생물 2 교과서 광합성 단원의 오류 분석 및 생물 교사의 오류 인지 조사

박혜경 ( Hae Kyung Park ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ) 경북대학교 과학교육연구소 2008 과학교육연구지 Vol.32 No.1

The purpose of this study was to know whether or not any wrongful description or simple errors were in photosynthesis unit of Biology Ⅱ textbook under 7th national curriculum and if so, to know whether or not high school teachers recognized and corrected properly the mistakes. The mistakes in photosynthesis unit of text books were determined by the comparison with several reference books and through examination by three plant physiologists in 8 different Biology Ⅱ textbooks. After the mistakes were analysed, the survey using contents of textbook containing the mistakes was conducted on high school teachers teaching Biology Ⅱ. As a result, 48 mistakes were determined in 13 subjects. As many as four mistakes were found even in one subject in a certain textbook and a same mistake was found repeatedly in several textbooks. The survey result showed that the teachers who pointed exactly the mistakes out corrected properly, however, the percentage of these ones out of 35 teachers replied to survey was less than 50%. The ratios of correction out of total number of responses were high in question #6 (43%), #4-3 (40%), and #1-2 (32%) which were containing a simple mistake in graph, a wrong word and a wrong picture, respectively. But, no one pointed out and made correction in question #5-1 and #5-2 which were containing Z scheme of light reaction without the legend of vertical axis that should be explained as electron energy or standard reduction potential. The result indicates the possibility that the mistakes in photosynthesis unit of Biology Ⅱ textbook can be corrected and teached properly by teachers may be low. In order to reduce the possibility that students may have misconceptions about photosynthesis, the list of print`s errors should be provided to the teachers and/or the training program and/or workshop for in-service high school biology teachers was recommended.

유전자조작, 균주분리 벼과식물로부터 질소고정균의 분리와 Nitrogenase 활성 측정

최은화 ( Eun Hwa Choi ),이상은 ( Sang Eun Lee ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ),손재근 ( Jae Keun Sohn ),박승환 ( Seung Hwan Park ),한명숙 ( Myung Sook Han ),김사열 ( Sa Youl Ghim ) 한국미생물생명공학회 2003 한국미생물·생명공학회지 Vol.31 No.1

과학 교육에서 STS 수업모형의 적용효과에 대한 메타 분석

정미진,윤기순,권덕기 경북대학교 과학교육연구소 2008 과학교육연구지 Vol.32 No.2

이 연구의 목적은 STS 과학교육에 대한 국내 연구의 동향을 분석하고 메타분석을 통해 STS 수업모형의 적용효과를 평가하는데 있다. 연구대상 논문은 1991년부터 2006년까지 출판된 석사학위 논문 104편과 과학교육 저널에 출판된 논문 78편을 포함한 총 180편이었다. STS 수업 모형의 효과 평가에 총 56편이 선정되었다. STS 수업 모형 적용 효과의 평균효과크기는 0.40이었다. 이 결과는 STS 수업은 학생들의 과학에 대한 태도, 과학 학업 성취도, 탐구능력, 환경에 대한 태도 및 환경에 대한 지식을 향상시키는데 전통적인 수업보다 긍정적인 효과가 있었음을 의미한다. STS 수업은 환경에 대한 태도의 증진에 가장 큰 평균효과 크기를 나타내었다. 그러므로, STS 수업에서 가장 좋은 효과를 얻기 위해서는 이러한 결과들을 반영하는 것이 필요할 것이다. 향후 STS 교육에 대한 전반적인 평가를 하기 위해서는 STS 수업 모형의 효과와 과학-기술-사회의 상호관계에 대한 교사와 학생들의 이해에 대한 연구 결과를 종합하는 것이 필요하다. The purposes of this study were to analyze the domestic research trend of the STS Education and to evaluate the application effects of STS teaching model by using Meta-analysis. The selected research articles were 180 articles including 104 of the master’s theses and 76 of science education journal articles published from 1991 to 2006. For the evaluation of the effects of STS teaching and learning model, 56 articles were selected finally. The mean effect size of the application effects of STS teaching and learning was 0.40. The result indicated that STS teaching had more positive effects than the traditional teaching on enhancing student's attitude for science, academic achievement in science, inquiry ability, attitude for environment and knowledge for environment. Especially, it had shown the most positive effects on improvement in the attitude for environment. Therefore, it might be better to reflect these results for the best effect of STS teaching. To assess STS education on the whole, it is necessary to synthesize the effects of STS teaching and learning model and the results of the study on teachers’ and students’ understanding about the interrelation of science, technology and society.