초등학교 예비교사의 과학 교수 목표 지향성과 교수 효능감

전경문 ( Kyung Moon Jeon ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4

The preservice elementary teachers` achievement goal orientations (mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers (91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preser-vice teachers` achievement goal orientations were related to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were dis-cussed.

문제 해결 전략과 해결자 , 청취자 활동이 고등학생의 화학 문제 해결에 미치는 효과

전경문(Kyung Moon Jeon),노태희(Tae Hee Noh) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2

The effect of the instructional approach that asked students to check their problem-solving processes through a paired think-aloud problem solving after presenting molecular-level pictures and a four stage-problem solving strategy was investigated. Four high school classes (N = 191) were randomly assigned to St group (using Strategy individually), SL group (Solver·Listener), St-SL group (using Strategy-Solver·Listener), and control group. Although the test scores of the St-SL group on strategy performing ability were significantly higher than those of the control group, there was not significant difference for the scores in the multiple-choice algorithmic problems. Regarding the subcategories of strategy performing ability test, students` ability of understanding given of problems and deriving the proper physical quantity was improved, but their ability of setting up subgoals and reviewing their solving process was very low. The preference to the strategy of the St-SL group was more positive than that of the St group.

해결자 , 청취자 문제해결 활동에서의 소집단 과정

전경문(Kyung Moon Jeon),노태희(Tae Hee Noh) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.3

This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solver·Listener) and SL group (Solver·Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver`s understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener`s questions or pointing out. These verbal interactions seemed to have a positive effect on students` deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener`s agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

고등학교 과학 교과서의 「과학의 탐구」단원에 제시된 과학사 내용 분석: 6차와 7차 교육과정에서 개발된 교과서 비교

전경문 ( Kyung Moon Jeon ),박현주 ( Hyun Ju Park ),노태희 ( Tae Hee Noh ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.5

In this study, the history of science (HOS) presented at the chapter of Inquiry of science in high school science textbooks developed under the 6th and 7th national curriculam was analyzed and compared. A total of 57 sections from 19 textbooks (6th: 12 textbooks, 7th: 7 textbooks) were analyzed in terms of the domain and the presentation level of the HOS described. The results revealed that the frequencies of HOS per page of the textbooks under the 7th curriculum tended to be higher than those under the 6th one in all the domains (conceptual, procedural, and contextual), of which the difference in conceptual domain was statistically different. Regarding the describing level (limited and extensive) at the presentation of the HOS, the frequencies of extensive descriptions per page for the textbooks under the 7th curriculum were also significantly higher than those under the 6th one. The improvement of frequencies and presentation level of HOS in 7th national curriculum could help students to understand scientific concept and nature of science and to have an interest about science.

계획과 검토 단계를 강조한 문제 해결 전략의 효과

전경문,강훈식,노태희,Jeon, Kyung-Moon,Kang, Hun-Sik,Noh, Tae-Hee 대한화학회 2004 대한화학회지 Vol.48 No.2

본 연구에서는 계획과 검토 단계를 강조한 4단계 문제 해결 전략의 교수 효과를 조사하였다. 고등학교 이과 2학년 2개 학급(N=55)을 처치 집단과 통제 집단으로 무선 배치한 후, ''기체''와 ''용액'' 단원에 대하여 8차시 동안 수업하였다. 처치 집단에는 계획과 검토 단계를 강조한 4단계 문제 해결 전략을 사용하였고, 통제 집단에는 전통적인 강의 수업을 실시하였다. 이원 공변량 분석 결과, 화학 문제 해결력 검사에서 처치 집단의 점수가 통제 집단보다 통계적으로 유의미하게 높았으며, 하위 범주 중에서는 ''개념적 지시''과 ''수리적 수행''에서 처치 집단의 점수가 통제 집단보다 유의미하게 높았다. 화학 학습 동기 검사에서는 하위 범주 중 ''만족감''에서 상호작용 효과가 있었는데, 통제 집단 하위 수준 학생들의 점수가 처치 집단 하위 수준 학생들의 점수에 비해 통계적으로 유의미하게 높았다. 메타인지적 기술의 사용에 대한 인식 검사에서는 두 집단 간 유의미한 차이가 없었다. 교육적 함의를 논의하였다. In this study, the effects of a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Two high school classes (N=55) were randomly assigned to either treatment or control group, and taught about two topics, 'gas' and 'solution' for 8 class hours. Teacher used the four-stage problem-solving strategy emphasizing planning and checking stages in the treatment group, and used traditional lecture in the control group. Two-way ANCOVA results revealed that the test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability, especially in the subcategories of 'conceptual knowledge' and 'mathematical execution'. There was significant interaction between the instruction and the level of prior achievement in the 'satisfaction' of the learning motivation. The lower level students in the control group were more satisfied with chemistry class than those in the treatment group. There was no significant difference between the two groups in the scores of the awareness of metacognition. Educational implications are discussed.

협동적인 문제 해결 과정에서 학생들의 사전 성취 수준에 따른 언어적 행동 비교

전경문,여경희,노태희,Jeon, Kyung Moon,Yeo, Kyeong Hee,Noh, Tae Hee 대한화학회 2000 대한화학회지 Vol.44 No.4

Students' protocols obtained from audio/video taping of small cooperative group problem solving processes were analyzed in the aspectsof verbal behaviors. The frequencies of the behaviors were com-pared by students' previous achievement level. Students' involvement in the verbal interaction for each level of students in each small group were also investigated. High-ability students ebility students and medium-or low-ability students.No significant differences were found in the subcategories of 'receiving information' or 'asking'. 0nly 3 small groups among 12 groups studied were found tobe bal-anced in students' involvelment. lnvolvement of medium-ability studentstended to be lower than that of high-and low-abilit students. 협동적인 소집단 문제 해결 과정을 녹화/녹음하여 작성한 프로토콜에 대하여 언어적 행동의 빈도를 분석하고, 학생들의 사전 성취 수준에 따라 비교하였다. 각각의 소집단에서 학생들의 사전 성취 수준에 따라 언어적 상호작용에 대한 참여율도 조사하였다. 상위 수준 학생들은 중${\cdot}$하위 수준에 비해 '정보 주기' 범주에 속하는 행동들을 많이 나타내었고, '제공', '제공 반복', '정당화'에서의 차이가 통계적으로 유의미하였다. '정보 받기'나 '질문하기' 범주에서는 통계적으로 유의미한 차이를 나타내는 행동이 없었다. 12개 소집단 가운데 모든 수준의 학생들이 언어적 상호작용에 균형 있게 참여한 경우는 3개조에 불과했고, 중위 수준 학생들의 참여율이저조한 경우가 많았다.

서술형 검사로 측정한 고등학생의 문제 해결 전략 수행 능력

전경문,안충희,노태희,Jeon, Kyung Moon,Ahn, Choong Hee,Noh, Tae Hee 대한화학회 2001 대한화학회지 Vol.45 No.4

본 연구에서는 서술형 검사를 이용하여 고등학생의 문제 해결 전략 수행 능력을 측정하고, 논리적 사고력과 전략 수행 능력 사이의 관계를 조사하였다. 서울시에 소재한 두 고등학교에서 4학급(N=187)을 선정한 후, 전략 수행 능력 검사와 논리적 사고력 검사를 실시하였다. 전략 수행 능력의 채점틀은 7개 하위 범주-문제의 조건 파악, 관련 법칙 회상, 하위 목표 설정, 물리량 유도, 수리적 수행, 논리적 전개, 검토-로 구성하였다. 채점에 대한 신뢰도는 분석자간 일치도 .92로 확인하였다. 연구 결과, 학생들의 조건 파악 능력과 수리적 수행 능력은 비교적 높으나, 하위 목표 설정 능력과 검토 능력은 저조한 것으로 조사되었다. 전략 수행 능력 검사의 전체 점수 및 하위 범주별 점수는 논리적 사고력과 유의미한 상관을 나타내었다. In this study, high school students' problem-solving strategy-performing ability was measured by an essay-type test. The relationship between students' logical thinking ability and strategy-performing ability was also investigated. Four classes (N=187) were selected from two high schools in Seoul, and the strategy performance ability test and the Group Assessment of Logical Thinking (GALT) were administered. Evaluation scheme for strategy-performing ability consists of 7 subcategories - understanding given of problems, recalling related law, setting up subgoals, deriving physical quantities, logical progress, mathematical execution, and reviewing. The intercoder agreement for scaling was .92, which indicated substantial strength of agreement. The results revealed that students' ability of understanding given of problems and mathematical execution was relatively high. However, their ability of setting up subgoals and reviewing was very low. The total scores of the strategy performance ability test and all of the scores of each subcategory were significantly correlated with the GALT scores.

제7차 과학과 교육과정에서 물질 개념에 대한 고찰

홍미영,전경문,Hong, Mi-Young,Jeon, Kyung-Moon 대한화학회 2007 대한화학회지 Vol.51 No.1

본 연구에서는 우리나라 7차 과학과 교육과정(화학 영역)에서 물질의 의미, 입자 개념, 물질의 상태등의 내용을 살펴보았다. 교육과정에서 ‘물질'이라는 용어를 명확하게 정의하지 않은 채 material, matter, substance 등 서로 다른 의미로 혼용하고 있어 학생들이 순물질 개념을 이해하는 데 어려움을 주고 있다. 물질의 입자성에 대해서는 9학년에서 원자 개념, 10학년에서 이온 개념을 도입하기 이전에, 7학년에서 물질의 기본 단위로 분자 개념을 도입한다. 학생들이 물질의 구조에 대해 통합적으로 일관성 있게 이해할 수 있도록 각 입자 개념의 제시 순서를 재고할 필요가 있다. 상태 변화에서는 물질 보존이나 가역성 등 주요 개념들을 교육 과정에서 명시하지 않고 있으며, 다양한 입자적 관점에서의 설명을 충분히 제공하지 못한 경향이 있었다. 물질 개념은 화학에서 기본이 되므로, 이를 명확히 가르칠 것을 유념해야 할 것이다. 교육과정 개선에 대한 시사점을 논의하였다. The purpose of this study was to examine the 7th national science curriculum (chemistry domain) regarding the meanings of ‘mulgil' (Korean), the particulate nature of matter, and the state of matter. It was found that the term of ‘mulgil' was being used vaguely as representing material, matter, or substance without clear definition. This was problematic by reason that it could hinder students from having the concept of substance. Regarding the particulate nature of matter, molecule was introduced as a basic unit of matter at grade 7, prior to atom and ion, which were introduced at grade 9 and 10, respectively. It is necessary to reconsider the sequence of each particle concept to provide students with more consistent and comprehensive understanding of structure of matter. In the case of change of state, key concepts such as conservation of matter or reversibility were omitted in the curriculum document, and explanations based on various aspects of particles were somewhat insufficient. The concept of matter is fundamental to chemistry, and we must recognize it as a concept that needs to be taught clearly. Implications for curriculum revision were discussed.

화학 문제 해결력과 인지적.정의적 변인 사이의 관계

노태희,한재영,김창민,전경문,Noh, Tae-Hee,Han, Jae-Young,Kim, Chang-Min,Jeon, Kyung-Moon 대한화학회 2000 대한화학회지 Vol.44 No.1

In this study, tlhe relationships of high school students' abilities to solve chemistry problems with cognitive variables (logical thinking ability, mental capacity. and learning strategy) and affective variables(self-efficacy, self-concept of ability, learning goal, and attitude toward science) were investigated. The proportion of variance due to the variables for algorithmic and conceptual problem solving ability was studied by a multiple regression analysis. The results indicated that, among the cognitive variables, the logical thinking ability significantly predicted the algorithmic problem solving ability, and the learning strategy was the best predictor of conceptual problem solving ability although not significant. Among the affective variables studied, the self-concept of alility was the significant predictor of both algorithmic and conceptual problem solving abilities. The seif-efficacy was significantly correlated with conceptual problem solving ability, but it had no predictive power. 본 연구에서는 고등학교 학생들의 화학문제 해결력과 인지적 변인(논리적 사고력, 기억 용량,학습 전략) 및 정의적 변인(자아 효능감, 능력에 대한 자아 개념, 학습 목적, 과학에 대한 태도) 사이의 관계를조사하였다. 수리 문제와 개념 문제 해결력에 대한 변인들의 예언력을 중다 회귀 분석으로 조사하였다. 연구 결과, 인지적 변인 중 논리적 사고력이 수리 문제의 해결력을 유의미하게 설명하였고, 개념 문제의 해결력은 학습 전략이 가장 많이 설명하였으나 유의미하지는 않았다. 정의적 변인 중 능력에 대한 자아 개념은 수리 문제와 개념 문제 해결력 모두에 대해 유의미한 예언 변인이었으며, 자아 효능감은 개념 문제 해결력과 유의미한 상관이 있었으나 설명력은 없었다.

제7차 교육과정에 의한 초등학교 과학 교과서의 STS 내용 분석

고한중 ( Han Joong Koh ),전경문 ( Kyung Moon Jeon ),노태희 ( Tae Hee Noh ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2

The purpose of this study is to analyze STS contents in the elemementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour. Higher proportions of the STS contents are found in the domains of `energy` and `material`. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are `group activity` or `experiment·observation`. There are few activities of `role playing`, `spot study` or `interview`. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.