진화개념의 역사에 근거한 한국과 미국 대학생의 진화개념 수준 비교

하민수,Ha, Minsu 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.4

이 연구는 진화 개념의 발달 단계가 전공과 국가에 따라서 유의미한 차이가 있는지 확인하기 위하여 진행되었다. 이 연구를 위하여 한국과 미국의 대학생의 자료를 생물 전공과 비생물 전공에 따라 구분하여 수집하였다. Ha(2007)이 개발한 도구를 사용하여 Ha(2016)의 분석방법에 근거하여 순위선다형으로 분석하였다. 연구 결과 진화적 사고의 과학사적 발달 과정(창조, 목적, 의도, 용불용설, 자연선택)을 토대로 순위선다방식으로 분석하는 방법이 한국과 미국, 전공과 비전공 학생에게도 적합하게 적용될 수 있는 방법임이 확인되었다. 진화 개념의 발달 단계를 확인한 결과 우리나라 대학생들은 용불용설 수준, 미국의 대학생들은 목적론적 설명 수준에 있는 것으로 확인되었다. 전공과 국가에 따른 진화 개념의 발달 수준은 진화 설명소재와 교호작용효과가 있는지 확인한 결과 유의미한 교호작용효과가 없는 것으로 확인되었다. 진화 개념의 발달 단계와 종교성은 유의미한 관련성이 있었다. 이 연구 결과들을 토대로 진화 개념의 발달 특성에 대해서 논의한다. This study was conducted to identify whether there is a significant difference in the developmental stages of the evolution concept depending on the major and the country. For this study, college students (both biology major and non-biology major) in Korea and the United States answered evolution concept assessment developed by Ha (2007). The data were analyzed based on the method of developed by Ha (2016). As a result of this study, Cronbach alpha for internal consistency reliability and MNSQ indices for item response fitness of the ordered multiple choice method providing 0 to 4 point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively, satisfied the benchmark. The level of Korean college students' evolution concepts was located in use/disuse and the level of USA college students' evolution concepts was located in teleology. No interaction effect was found between the difference of conceptual progressions of evolution concept by major and country and evolution contexts (human, animal, and plant). There was a significant relationship between developmental stages of evolution concept and their religiosity. Based on the results of this study, we discuss developmental characteristics of evolutionary concepts.

과학사에 근거한 진화개념검사도구의 타당도 확인 및 맥락에 따른 진화개념 발달 탐색

하민수 ( Minsu Ha ) 한국과학교육학회 2016 한국과학교육학회지 Vol.36 No.3

학생들의 진화에 대한 대안개념(목적론, 용불용설 등)이 과학사에서 나타나는 설명의 발전 형태와 유사하다는 연구는 있었다. 하지만 과학사적으로 설명의 발달과정을 반영하여 부분점수를 주는 평가방 식은 활용되지 않았다. 이 연구의 목적은 창조론에서 자연선택까지 과학사적 발달과정을 반영하여 부분점수를 주는 방법을 제안하고 이방법이 타당한지에 대한 양적인 증거를 수집하는 것이다. 이 연구는 과학사에 근거하여 진화개념검사도구의 학생응답을 순위선다형점수로 변환하고 부분채점모형의 라쉬모델분석을 포함한 통계적 방법으로 새로운 평가방식이 타당한지 확인하였다. 또한 개념발달이 인간, 동물, 문항의 상황에 따라 다른지 확인하였다. Ha(2007)가 개발한 검사도구를 활용하여 1711명의 초, 중, 고등학생과 비전공, 전공생물 교사를 대상으로 생성한 자료를 통하여 분석하였다. 창조론, 목적, 의도, 용불용설, 자연선택에 0점에서 4점씩 부분점수로 제시한 평가 방법은 Cronbach alpha를 통한 내적일관성 신뢰도, 라쉬분석의 MNSQ값 등 통한 문항적합도를 확인한 결과 타당한 것으로 확인되었 다. 초등학생과 중학생들의 개념수준은 의도에서 용불용설 단계에, 고등학생부터 용불용설 이후의 단계로 개념발달이 이루어지고 있었 다. 진화설명의 발달 과정은 인간, 동물, 식물에 따라 차이가 나타남을 확인할 수 있었다. 이 연구는 과학사와 학생들의 개념발달이 유사하 다는 기존의 주장에 새로운 양적증거를 추가하고, 진화개념 평가를 위한 새로운 분석방법을 제안한다. Previous studies have investigated the similarity between the development of evolutionary explanations and students` conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers` (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students` evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers` evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students` conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.

공동주택 철근공사의 노무량 분석을 통한 작업조 기반 생산성에 관한 연구

하기주(Ha, Gee-Joo),이동렬(Yi, Dong-Ryul),하민수(Ha, Min-Su),하재훈(Ha, Jae-Hoon),하영주(Ha, Young-Joo) 대한건축학회 2015 대한건축학회 학술발표대회 논문집 Vol.35 No.1

공동주택 철근공사의 현장분석을 통한 생산성에 관한 연구

하기주 ( Gee Joo Ha ),최민권 ( Min Kwon Choi ),이동렬 ( Dong Ryul Yi ),하영주 ( Young Joo Ha ),하민수 ( Min Su Ha ),하재훈 ( Jae Hoon Ha ) 한국건축시공학회 2010 한국건축시공학회 학술발표대회 논문집 Vol.10 No.1

In this study, it was accomplished to analyze the productivity and manpower through the activity of rebar work for the application of rational construction cost in apartment house. And the rebar work is very important in the view of the expense and safety, and durability in the construction of R/C structure. Also the rebar work is very affected with productivity owing to the lack of manpower and materials cost rise.

과학 관련 태도의 성차와 관련된 사회적 요인 분석

하민수 ( Min Su Ha ),차희영 ( Hee Young Cha ),김수원 ( Su Won Kim ),이경화 ( Kyung Hwa Lee ) 한국과학교육학회 2007 한국과학교육학회지 Vol.27 No.7

예비생물교사와 현직생물교사의 진화 개념 비교 분석

하민수 ( Min Su Ha ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.2

Evolution theory has played a crucial role in unifying biological concepts and leading to reach in biological disciplines as a fundamental principle. The teaching of evolution, hence, should be emphasized so biology teachers should have the scientific and sound understanding of evolution. This study focuses on two research questions: (1) if pre- and in-service biology teachers maintain their evolution conceptions in accordance with items and (2) if they accept both scientific concept (natural selection) and misconceptions (teleology and use/disuse). Participants included 46 preservice and 32 in-service biology teachers. A questionnaire includes six items (cheetah, mole, polar fox, rice insect, human brain, and rose) in which three explanations for evolutionary phenomena (teleology, use/disuse, and natural selection) are. Each option utilizes six steps Thurstone scale regarding intelligibility and plausibility of the explanation. The results indicate that both pre- and in-service biology teachers showed different level of understanding and acceptance of three explanations according to six items. Pre-biology teachers accepted all three explanations as a scientific explanation in 1.83 items(out of 6 items) and in-service biology teachers accepted all three explanation as a scientific explanations in 1.97. The results of this study demonstrate the need for improvement of biology teachers’ expertise. This study suggests a teaching evolution program for biology teachers which could be designed to utilize various evolutionary examples and treat not only scientific knowledge but also teachers’ misconceptions.

과학교사들의 2009 개정 교육과정 융합형 “과학” 수용에 관한 인과 모델 연구

하민수 ( Min Su Ha ),신세인 ( Se In Shin ),이준기 ( Jun Ki Lee ),박현주 ( Hyun Ju Park ),정덕호 ( Duk Ho Chung ),임재근 ( Jae Keun Lim ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.3

This study aims to explore how in-service science teachers adopt newly developed ‘Science`` focusing on the fusion of science based on ‘the diffusion of innovation`` model. For this study, we have explored five variables (i.e. perception of need, perception of support, innovativeness, perceived usefulness, to measure the level of five variables that in-service science teachers perceive. In addition, the path model of six variables explaining how in-service teachers adopt an innovation was hypothesized by the literature review. A total of 349 in-service teachers have not significantly associated with in-service science teachers` teaching experiences, participation in professional development programs on ‘Science`` curriculum, and majors, In addition, the statistically acceptable model fit indices have illustrated that path model has been statistically valid to explain how in-service science teachers adopt newly developed ‘Science`` focusing on the fusion of science. The results have also illusteated that ‘perception of support`` , perceived usefulness`, and ‘self-efficacy of teaching`` exhibited strong mediating effects between other variables, For the successful estabiishment of newly development of new science teacher professional development programs to promote the level of teachers` intention to adopt innovations.

단기간의 카테킨 섭취가 운동후 회복기 지방연소 및 혈중 지질성분에 미치는 영향

하민수(Ha Min-Soo),지치환(Jee Chi-Hwan),김정석(Kim Jung-Suk),박석(Park Sok) 한국체육과학회 2010 한국체육과학회지 Vol.19 No.3

The purpose of this study was to examine the effects of catechin supplement on fat oxidation, free fatty acids (FFA) and triglyceride (TG) following two different treatments (placebo [PL] and catechin [CT])). Seven healthy male collegiate students participated as subjects after signing an informed consent. The submaximal exercise intensity of this study was the maximal fat oxidation exercise intensity (MFOEI) of subjects. To comparative analysis on the effect of lipid metabolism after exercise (300 kcal) after short-term supplement of catechin for three days it was compared the respiratory exchange ratio(RER), fat kilocalories (Fkcal), FFA and TG following every treatment methods. First, there were not significant differences in fat oxidation included RER and Fkcal among treatment methods. However, the RER values was decreased in the CT and the Fkcal values was increased in the CT than PL. Second, there were significant differences in FFA and TG among treatment methods(p<.05). The TG of CT was significantly higher than PL at 10min of recovery. The FFA concentration of CT was significantly higher than PL at 30 min of recovery. Especially, CT treatment has high than PL for recovery periods. In summary, results of this study revealed that catechin have the beneficial effects on fat oxidation and glycogen sparing by fat metabolism facilitation. Although the detailed molecular mechanism by which catechin enhances fat use during exercise remains to be elucidated, activation of lipid metabolism in skeletal muscle is believed to be a key factor.

AAAS 유전 개념 문항을 활용한 고등학생들의 유전 개념 확인 및 국제 비교

하민수 ( Min Su Ha ),이준기 ( Jun Ki Lee ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.3

This study aimed to identify the level and progress of high school students’ genetic concepts compared to the science curriculum and to compare the level to the American secondary school students. The 80-item AAAS genetic concept assessment was translated by the biology education experts and experienced biology teachers, and the assessment items was given to years 1 and 2 high school students. Findings revealed that translated AAAS genetic assessment was valid and reliable enough to evaluate Korean high school students’ genetic concepts. The progress and difficulty of students’ genetic concepts were identified. The significant difference of genetic concept scores was identified between different years but not between genders. The level of Korean high school students’ genetic concept was significantly higher than the level of American secondary school students.

용도 고안 문항을 활용한 기능적 고착 인지편향 측정도구 개발 및 타당화

하민수(Ha, Minsu) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.23

The purpose of this study is to identify the validity and reliability of instrument of the application design problem in order to develop a measurement tool for functional fixedness bias. For this study, we selected 7 items such as battery, brush, stapler, key chain, coffee cup, clip, and tape. Each item asks a student to answer different uses of items than the original use. Scoring criteria were the number of uses answered by students. For this sutdy, 78 pre-service teachers(college students) and 111 high school students were participated in this study. In order to identify the validity and reliability of the developed instrument, the Rash model analysis and the internal consistency reliability were used. As a result, it was confirmed that the instrument composed of 7 items was valid and reliable. Particularly, scoring method that limits maximum 3 points of each item showed the highest validity when using partial score model. There was a significant difference of students scores among 7 items. In addition, there was a significant difference of students scores between college and high school students. Based on the results of this study, the relevance of the functional fixedness bias with invention education, creativity education, and debiasing education are discussed. 이 연구는 용도 고안 문항을 개발하고, 타당도와 신뢰도를 확인한 뒤, 집단간 점수 차이를 확인하는 것을 목적으로 한다. 건전지, 붓, 스태플러, 열쇠꾸러미, 커피잔, 클립, 테이프의 7가지 사물을 선정하였고, 본래의 용도 이외에 사용될 수 있는 용도를 작성하도록 묻는 문항을 2017년 4월에서 6월에 개발하였다. 검사도구의 타당도와 신뢰도를 확인하기 위하여 2017년 7월에 과학교육 예비교사 78명에게, 2017년 9월에 일반고등학교 학생 111명에게 투입하였고 라쉬 모델 분석과 내적 일관성 신뢰도를 확인하였다. 그 결과 7개 문항으로 구성된 검사도구는 타당하고 신뢰롭다고 확인되었다. 특히 채점 방법은 3점으로 제한하고 부분점수 모델을 사용하였을 때 가장 높은 타당도를 보여주었다. 문항간 학생들의 점수는 유의미한 차이를 보였으며, 예비 과학교사와 고등학생간 용도 고안 능력은 유의미한 차이를 보였다. 이 연구 결과를 바탕으로 기능적 고착 편향이 학습자 중심의 발명교육, 창의성 교육, 탈인지편향 교육에 대해 제언한다.