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허명,정건상 한국과학교육학회 1993 한국과학교육학회지 Vol.13 No.2
This study analyzed the problem associated with inquiry centered science education and formulated some improvement Strategies for inquiry learning in the standard Korean high school course. In order to attain the goals of questionaire survey methods were used. To examine the current status of biology education, seperate questionaires were developed through an educational research and development procedure used for tearchers and student. The questionaires were developed to ask about instruction and evaluation methods, the level of inquiry learing and abstacles to it. Here are some of our results: 1) Biology instruction and learning is more knowledge-orinted than inquiry-orinted. 2) Inquiry approach in science teaching is hard to be applied because of crowed classroom conditions. 3) The material is too broad in range and too difficult in content. There is virtually nothing that can be related to everyday life. The material focusing on inquiry activities is unsatisfactorily selected and organized. 4) Effective methods of inquiry-based instruction and evaluation are not available. 5) Biology teachers are burdened with too many class hour a week and too many varieties of additional works. 6) 91.1% of biology teachers and 90.3% of students recognize that lab and field works are needed to enhance inquiry learning. However, in reality, such inquiry activities are lacking. 7) 73.3% of schools have no lab assistants. 8) The university entrance examination is the greatest factor against inquiry learning. 9) There are very few chances of in-service education for biology teachers to learn more about biology curriculum and science education theory.
제5차 교육 과정에 따른 고등학교 과학Ⅰ( 상 ) 생물 교과서의 탐구 활동에 대한 분석
허명,정건상 한국과학교육학회 1990 한국과학교육학회지 Vol.10 No.1
The Inquiry Activities the newly developed Korean High School Biology Textbooks were evaluated using SIEI(Scientific Inquiry Evaluation Inventory). The textbook evaluated are five Introductory Biology books and five Advanced Biology books developed in 1990. The instrument, SIEI, was developed by Myung Hur in his doctoral study at Columbia University in 1984. The major findings of the study are summarized below. 1. The inquiry activities in the textbooks are focusing on the low level science process skills 2. Students are rarely asked to formulate a hypothesis or to design an experiment. 3. The structure of the Inguiry Activities are mostly competitive, thus inhibiting the inquiry achievement of students. 4. The Inquiry Indices of the textbooks are between 14 and 16, meaning only 14 to 16 percent of the total instructional time are to be devoted to inquiry activities.
허명 韓國敎員大學校 敎育硏究院 1987 敎員敎育 Vol.3 No.1
부존 자원이 빈약한 우리 나라가 후진국에서 중진국의 대열에 들어서고, 다시 선진국의 대열을 향해 발전을 거듭하고 있게 된 원동력은 아마도 국민의 높은 교육열과 교육 수준에 힘입은 바 클 것이다. 그리고 앞으로의 국제화 시대에 대비하고 지속적인 발전을 이루기 위하여도 교육의 중요성은 아무리 강조해도 지나치지 않는다. 교육의 목표와 내용의 골격을 이루는 교육 과정은 이런 의미에서 그 중요성이 더욱 부각되며, 훌륭한 교육 과정을 만드는 일은 그야말로 국가 대사이므로 국가적 차원의 지원이 절실히 요청된다.
초,중,고등학교 학생들의 식물 분류에 관한 오개념 빈도와 흥미도 연구
허명,차원경 韓國生物敎育學會 2010 생물교육 Vol.38 No.1
The purpose of this study is to examine students' misconceptions of the unit "Biological Classification" in the 7th Curriculum of Korea. The main goal of this study is to research the frequency of misconceptions and correlate it with grade, gender and interest toward science. A survey about misconceptions of biological classification was designed by the Research and Development method. And the survey of "Science-Related Affective Domain" developed by Kim, H.-N. et al. (1998) was used partly to examine interest toward science. The survey was administrated to 766 students and the major results are as follows: Firstly, the concepts of plant classification are not readily developed by age (p>.05). Secondly, there is a normal-positive correlation between understanding concepts of plant classification and interest toward science (p<.01). This indicates the interaction between the two variables which can be organized and administered more effectively by the school science curriculum. Thirdly, students get confused within upper classification groups, and lower classification groups. Fourthly, students tend to generalize their limited knowledge about specific experiences into the whole.