http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
대학수학능력시험 화학 2 문항에 대한 학생들의 응답 분석
홍미영(Mi Young Hong),정경문(Kyung Moon Jeon),이범홍(Bum Hong Yi),이양락(Yang Rak Lee) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.1
In this study, the students` responses on the items of chemistry Ⅱ in the College Scholastics Ability Test (CAST) implemented for the past 3 years since 1999 was investigated. The number of applicants and mean score of chemistry Ⅱ, average percent correct by contents and inquiry process, and the items with high and/or low percent correct are analysed and discussed. The percentage of applicants for natural science track is reduced each year. However, more than 25% of natural science track applied to chemistry Ⅱ, which ranked second to biology Ⅱ. The mean score of chemistry Ⅱ was increased in 2001 along with those of other subjects. There is no difference in average percent correct either by contents or inquiry process. Students performed generally poor at solving test items relating to `colligative properties of solution` such as `boiling point elevation` or `osmotic pressure`, and very well at solving test items relating to `reaction rates`, Educational implications are discussed.
대학수학능력시험 공통과학 중 화학 영역의 문항 및 응시자 응답 분석
홍미영(Mi Young Hong),전경문(Kyung Moon Jeon),이양락(Yang Rak Lee),이범홍(Bum Hong Yi) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.2
In this study, the students` responses on the chemistry items of in the general science of College Scholastics Ability Test (CSAT) implemented for the past 3 years since 1999 were investigated. The number of items by content and inquiry process, the average percent correct by content and inquiry process, the distribution of items by the level of percent correct, and the items with high and/or low percent correct were analysed. There were the fewest items in `environment` area, especially in `ozon layer`, no test item had been made. The most difficult content area was `acid rain` in environment. By inquiry process, the most number of items belonged to `analyzing & interpreting data` , and `identifying problems & formulating hypothesis` was the most difficult process. No test item came under the level of `very difficult`, and many items under the `easy` or `very easy` level. Students were generally poor at solving test items demanding several concepts, and very good at simply requiring basic concept treated in lower grade. Educational implications are discussed.
제6·7차 교육과정에 의한 초등학교 과학 교과서에서 화학 학습량 비교
전경문 ( Kyung Moon Jeon ),홍미영 ( Mi Young Hong ),이범홍 ( Bum Hong Yi ) 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.1
The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the `Separation of mixtures` chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of learning was decreased.
A Study on the Development of Teacher Training Materials for Environmental Education
이양락,김주훈,이범홍,채광표 한국과학교육학회 1987 한국과학교육학회지 Vol.7 No.1
본 연구는 교사연수용 통합적 환경교육자료 개발을 위해 수행되었다. 기존의 환경교육 관계 자료의 검토 분석, 전문가 협의회를 통한 개발 방향의 검토, 현행 초 · 중등 교과서 환경교육 관련 내용의 분석을 통해서 통합적인 환경교육자료 개발의 필요성과 방향을 정립하였다. 개발되는 자료는 환경 교육의 기초 부분과 교수 학습 활동 부분으로 크게 나누어서 앞 부분에는 기본 개념과 원리 등의 내용으로 구성하였으며 뒷 부분은 환경교육 각 영역에 관련되는 실제 활동 위주로 구성하는 것이 바람직하다는 결론을 얻었다. 그 주요 내용은 환경의 구성, 환경문제, 환경 교육의 방향, 인구문제와 환경오염, 산업화와 환경오염, 공기오염, 물의 오염, 토양 오염, 그 밖의 오염으로 구성하기로 하였다.