대면 및 비대면 수업 형태가 과학고 학생들의 화학II 및 고급화학의 학업성취도에 미치는 영향

신동선,박종근 국제문화기술진흥원 2024 The Journal of the Convergence on Culture Technolo Vol.10 No.2

우리는 수업 형태 (대면, 비대면)에 따라 과학고 학생들의 화학Ⅱ 및 고급화학 과목의 학업성취도에 미치는 영향을 연구하였다. 연구 대상은 경남 소재 G 과학고등학교 1학년 학생 195명을 대상으로 하였다. 2020년의 비대면 수업과 2021년의 대면 수업에 의한 화학Ⅱ 및 고급화학 평균 점수를 비교․분석하였다. 수업 형태에 따른 학업성취도를 비교․분석한 결과, 비대면 수업에서 학생들의 화학Ⅱ 및 고급화학 성적이 높게 나타났다. 수업 형태에 따른 수준별 학업성취도 비교에서, 화학Ⅱ는 하위권일수록 비대면 수업의 평균 성적이 높게 나타났고, 고급화학은 상위권일수록 비대면 수업의 평균 성적이 높게 나타났다. 또한, 수업 형태의 변화가 화학Ⅱ의 학업성취도 상위 및 하위 10% 수준에 미치는 영향에서, 상위 10%는 대면 수업에서 높은 성적을 보였고, 하위 10%는 비대면 수업에서 높게 나타났다. 반면, 고급화학에서 상위 10%는 비대면 수업의 평균 성적이 대면 수업의 평균 성적보다 높았고, 하위 10% 수준은 대면 수업의 평균 성적이 비대면 수업의 평균 성적보다 더 높게 나타났다. 이러한 결과를 통해, 과학고 학생들의 교수-학습에서, 교수자는 학업성취 수준에 적합한 교수-학습의 설계 및 수업 처치가 필요한 것으로 나타났다. We studied the effects on their academic achievement of chemistry II and advanced chemistry subjects of science high school students according to the type of class (face-to-face and non-face-to-face). The subjects of this study were 195 first-year students of G Science High School located in Gyeongnam. The average scores of Chemistry II and Advanced Chemistry in non-face-to-face classes in 2020 and face-to-face classes in 2021 were compared and analyzed. As a result of comparing and analyzing the academic achievement according to the class type, students' grades in Chemistry II and Advanced Chemistry were higher in non-face-to-face classes. In the comparison of academic achievement by level according to class type, Chemistry II showed higher average grades in non-face-to-face classes as the lower level were, and in advanced chemistry, the higher the upper grades in non-face-to-face classes. In addition, in terms of the effect of changes in class form on the upper and lower 10% levels of academic achievement of Chemistry II, the upper 10% showed high grades in face-to-face classes and the lower 10% in non-face-to-face classes. On the other hand, in advanced chemistry, the average grade of non-face-to-face classes was higher than that of face-to-face classes in the top 10%, and the average grade of face-to-face classes was higher than that of non-face-to-face classes in the bottom 10%. Through these results, it was found that in the teaching-learning of science high school students, instructors need to design and treat teaching-learning appropriate to the level of academic achievement.

Changes in Epistemological Beliefs in Chemistry Following Completion of Advanced Chemistry in Science High School Students

신동선,정민정,박종근 국제문화기술진흥원 2024 International Journal of Advanced Culture Technolo Vol.12 No.1

We studied the effects of science high school students on the change of epistemological beliefs in chemistry and the academic achievement of chemistry by completing 'advanced chemistry'. For seven months from July 2023 to January 2024, 80 first-year students at G Science High School in Gyeongnam were surveyed and analyzed for epistemological beliefs about chemistry before and after classes in advanced chemistry. Chemistry academic achievement was classified by 'upper' and 'lower' levels based on the end-of-semester grades of 'advanced chemistry' in the second semester of the first year and analyzed with the SPSS 28 program. After completing advanced chemistry, the epistemological belief in chemistry increased in the proportion of favorable responses. After completing advanced chemistry, the proportion of favorable responses increased in detailed factors such as 'effort', 'math link', 'outcome', 'reality link', and 'concepts', while the 'visualization' factor decreased. Although completing 'advanced chemistry' positively changed students' epistemological beliefs about chemistry, visual expression showed little contribution to understanding chemical concepts. Based on the above results, we will have to focus on the design of instructors' teaching-learning, such as learner-centered inquiry experiments, creative visual expressions, etc., for successful chemistry teaching-learning.

수학·과학 성취도의 요인 분석으로 본 과학고등학교 학생들의 화학 교과에 대한 인식 연구

신동선,최호준,김봉곤 대한화학회 2020 대한화학회지 Vol.64 No.2

For effective teaching-learning activities for students with diverse talents in science high schools, it is important for teachers to understand students’ individual differences in perceiving and processing information in the natural world, depending on the students’ various talents and subject characteristics. The purpose of this study is to examine the students' cognition of chemistry in science high school through correlations and factor analysis of mathematics/science achievement. In addition, this study attempted to examine the cognition of chemistry subject according to R&E classes. The main participants of the study were freshmen of G science high school (296 students) who entered after three times of curriculum reforms and new admission processes and the students in two other science high schools in Gyeongnam and Ulsan were included. The correlation and factor analysis were conducted by exploratory factor analysis by IBM SPSS Statistics 25 programs. The results of this study were as follows: First, in the correlation analysis between mathematics and science achievement, it was confirmed that the Pearson’s coefficient of chemistry showed higher positive correlation coefficient than that of other science subjects. Second, in the factor analysis of mathematics and science achievements, it was found that the factor indicators were divided into two factors as logical-mathematical (mathematics and physics) and naturalistic (life science and earth science). Third, in the factor analysis, it was confirmed that the chemistry is recognized as the subject that requires both logical-mathematical and naturalistic intelligence. Finally, it was confirmed that students' cognitions of chemistry subject were found to differ according to the R&E classes. In other words, the participants of R&E chemistry class, unlike other students, were found to recognize chemistry as the subject that logical-mathematical intelligence is needed.

물질의 성질 및 물질의 변화 영역에서 중학생들의 학업성취 특성 분석 : 2009 개정 교육과정 시기 국가수준 학업성취도 평가 결과를 중심으로

백종호,최원호 대한화학회 2022 대한화학회지 Vol.66 No.6

Chemistry is the subject which includes properties, change, and composition of matter. Chemistry has the sys- tem which explains observable properties and change with microscopic level, it explains them using scientific theory and laws. In the national-level curriculum, the properties and changes of matter are continuously dealt with from elementary school to high school, and the curriculum are organized so that students could strengthen their understanding about matter. In other words, understanding of the properties and changes of matter is the base to explain everyday life with the view of chem- istry, and these two are classified as domains of chemistry in the 2015 revised science curriculum. In this study, we confirmed students’ understanding about properties of matter and change of matter, through the analysis about results of the National Assessment of Educational Achievement (NAEA). For that purpose, this study analyzed the 12 items about properties of mat- ter, and 19 items about change of matter, which were used in the NAEA from 2015 to 2019. According to the results of classi- fying and analyzing questions according to the core concept, the understanding about the two domains significantly changed between the proficient achievement-level students and basic achievement-level students. Depending on the achievement-level, there was a difference in explaining the phenomenon by using the perspective of particles, and by associating scientific con- cepts and models, or there was a difference in understanding the inquiry related to these two domains. Based on this analysis, this study discussed some implications to be improved on teaching-learning for ‘properties of matter’, and ‘change of matter’. 화학은 물질의 성질 , 변화 , 구조에 대해 다루는 교과로 , 관찰 가능한 성질과 변화를 미시적인 수준으로 설명하고 , 이를 이론과 법칙 등으로 설명하는 체계를 갖는다 . 국가수준 교육과정에서는 물질의 성질과 변화에 대해 초등학교부터 고등학교에 이르기까지 연속적으로 다루면서 , 학생들이 물질에 대한 이해를 심화시킬 수 있도록 내용을 구성하고 있다 . 즉, 물질의 성질과 변화에 대한 이해는 화학의 관점에서 우리 주변을 설명하기 위한 기반이 되며 , 이 둘은 2015 개정 과학과 교육과정에서 화학 교과의 영역으로 분류된다 . 본 연구에서는 국가수준 학업성취도 평가의 결과를 분석하여 중학생들의 물질의 성질과 물질의 변화 영역에 대한 이해를 확인하고자 하였다 . 이러한 목적에서 본 연구에서는 2015년부터 2019년까지 출제된 물질의 성질에 대한 12개 문항 , 물질의 변화에 대한 19개 문항을 분석하였다 . 핵심 개념에 따라 문항들을 분류하여 분석한 결과에 따르면 , 두 영역에 대한 이해는 보통학력과 기초학력에 해당하는 학생들에게서 큰 폭으로 변화하고 있었다 . 입자의 관점을 사용하고 과학 개념과 모형을 연관시켜 현상을 설명하거나 , 이 두 영역에서 다루는 탐구에 대해 이해하는 것이 성취수준에 따라 차이가 있었다 . 이러한 분석을 토대로 물질의 성질과 물질의 변화 영역에 대해 교수학습 과정에서 개선이 필요한사항들을 논의하였다.

Small-Scale Chemistry를 활용한 실험수업이 고등학생들의 화학 1 교과 학업성취도와 과학적 태도 및 과학에 관련된 태도에 미치는 영향

김지숙 ( Ji Sook Kim ),황현숙 ( Hyun Sook Hwang ),박세열 ( Se Yeol Park ),김동진 ( Dong Jin Kim ),박국태 ( Kuk-tae Park ) 경북대학교 과학교육연구소 2011 科學敎育硏究誌 Vol.35 No.2

The purpose of this study was to examine the effects of experimental learning using the small-scale chemistry (SSC) on high school students` academic achievement, scientific attitude and science-related attitude in high school chemistry I. For this study, two high school 2nd grade classes were divided into an experimental group and a control group. Experimental learning using the SSC in the experimental group, traditional experimental learning presented in the textbook in the control group were performed. The results showed that experimental learning using the SSC compared to traditional experimental learning was effective in improving academic achievement. The experimental learning also was effective in improving voluntary, patience, cooperativity in the scientific attitudes and social implications of science, attitude for science curriculum, attitude toward science in the science-related attitudes. Therefore, experimental learning using the SSC is necessary to actively utilize in high school chemistry curriculum.

Small-Scale Chemistry을 적용한 초등학교 과학실험 수업이 과학학업성취도에 미치는 영향 및 교사의 인식

이나경 ( Na Kyeong Lee ),김성규 ( Sung Kyu Kim ) 경북대학교 과학교육연구소 2014 科學敎育硏究誌 Vol.38 No.2

The purpose of this study is to devise a Small-Scale Chemistry (SSC) lab program for primary school learners and to examine its effects on science learning achievement. In addition, it will be examined whether the type of learning groups affects the achievement or not. The participants in the current study were 173 6th graders from 6 classes of Y elementary school in Changwon city, Gyeongnam. Three classes (86) were assigned to the experimental group and the other three, the comparative group after checking the pre-homogeneity between the two groups through t-test on the scores of the science mid-term exam. We conducted five experimental sessions on the Acid and Base in the science textbook for the sixth graders. The students of one experimental class worked in pairs and another class worked individually, but the students of the comparative classes were divided into groups of six(one group with pair, another group with individual work in the SSC program, and the other group conducting the traditional experiment with groups of six students). The data were analyzed by t-test and ANOVA. The results showed that experimental learning using individual work in the SSC program compared to traditional experimental learning was effective in improving science learning achievement. also it was indicated that the teachers could reduce their burden of preparing for classes and of school hours when they utilized the SSC laboratory learning program. Teachers could also actively support students` experimental activities in employing the program. Based on the results, we suggest that the development of the SSC laboratory learning program is meaningful in the sense that this program can help elementary schoolers to improve science learning achievements more than the existing traditional experimental methods.

Small-Scale Chemistry를 활용한 과학 실험 수업이 고등학생의 과학성취도, 파지효과와 과학적 태도에 미치는 영향

윤진녀 ( Jin Nyeo Yun ),문성배 ( Seong Bae Moon ) 한국과학교육학회 2007 한국과학교육학회지 Vol.27 No.9

일반 화학 수업에서 설명적 피드백을 이용한 개념도 학습의 효과

고한중 ( Han Joong Koh ),김경수 ( Kyung Soo Kim ),강석진 ( Suk Jin Kang ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.3

In this study, the effects of concept mapping with feedbacks providing explanatory comments on students` achievement, science learning anxiety, and science learning motivation were investigated in the undergraduate general chemistry course. The aptitude-treatment interactions between students` level of mastery goal orientation and the concept mapping with explanation feedback treatment were also examined. Sixty-seven freshmen from an university of education were assigned to a control group and a treatment group. The tests of mastery goal orientation, science anxiety, and science learning motivation were administered as pretests. For the treatment group, feedback providing students with explanatory comments through whole class discussion was presented after each concept mapping. Whereas the control group students were presented with opportunities solving excercise problems followed by explanation feedback. The intervention was lasted for 10 weeks (30 class periods). After the instructions, a researcher-made achievement test, the science learning anxiety test, and the science learning motivation test were administered. The results indicated that no statistically significant difference was found in students` achievement. In the science learning anxiety, however, the scores of the treatment group was significantly lower than those of the control group. The scores of the treatment group also tended to be higher, though not significant, than those of the control group in the science learning motivation. However, no significant aptitude-treatment interactions were found in all dependent variables.

예비 화학교사들의 유기화학 학업성취도와 Kolb 학습양식과의 상관관계

최호준(Choi Hojune),김봉곤(Kim Bong-Gon) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.17

목적 본 연구는 예비 화학교사들의 유기화학 학업성취도와 Kolb의 학습양식을 확인하고 이들 간의 상관관계를 확인하기 위한 목적으로 수행되었다. 방법 자료 수집은 경남 소재 예비화학교사 70명을 대상으로 개인차 변인을 분석하기 위해 Kolb의 학습양식 진단 검사지를 통해 시행하였다. 유기화학 학업성취도는 대상 학생들의 유기화학 1, 2 학기 GPA 점수를 수치화하여 사용하였고, 추가적으로 유기화학에 대한 개념 이해도와 학습양식과 상관성을 분석하기 위해서 할로젠화 알킬 단원을 선정하고 문제 해결과정에서 학생들의 사고과정을 알아보기 위해 심층면담을 진행하였다. 결과 연구 대상자들의 Kolb 학습양식 분포는 융합자와 수렴자가 23명(32.9%)으로 가장 많았으며, 적응자 15명(21.4%), 분산자 9명(12.9%) 순 이었다. 유기화학 학업성취도와 Kolb 학습양식과의 상관성을 살펴본 연구 결과 정보를 처리하는 것과는 상관성이 적은 것으로 나타났으며, 정보를 인식하는 것과는 상관성을 보였다. 결론 정보를 인식하는데 있어 감각적으로 인식하는 감각적 학습자 보다는 사고적으로 인식하는 사고적 학습자가 유기화학의 학업성취도가 높게 나타났다. Objectives This study investigates the differences between the Kolb learning styles and the achievements of pre-service chemistry teachers’ who received the organic chemistry course from the same instructor. Methods The study was conducted with 70 students from Department of Chemistry Education in Gyeongnam. Individual differences surveys were classified using the Kolb learning style inventory. In addition, alkyl halide unit was selected to analyze the relationship between the conceptual understanding of organic chemistry and learning style. Results As a result of this study, the distributions of Kolb learning styles of pre-service chemistry teachers were in order of assimilator(32.9%) & convergent, accomodator(21.4%), and diverger (12.9%). The following conclusions were obtained from the relationships analysis between academic achievement of oraganic chemistry and Kolb learning style. Conclusions First, the learning achievement of organic chemistry depends on the information perceiving preference index rather than the type of information processing. Second, the academic achievement of organic chemistry was higher in the thinking learners who perceived thinking rather than the sensory learners who perceived sensibly.

고등학교 화학 Ⅰ 과정 "물" 단원에서 학업성취도 평가문항의 내용타당도 분석

백성혜,이은준,김정수,한재영,송영욱,김용진,정정인 이화여자대학교 교과교육연구소 2008 교과교육학연구 Vol.12 No.1

In school education, the evaluation plays an important role for the accomplishment of educational goal and for the planing of education. Thus, the achievement evaluation item should have high validity. The achievement evaluation items should appropriate for the educational goal and include all the learning contents. Although the validity of achievement evaluation items is very important, little research was performed on how much the evaluation items of high school chemistry course really have the content validity. Therefore, in this study we analyzed the validity of the chemistry achievement evaluation items used in schools in the dimension of behavior and content. For this, 5 different high schools were selected that used the same publisher's chemistry I textbook, and the middle semester achievement evaluation items were gathered. First, 34 instructional objectives were classified into the behavior domain and the content domain from the 'water' chapter in the textbook and the teacher's guide. Second, 121 evaluation items were classified into the behavior domain and the content domain. Third, the analysis of the ratio difference method were performed between the instructional objectives and the evaluation objectives. From the results, it was found that content validities of the behavior domain were low, but those of the content domain were high. These results implies that more effort should be paid to raise content validities of the behavior domain in achievement evaluation of high schools. Especially, the test items should be developed on the high level thinking skill such as analysis, synthesis, and evaluation. This study tells it is necessary to develop in-service teacher education program to raise the professionality of teachers on the evaluation items. 학교 교육에서 평가는 교육목표 달성 확인 및 교수 계획 수립에 중요한 역할을 한다. 따라서 학 생들의 학업성취도 평가는 높은 내용타당도를 가지고 있어야 한다. 즉, 학업성취도 문항은 수업목 표에 비추어 적절하고 학습한 내용을 포괄할 수 있어야 한다. 학교 현장에서 평가 문항의 타당도는 매우 중요한 반면, 실제 학교에서 사용되는 고등학교 화학 과목의 평가 문항들이 어느 정도 내용타 당도를 가지고 있는지 조사되는 경우가 거의 없다. 따라서 이 연구에서는 학교현장에서 실시되는 화학 학업성취도 평가문항이 행동차원과 내용차원에서 어느 정도의 내용 타당도를 가지는지 분석 하고자 하였다. 이를 위한 연구의 대상은 제7차 교육과정에 의하여 개발된 동일한 화학Ⅰ 교과서 를 교재로 사용하고 있는 5개 학교의 ‘물’ 단원에 대한 1학기 중간고사 평가문항이었다. 내용타당도 분석을 위한 과정은 첫째, 교과서와 교사용지도서에서 34개의 수업목표를 내용차원과 행동차원으 로 이원 분류하였다. 둘째, 5개 고등학교의 평가문항에서 121개의 평가문항을 행동차원과 내용차 원으로 이원 분류하였다. 셋째, 행동차원과 내용차원별로 각각 수업목표와 평가목표의 비율차 검 증을 하였다. 연구 결과, 5개 학교에서 사용된 학업성취도 문항은 행동차원에서의 내용타당도는 낮았지만 내용차원에서의 내용타당도는 높은 것으로 나타났다. 이는 고등학교에서 실시하는 학업 성취도 평가에 있어서 행동차원의 내용타당도를 높이는 노력이 좀 더 필요하다는 것을 시사한다. 특히 행동차원 중 분석력, 종합력, 평가력 등 고등정신기능을 기르는 평가 문항의 개발에 노력을 기울여야 한다. 이 연구를 통해, 평가 문항 제작에 대한 교사들의 전문성을 높이기 위해 다양한 연수나 교육 프로그램이 개발될 필요가 있음을 알 수 있다