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한국생물교육학회> 생물교육(구 생물교육학회지)

생물교육(구 생물교육학회지) update

BIOLOGY EDUCATION

  • : 한국생물교육학회
  • : 자연과학분야  >  과학교육
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  • : 한국생물교육학회지(~2011) → 생물교육(2012~)

수록정보
수록범위 : 1권0호(1968)~48권4호(2020) |수록논문 수 : 1,265
생물교육(구 생물교육학회지)
48권4호(2020년 12월) 수록논문
최근 권호 논문
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KCI등재

1그들은 왜 자연계열로 들어서지 못하였나? - 청각장애학생들의 진로결정에 대한 내러티브 연구 -

저자 : 하미영 ( Miyoung Ha ) , 신세인 ( Sein Shin ) , 이준기 ( Jun-ki Lee )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 489-503 (15 pages)

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The purpose of this study was to explore experience of career decisions of students with hearing impairment. Especially, this study attempted to understand career development process of student's with hearing impairment and figure out what kind of factors lead them not to choose science track at high school. The data was collected from four hearing impaired students and analyzed through narrative inquiry. Major findings of the study were as follows. First, the participants entered regular school instead of special-education school. In the environment of regular school our participants feel like outsider. Second, the participants could not experience programs or community for hearing-impaired students that can give them useful informations about career decision. Third, the participants always could not have enough time to follow up curriculum because most of them have hard time to listen teachers' saying and read books. So, in sum, the participants could not follow up school study through public education without mentors who helps their study. Thus, they naturally choose humanities track without any information on science career which people with hearing impairment can have.

KCI등재

2학생의 행위주체적 탐구 실행을 위한 도전적 과제 - 생명과학 영역에서의 학생 주도 R&E 사례를 중심으로 -

저자 : 이민주 ( Minjoo Lee )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 504-520 (17 pages)

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This study was conducted to explore the challenging tasks for a student-driven inquiry in a high school. Moreover, I examine how students' agentic practice in the inquiry is emerging in the context of R&E(Research & Education) program within the area of biology in a high school for the scientifically gifted students. Results indicate that the challenging tasks for a student-driven inquiry include (a) student's positioning as an agent of inquiry, (b) the adjustment of the range of an inquiry and power shift, (c) simultaneous performance of inquiry and learning, and (d) the meaning making of an inquiry for a student. It also shows the features of students' emerging agentic inquiry practices during the R&E participation. This study also highlights the significance of student's inquiry participation as an agent and makes efforts to give implications to encourage the biology teachers in school.

KCI등재

3고등학생의 생명과학 가설 생성 과정에서 배경 지식이 뇌파 활성화에 미치는 영향

저자 : 김용성 ( Yong-seong Kim ) , 정진수 ( Jin-su Jeong )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 521-534 (14 pages)

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The purpose of this study was to analyze the influence of background knowledge on EEG Activation in high school students' life science hypothesis generation process. To this end, the EEG measurement task was developed by dividing it into a hypothesis generation task with background knowledge (PBHG task) and a hypothesis generation task without background knowledge (NBHG task). EEG data was collected when 22 high school students performed the EEG measurement task. Subsequently, the study subjects were divided into two groups based on the level of scientific hypothesis generation achievement, and then the sLORETA analysis of group-specific brain waves was conducted. The results of the study were as follows: First, students showed higher scientific hypothesis generation ability when they performed tasks which provided background knowledge, rather than tasks which unprovided background knowledge. Second, in the case of the alpha band, activation was relatively high in the brain regions of cuneus, precuneus, middle occipital gyrus, lingual gyrus and posterior cingulate when performing the PBHG task rather than the NBHG task. Third, in the case of the beta band, relatively higher the EEG activation was shown in the brain regions of cuneus, precuneus, cingulate gyrus, and middle occipital gyrus when carrying out PBHG tasks than the NBHG task. Fourth, when background knowledge is provided, students with high level of achievement showed higher activity of beta wave in precuneus area, and students with lower level of achievement showed relatively higher beta wave activity in cuneus area. These findings suggest that as background knowledge was provided in generation of scientific hypotheses, students focused more on a more cognitively comfortable state the process which in searching and recognizing detailed visual information related to questionable phenomena and in the abductive thinking to generate hypotheses. Also, the study suggests that providing background knowledge has a positive effect on students' learning of scientific hypothesis generation.

KCI등재

4생명과학 학습에서의 사고발성 방법을 통한 자기조절의 단계 규명

저자 : 박상희 ( Sang-hee Park ) , 황나래 ( Na-rae Hwang ) , 박진선 ( Jin-sun Park ) , 이서리 ( Seo-ri Lee ) , 권승혁 ( Seung-hyuk Kwon ) , 권용주 ( Yong-ju Kwon )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 535-545 (11 pages)

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This study was to identify the stages and develop process model of self-regulation that occur in solving life science problem. For this purposes, it was developed a hypothetical model of self-regulation through literature analysis related to self-regulation. Then, three tasks on the concept of genetics were developed and the tasks were presented to six college students. Subsequently, the process and stage of self-regulation were identified by analyzing the subject's task performance process using the think aloud method. As a result, the process of self-regulation in life science problem solving was classified into levels 1 through 4 by analyzing subject's cognitive thinking process. Level 1 subject confirms that the hypothesis that you initially set is not true, but keeps your initial thoughts. Level 2 subject tries to create a new hypothesis after confirming that the hypothesis that he initially set up is not true, but fails. In level 3, after confirming that the hypothesis initially established is different from the facts, a new hypothesis is generated, but the accommodation fails. In level 4, after confirming that the hypothesis or answer set by oneself is different from the fact, it succeeds in accommodation by creating a new hypothesis. This study proposed a systemic process for self-regulation of conceptual change and problem solving in life science. Also it suggests the possibility of developing an effective program for self-regulation in life science learning.

KCI등재

5초등학교 과학 교과서의 탐구활동에 나타난 과학 탐구 기능 요소 분석 - 5~6학년군 과학 교과서를 중심으로 -

저자 : 송신철 ( Shin-cheol Song ) , 심규철 ( Kew-cheol Shim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 546-558 (13 pages)

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In this study, the scientific inquiry skills presented in inquiry activities of the science textbooks for grade 5 & 6 elementary students were analyzed according to grades and content domains of school science. The elementary school science textbooks were developed on the basis of the 2015 revised science national curriculum. The science textbooks for grade 5 & 6 elementary students have 144 inquiry activities, which were analyzed with two categories of scientific inquiry skills : basic inquiry skills such as observing, measuring, predicting, classifying, reasoning and communicating, and integrated inquiry skills such as perceiving a problem, hypothesizing, controlling variables, transforming data, interpreting data, drawing a conclusion and generalizing. In particular, observing, communicating and reasoning activities accounted for about 80% of the six basic inquiry skills, and measuring, predicting, and classifying activities were found to be somewhat less used for inquiry activities. In the case of the integrated inquiry skills, it was not used for inquiry activities in the motion & energy domain and the integration domain. Particularly activities focused on controlling variables and interpreting data should be considered when developing new science textbooks.

KCI등재

62009 개정 교육과정 생명과학Ⅰ 대학수학능력시험 문항 분석 -'세포와 세포 분열'영역을 중심으로 -

저자 : 심현표 ( Hyeon-pyo Shim ) , 김미영 ( Mi Young Kim ) , 박형용 ( Hyoung-yong Park )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 559-570 (12 pages)

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In this study, we analyzed college scholastic ability test items of the 2009 revised curriculum Life-scienceⅠ focusing on the 'Cells and cell division' unit. The analysis of items was conducted in the aspect of relation with curriculum, the format of items, concepts included in items, and item difficulty. Because real item difficulty data were not released, we requested a teacher expert group to predict the item difficulty. In the results, among three sub-content domains in the 'Cells and cell division' unit, the content about meiosis were utilized for the basis of items more than others. And in terms of the format of items, the “data analysis” type was most frequently used. The concept most frequently used in items were “chromosome”, and “diploid and haploid”, “G1 state”, “allele” were followed. In terms of item difficulty, the medium-difficult items, which range from 40% to 60%, were mainly presented. We also found that students were hard to judge true or false of statements which were related with behaviors of chromosome and changes of DNA amount in the process of cell division. Finally, we suggested that a holistic understanding of the cell division process was required in terms of teaching and learning about 'Cells and cell division', and we also suggested the way to improve CSAT items in the aspect of item type and organization.

KCI등재

7습지생태계에 대한 대학생의 인식

저자 : 김흥태 ( Heung-tae Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 571-580 (10 pages)

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Wetlands are valuable ecosystems that provides habitat for various organisms and functions of water purification by filtering pollutions from uplands. However, historically wetlands have been frequently considered unproductive lands. The perception of a population can determine human's actions on wetlands. Therefore, public conceptions of wetlands is important to conserve the valuable ecosystems and teaching the value of wetlands to students would be critical for protecting them. The purpose of this study is to identify the conceptions of undergraduate students on wetland ecosystems and their attitudes toward their conservation and education on them. The results from a questionnaire survey revealed that most of the students from the sample tend to associate wetlands with quagmires or marshes in tropical jungle without knowledge on the value of wetland ecosystems and chances of learning the ecosystems through their school days. Their awareness about wetlands can depend primarily on the information from mass media like TV. Although most of the students showed a positive opinion on the advantages of protecting wetlands, they were negative about the current status of wetland conservation and education on wetland ecosystems in our country. Our results suggest that wetland education for school students could be the key points for giving correct knowledge and perception of wetland ecosystems to the public.

KCI등재

8'수직농장 설계하기'활동에서 나타난 초등교사의 창의적 아이디어 분석

저자 : 박선우 ( Seonwoo Park ) , 주은정 ( Eunjeong Ju ) , 장신호 ( Shinho Jang )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 581-595 (15 pages)

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The purpose of this study is to analyze the creative ideas generation process of elementary school teachers in professional development for design-based learning. For the study, two groups of teachers who participated in PD were selected. They conducted 'Designing a Vertical Farm' program, a design-based learning program which was restructured the 'Life and Environment' unit. We observed and analyzed the process of their generating creative idea. As a result, the teacher's creative idea generation process has emerged at all stages of the creative problem-solving process (finding, researching, designing, building, and evaluating problems). The process of generating ideas at each stage is non-linear, which was returning to the previous stage or two or more processes were compounded. The design- centered idea generation group (A) and the build-centered idea generation group (B) showed differences in the idea generation process. Group A had enough time to design through designing with feedback and sufficient consensus to elaborate the idea appeared. However, group B had more enough time to build for making, testing, and revising. Since the group A had a long time to elaborate and the idea consensus, the production time was insufficient, the group B had a lot of trial and error and correction processes in the production stage because design ideas were not completely agreed and confirmed. The teachers' conversations design-based learning were meaningful, which showed active feedback to elaborate ideas.

KCI등재

9과학관 과학 논증 글쓰기 프로그램에 참여한 초등학생들의 글쓰기 변화에 미치는 영향

저자 : 한신 ( Shin Han ) , 김중한 ( Junghan Kim ) , 김형범 ( Hyoungbum Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 596-606 (11 pages)

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This study was conducted for 6 weeks for 5th grade elementary school students participating in the “Science Experiment Class” program at 'S Science Museum' in Seoul. Through this study, we analyzed how their argument elements and types of argument structures changed, and investigated their perception of this class. The results of the study are as follows. First, continuous argumentative writing activity and feedback varied the argument elements used by the students, and it can be seen that this has a positive effect on students' argumentation activities. Second, the “claim type” and “reason type” decreased, and the “acknowledgment type” and “rebutted type” increased. This shows that the ability to actively utilize objective fact information is improved. Third, as a result of semi-structured interviews, students had positive perceptions of scientific argumentative writing education, continuous writing, and feedback. It was confirmed that the positive recognition of these students not only develops the type of argumentation structure but also enriches the argument elements and allows them to be used in various ways.

KCI등재

102009 개정과 2015 개정 과학과 교육과정에 따른 생명과학Ⅰ 교과서의 개념 관계망 비교 - 생명의 연속성 단원을 중심으로 -

저자 : 이주연 ( Ju-youn Lee ) , 김영수 ( Young-soo Kim ) , 박형용 ( Hyoung-yong Park )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 4호 발행 연도 : 2020 페이지 : pp. 607-620 (14 pages)

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This research compared and analyzed the 'Continuity of Life' unit's content in the biology Ⅰ textbooks. For the research, we chose three biology Ⅰ textbooks under the 2009 and 2015 revised science curriculum. The conceptual networks representing the contents of the textbook were analyzed and compared. Research results are as follows: First, As the curriculum was revised, the concepts and the number of links in the textbook decreased significantly. Second, due to many concepts and relations were eliminated through curriculum revision, the sub-component and the hub concepts in the textbook's conceptual network also changed. Third, the structure and composition of conceptual networks showed different characteristics through curriculum revision. The research results can give directions about a teaching method of the continuity of life unit in biology Ⅰ textbook to biology teachers. Also, these can help students meaningful learning.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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(2006)홍길동심리학41회 피인용

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(2006)홍길동41회 피인용

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