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한국초등과학교육학회> 초등과학교육> 학교 실험활동의 역할에 대한 문헌 고찰

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학교 실험활동의 역할에 대한 문헌 고찰

Review on the Roles of Laboratory Work in School

김자현 ( Kim Ja-hyeon ) , 김효남 ( Kim Hyo-nam ) , 양일호 ( Yang Il-ho )
  • : 한국초등과학교육학회
  • : 초등과학교육 38권2호
  • : 연속간행물
  • : 2019년 05월
  • : 203-215(13pages)

DOI


목차

I. 서 론
II. 연구 방법
III. 연구 결과 및 논의
IV. 결론 및 제언
참고문헌

키워드 보기


초록 보기


						
The purpose of this study is to clarify the roles of laboratory work in school. Twenty-one literatures were identified about roles of laboratory work in school by applying criteria such as published in CI level journals or used as a reference over 100 times during 1960-2017. Twenty-one literatures were reviewed according to periods such as 1960-1989, 1990-2003, and 2004-2017, and identified the roles of laboratory work in school that commonly presented in more than two literature. Seven roles of laboratory work in school identified were as follows (a) learning scientific knowledge, (b) enhancing attitude toward science, (c) learning scientific inquiry methods, (d) acquiring skills to use specific laboratory instruments, (e) enhancing scientific attitude, (f) understanding the nature of science(NOS), and (g) providing opportunity to experience natural or scientific phenomena. The results of this study can be used to provide school teachers and students a clear meaning of the roles of laboratory work in school.

UCI(KEPA)

간행물정보

  • : 자연과학분야  > 과학교육
  • : KCI등재
  • :
  • : 계간
  • : 1598-3099
  • :
  • : 학술지
  • : 연속간행물
  • : 1989-2019
  • : 963


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발행기관 최신논문
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1과학 탐구 활동의 유형과 과학 탐구의 특징에 대한 초등 교사의 인식

저자 : 성혜진 ( Seong Hyejin ) , 임희준 ( Lim Heejun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 163-172 (10 pages)

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This study explored elementary teachers' perceptions on the essential features of science inquiry, the appropriateness of inquiry activities to science inquiry, and the essential features of inquiry by inquiry activities. 85 elementary teachers' perceptions were investigated using Likert scale survey, and 7 teachers were interviewed. The results are as follows. First, the features that elementary teachers perceived the most essential were 'Engaging students in evaluating their explanations in light of alternative explanations' and 'Engaging students in communicating and justifying their explanations'. Second, The inquiry activities that teachers thought the most appropriate to science inquiry were 'experiment' and 'project'. On the other hand, the perceptions on 'discussion' and 'field trip' were relatively low. Third, the inquiry activity that showed the highest mean score of five essential features of inquiry was 'experiment' while the mean score of 'field trip' was the lowest. Educational implications about the science inquiry were discussed.

2소외계층학생 과학학습지도에 대한 예비초등교사의 배경요인별 자기효능감

저자 : 남일균 ( Nam Ilkyun ) , 임성민 ( Im Sungmin )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 173-190 (18 pages)

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The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

3초등학생의 통합 창의성, 과학 유머 창의성, 과학 유머 만들기의 교육적 효과에 대한 인식의 관계

저자 : 손민희 ( Son Minhee ) , 강훈식 ( Kang Hunsik )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 191-202 (12 pages)

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This study investigated the relationships among 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' of elementary students. To do this, five graders (n=42) at an elementary school and five graders (n=38) at a gifted science education institutes in Seoul were selected. Tests for 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' were then administered. Analysis of the results revealed that the scores for some subcategories of 'creativity in scientific humor' were positively correlated with those for 'integrative creativity', especially for 'creative motivation (e.g., curiosity and playfulness)' and 'creative potency (e.g., knowledge, imagination, sensitivity, flexibility, and fluency)' more than 'creative attitude'. The subcategories of 'integrated creativity' that were significantly related to 'creativity in scientific humor' were somewhat different according to the subcategories of 'creativity in scientific humor'. The scores for all subcategories of 'perception of educational benefits for making scientific humor' were not significantly correlated with those for almost all subcategories of 'integrative creativity' and 'creativity in scientific humor'. Educational implications of these findings are discussed.

4학교 실험활동의 역할에 대한 문헌 고찰

저자 : 김자현 ( Kim Ja-hyeon ) , 김효남 ( Kim Hyo-nam ) , 양일호 ( Yang Il-ho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 203-215 (13 pages)

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to clarify the roles of laboratory work in school. Twenty-one literatures were identified about roles of laboratory work in school by applying criteria such as published in CI level journals or used as a reference over 100 times during 1960-2017. Twenty-one literatures were reviewed according to periods such as 1960-1989, 1990-2003, and 2004-2017, and identified the roles of laboratory work in school that commonly presented in more than two literature. Seven roles of laboratory work in school identified were as follows (a) learning scientific knowledge, (b) enhancing attitude toward science, (c) learning scientific inquiry methods, (d) acquiring skills to use specific laboratory instruments, (e) enhancing scientific attitude, (f) understanding the nature of science(NOS), and (g) providing opportunity to experience natural or scientific phenomena. The results of this study can be used to provide school teachers and students a clear meaning of the roles of laboratory work in school.

5협력적 과학논의활동에서의 초등학교 학생들의 상호작용과 개념변화

저자 : 이미선 ( Lee Mi-sun ) , 김효남 ( Kim Hyo-nam ) , 양일호 ( Yang Il-ho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 216-233 (18 pages)

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The purpose of this study was to identify the aspects of elementary school students' interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. 'Food web and Ecosystem' and 'Change of Moon shape' were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the 6th graders. The small group's dialogue was recorded. The students' activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups' interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.

6초등과학 수업에서 오조봇 코딩을 활용한 SW 융합교육프로그램의 개발과 적용

저자 : 김혜란 ( Kim Hye-ran ) , 최선영 ( Choi Sun-young )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 234-243 (10 pages)

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The purpose of this study is to investigate the effects of the SW-STEAM program by utilizing ozobot coding for elementary science class. The developed SW-STEAM program was applied to 5th grade students of S elementary school located in B city. The participants were divided into an experimental group which is consisted of 22 students and a comparative group comprised 22 students. And they were engaged in different teaching and learning methods during 11 class hours. The experimental group participated in the SW-STEAM program, the comparative group was taught by using a traditional instruction. The main results of this study are like followings. The SW-STEAM program had a positive effect on elementary school students' basic science process skill, science learning motive, science achievement. Therefore, the SW-STEAM program by utilizing ozobot coding could be meaningful works to encourage students' basic science process skill, science learning motive and science achievement, and more studies on developing SW-STEAM program are needed.

7참여 촉진하기 - 초등학생들의 긍정적 정서 구성을 돕는 과학 전담 교사의 실천적 지식 -

저자 : 한문현 ( Han Moonhyun )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 244-262 (19 pages)

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The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science cafe', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

8'우리 몸의 구조와 기능' 애니메이션 제작을 활용한 STEAM 프로그램 개발 및 적용 효과

저자 : 이상호 ( Lee Sang-ho ) , 홍승호 ( Hong Seung-ho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 263-274 (12 pages)

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The purpose of this study is to investigate the effect of STEAM program on students' academic achievement, creative problem-solving ability, scientific inquiry ability and scientific interests of elementary school students. For this, we developed a STEAM program to utilize animation production about 'structure and function of the our body' unit in 5th grade. The STEAM program was developed for a total of 9 sessions and was applied to the experimental group. The theoretical lesson of the 2009 revised curriculum was consisted of 11 sessions and was applied to the comparative group. The results of study showed significant differences of the students' academic achievement, creative problem-solving ability to the experimental group participating in the STEAM program and also showed significant effects in the domains of subject contents and teacher preference, which are the areas of scientific interests compared to the comparative group. This means that the STEAM program to utilize animation production about 'structure and function of the our body' developed in consideration of the characteristics of elementary students positively influenced the academic achievement, creative problem-solving ability and scientific interests of elementary school students. In the future we need to develop STEAM programs more variously that utilize animation production and that it needs to be applied to elementary schools.

9초등학교 과학 디지털교과서에 제시된 테크놀로지를 활용한 탐구 활동의 특징 - 가상실험, 가상현실, 증강현실 활용 사례들을 중심으로 -

저자 : 장진아 ( Chang Jina ) , 박준형 ( Park Joonhyeong ) , 송진웅 ( Song Jinwoong )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 275-286 (12 pages)

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The purpose of this study is to investigate the features of inquiry activities using technology in the 2015 revised elementary science digital textbooks. For this, we analyzed the features of inquiry context and inquiry method presented in inquiry activities using three kinds of technology: Virtual experiment, virtual reality and augmented reality. As a result, firstly, the most common types of 77 inquiry activities were realistic type which shows the phenomenon actually and vividly as possible and realistic-abstract type which shows the phenomena with the abstract concepts. Second, the ways of using three technologies were different depending on the processes of inquiry and the sub-domains of science. For example, virtual experiment technologies were mostly used in the contents of physics and chemistry with the inquiry context of realistic-abstract type for investigating the relationship between variables of experiments and describing the phenomena mechanically. On the other hand, virtual reality and augmented reality techniques tended to be used more frequently in biology and earth science contents with the inquiry context of realistic type for observing and describing the phenomena. Finally, we discussed educational implications in terms of developing and applying technology-based inquiry activities.

10예비 초등교사의 테크놀로지 교수학적 내용지식을 향상하기 위한 프로그램의 개발 및 적용

저자 : 최영미 ( Choi Youngmi ) , 홍승호 ( Hong Seung-ho )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 38권 2호 발행 연도 : 2019 페이지 : pp. 287-304 (18 pages)

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(기관인증 필요)

초록보기

Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.

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