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한국생물교육학회> 생물교육(구 생물교육학회지)> 대학 합성생물학 실습수업용 프로그램 개발 - 유전자 회로 조립 실험과 빛 테두리 그림 그리기 실험을 바탕으로 -

KCI등재

대학 합성생물학 실습수업용 프로그램 개발 - 유전자 회로 조립 실험과 빛 테두리 그림 그리기 실험을 바탕으로 -

Development of an Undergraduate Synthetic Biology Practice Program - Based on Gene Circuit Assembly and Bacterial Edge Detection -

김혜지 ( Hye-ji Kim ) , 송준현 ( Joon-hyun Song ) , 김아람 ( Ah-ram Kim )
  • : 한국생물교육학회
  • : 생물교육(구 생물교육학회지) 47권4호
  • : 연속간행물
  • : 2019년 12월
  • : 475-490(16pages)

DOI


목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과 및 논의
Ⅳ. 결론 및 제언
참 고 문 헌

키워드 보기


초록 보기


						
The purpose of this study is to develop a practical training program for synthetic biology that introduces biology major students to the field of synthetic biology and enables students to experience an exciting part of the synthetic biology research. This program consists of two hands-on modules. The first module constructs a gene circuit that produces red fluorescent proteins, allowing students to observe the result directly through their eyes. In the second module, students learn common molecular logic of gene circuits by practicing bacterial programming that enables bacteria to detect the light border. This practice program was applied to the biology major students, and their perception of the contents of the program was measured. Learning assessment quizzes revealed that ~87%(7/8) of the participants well understood the key concepts in this practice program. In addition, all participants, except one, responded that the experimental design to visually check whether a genetic circuit works increased their interest in the field of synthetic biology. The results show the possibility of this program as an introductory practice course for undergraduate synthetic biology education.

UCI(KEPA)

간행물정보

  • : 자연과학분야  > 과학교육
  • : KCI등재
  • :
  • : 계간
  • : 2234-876x
  • :
  • : 학술지
  • : 연속간행물
  • : 1968-2020
  • : 1229


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발행기관 최신논문
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1국내 생물교육 분야의 질적 연구 동향 - 「생물교육」 학회지를 중심으로 -

저자 : 강은희 ( Eunhee Kang ) , 이영미 ( Youngmi Lee ) , 김남일 ( Nam-il Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 411-421 (11 pages)

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Qualitative research, which has emerged as a method to overcome the limitations of quantitative research, has been increasingly used in various fields since the 1990s. In this study, we analyzed 200 qualitative research studies published in the journal of Biological Education between 1976 and June, 2019. These studies were analyzed according to (1) the research method, (2) qualitative research approach, (3) data collection, and (4) validation method. Results showed that the use of qualitative research has continuously increased: 104 of the analyzed papers (52%) used mixed qualitative research, while 96 papers (48%) used qualitative research approach alone. While the basic qualitative research method among qualitative research approaches accounts for the 65% of the total studies analyzed, the recent trend reflects more diversified approach, due to the increase of case studies, narratives, grounded theories, etc. In terms of the data collection, various sources, such as interviews, artifacts, discourses, and documents, were collected with relatively even frequency. Finally, various strategies were used to validate data analysis, such as triangulation through several investigators or multiple sources of data, expert review, and member checks. Different trends between the qualitative research alone and mixed research method studies are further discussed.

22015 개정 교육과정에 따른 중·고등학교 과학과 교과서의 진화 관련 단원 내용 및 기능 분석

저자 : 정태영 ( Teayoung Jung ) , 차희영 ( Heeyoung Cha ) , 간치멕 ( Gantumur Ganchimeg )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 422-437 (16 pages)

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This study analyzed the content and skills of the evolution related units in revised textbooks according to the 2015 revised national curriculum. Vertical connectivity of evolutionary concept included in the textbooks was not done well because there were many 'gaps' rather than 'repetition' and 'development' as a whole. The curriculum and textbook should be structured so that students can learn the unit of evolution through 'repetition', 'development' based on the precedent learning by introducing the concept of evolution from the lower grades, and to learn the biology from the evolutionary point of view. Analyzing the skills included in the inquiry activities, the elements of traditional inquiry activities such as 'data collection, analysis and interpretation' and 'conclusion and evaluation' were the main factors. Although evolution is the most important theory to explain biology, it does not contain enough content in textbooks, nor is there a systematic link between its contents. This causes students to have difficulty in learning evolution. Science teachers in the environment for applying to the 2015 revised national curriculum need to make efforts to reconfigure the curriculum with the conceptual linkage in teaching the unit of biological evolution.

3Bloom의 신교육목표분류에 기초한 2015 개정 교육과정 『생명과학 I』 성취기준과 교과서 학습목표 분석

저자 : 김형미 ( Hyoungmi Kim ) , 강경희 ( Kyunghee Kang )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 438-447 (10 pages)

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The purpose of this study was to analyze the 2015 revised national curriculum 『Life science I』 achievement standards and the learning objectives in accordance with Bloom's revised taxonomy. The subjects of this study were 2015 revised national curriculum achievement standards and eight 『Life science I』 textbooks. The results of the achievement standards analysis presented that conceptual knowledge was the most utilized. The second was factual knowledge, and the next was procedural knowledge. Analysis of the cognitive process showed that understanding was the most utilized. The analysis of textbook learning objectives showed a tendency very similar to the results of achievement standards analysis. Conceptual knowledge was the largest, and factual knowledge was presented next. In the analysis of the cognitive process, comprehension was most often presented. Achievement standards and learning objectives are very important because they present the direction of teachinglearning in the field of school education. In particular, the use of various knowledge and cognitive processes in setting achievement standards and learning objectives can be seen as essential to fostering the competencies of the subject. Therefore, efforts should be made to utilize various types of knowledge and cognitive processes in the process of constructing 『Life science I』 achievement standards and learning objectives.

4예비 생물교사의 진화 개념에 대한 이해와 수업 내용 분석

저자 : 윤영민 ( Youngmin Youn ) , 정은영 ( Eunyoung Jeong )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 448-462 (15 pages)

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In this study, it was investigated the understanding of evolution concept, analyzed scientific concepts and misconceptions in the class about evolution unit of pre-service biology teachers, and examined the correlation between evolution concepts and class contents of evolution. Participants were 31 students in the department of biology education(15 sophomores and 16 seniors). ACORNS was used as an evolution concept assessment tool. As a result of ACORNS, 4th graders had higher scores on scientific concept than 2nd graders, and the number of mentions per student was higher. The frequency of the 7 scientific concepts were different, and the frequency of the concepts of 'overproduction of offspring', 'competition', and 'the heritability of variation' was low. Misconceptions appeared significantly in the 2nd graders, and 'teleological explanations' was the most common. As a result of analyzing the contents of the class about evolution unit, the scientific concepts appeared more than the ACORNS result, and the frequency was significantly higher in the 4th graders than the 2nd graders like ACORNS case. The number of pre-service biology teachers who referred to each scientific concept and the number of mentions differed by concept, and the tendency was similar to that of ACORNS. The misconceptions were less than the ACORNS result. Unlike in ACORNS, 'creationism' and 'scheduled direction' misconceptions appeared, and an explanation that recognizes 'evolution' as another event following 'natural selection' appeared. The ACORNS scientific concept was highly correlated with the frequency of scientific concept emergence in class demonstration. It is suggested as follows. It is necessary to teach the scientific concepts of evolution explicitly and to provide an opportunity to develop methodological knowledge that conveys the content of the evolution topic. It is also necessary to diversify the contents of textbook related to evolution.

5학교 안 야외 생태학습에서 관찰된 초등학생들의 참여 양상 변화와 그 요인 탐색

저자 : 주은정 ( Eunjeong Ju )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 463-474 (12 pages)

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The purpose of this study was to explore how the students' engagement was improved outdoor ecological learning and what was the teachers' perception of reasons for that. Six classroom teachers and 150 third graders participated in this study. The teachers observed the students' behavior for outdoor ecological learning in the schoolyard and discussed their observation. Their group discussion was recorded and analyzed. Individual interview for teachers, learning outcomes, and classroom discourse was also collected and analyzed. The findings were these: The participated teachers could observe distractions, boredom, attention deficit, mental dislocation at the behavior and emotion of students in the classroom. However, students' behavior were changed outdoor to concentration, attempts, and persistence. They did group discussions, suggestions and had enthusiasm, interest, and vitality outdoor nature. The participant teachers realized that they had prejudice about outdoor learning. The teachers understood that students were more active due to broaden learning space when they went outside, The reasons for learner's engagement to change in outdoor learning include expansion and subjectivity of learning materials, autonomy in learning, active communication, and provision of learning styles suiTable for each child.

6대학 합성생물학 실습수업용 프로그램 개발 - 유전자 회로 조립 실험과 빛 테두리 그림 그리기 실험을 바탕으로 -

저자 : 김혜지 ( Hye-ji Kim ) , 송준현 ( Joon-hyun Song ) , 김아람 ( Ah-ram Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 475-490 (16 pages)

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The purpose of this study is to develop a practical training program for synthetic biology that introduces biology major students to the field of synthetic biology and enables students to experience an exciting part of the synthetic biology research. This program consists of two hands-on modules. The first module constructs a gene circuit that produces red fluorescent proteins, allowing students to observe the result directly through their eyes. In the second module, students learn common molecular logic of gene circuits by practicing bacterial programming that enables bacteria to detect the light border. This practice program was applied to the biology major students, and their perception of the contents of the program was measured. Learning assessment quizzes revealed that ~87%(7/8) of the participants well understood the key concepts in this practice program. In addition, all participants, except one, responded that the experimental design to visually check whether a genetic circuit works increased their interest in the field of synthetic biology. The results show the possibility of this program as an introductory practice course for undergraduate synthetic biology education.

7초등학생들의 효과적인 짚신벌레 관찰을 위한 슬라이드 글라스 개발과 적용

저자 : 신원섭 ( Won-sub Shin )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 491-498 (8 pages)

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The purpose of this study is to develop Slide Glass(SG) which allows elementary students to easily and effectively observe protist such as paramecium. For this purpose, the science curriculum, textbooks, and guidebooks related to the paramecium were analyzed. In addition, learning and teaching experiences on the paramecium were surveyed with 83 primary school teachers. SG, developed in this study, has a square-shaped structure for observing protist in a certain space. The SG were developed in three forms; 3D printing, acrylic processing and mesh to create a single space. SG's size is shown in horizontal and vertical lines. The SG was tested the effects of 6 on-site primary school teachers and 96 elementary school students. The results of this study are as follows. First, the educational experience in paramecium of the elementary school teachers was low; the experience of learning was 49.4% and the experience of teaching was 24.1%. Second, elementary school teachers were having difficulty collecting (48.2%), difficulty observing (24.1 %), difficulty preparing (20.5%), and difficulty manipulating microscopes (7.2 %). Third, the developed SG was effective for elementary school students to observe the appearance, movement and size of paramecium. Finally, I hope that SG developed in this study will reduce the instructional burden of elementary school teachers and expand opportunities for elementary school students to observe directly the protist such as the paramecium.

8생명과학 수업에서 협력적 문제해결 학습이 중학생의 의사소통 능력에 미치는 영향

저자 : 박진영 ( Jin-young Park ) , 권승혁 ( Seung-hyuk Kwon ) , 권용주 ( Yong-ju Kwon )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 499-508 (10 pages)

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The purpose of this study is to devise and apply a teaching and learning program in the form of life science Collaborative Problem Solving (CPS) to middle school students to find out how collaborative problem solving learning affects their communication ability. For this purpose, we devised a life science teaching and learning program for middle school student in the form of collaborative problem solving and analyzed the effect on middle school student's communication ability by applying a devised teaching and learning program. A teaching and learning program has been developed in the section of life sciences 'Biodiversity' of middle school based in Nelson's Collaborative Problem Solving (CPS) approach. Experimental group conducted a collaborative problem solving teaching and learning program, and control group conducted direct teaching method based on textbooks and cooperative learning by group. A total on ten-time teaching and learning programs consist of three problems or projects scenarios. (1) Let's become Charles Darwin and find out the secret of the Finchy's beak!, (2) Let's decorate the special exhibition room with the theme of 'The Life on Earth!', (3) Avengers to protect world wide biodiversity - Earth Guard!. Results of life science academic achievement assessment, there was no significant difference between the experimental group and the control group. Also, the comparison of the communication ability of the two groups showed that the average score of the experimental group was significantly higher in terms of their perceiving competency and adapting competency than control group.

92015 개정 교육과정에 따른 중학교 과학 교과서 탐구 활동에 반영된 과학과 핵심역량의 분석

저자 : 박재근 ( Jae-keun Park )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 509-521 (13 pages)

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The purpose of this study was to find out the implications by analyzing how science core competencies introduced in the 2015 revised national curriculum were reflected in the inquiry activities of middle school science textbooks. The results were as follows. First, The total frequency of core competencies presented in the inquiry activities of four kinds of science textbooks was 1,135 times. The frequency of core competencies in the first-grade textbooks applied to the free school year program was about 70% level compared to the second and third grades. The composition ratio was high in 'scientific inquiry' and 'scientific communication', and relatively low in 'scientific problem solving' and 'scientific participation and lifelong learning'. Second, in the areas of movement and energy, matter, earth and space, the ratio of scientific inquiry ability was highest, but in the areas of life and integration, scientific communication ability was the highest. Third, the analysis of core competencies for each unit of life area showed the highest proportions of scientific communication ability in 'biodiversity', 'animal and energy', 'stimulation and reaction' and 'reproduction and inheritance' unit. On the other hand, scientific inquiry ability was the highest in 'plant and energy' unit. The proportion of core competencies by publishers differs, suggesting that specific agreements and guidelines for implementation after the curriculum notice need to be shared. In addition, there is a need for the plan to connect the curriculum's goals, contents, teaching and learning methods, and evaluations with a focus on core competencies.

10문제중심학습(Problem-Based Learning)을 활용한 예비 생물교사 대상의 식물분류학 수업 사례 연구

저자 : 김흥태 ( Heung-tae Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 47권 4호 발행 연도 : 2019 페이지 : pp. 522-534 (13 pages)

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This study was aimed to investigate the effects of problem-based learning (PBL) applications in plant systematics classes for pre-service biology teachers through two problems about the vegetative and reproductive organs of plants during 8 weeks. The study was conducted with 26 pre-service biology teachers from one college of education. This study reported the first PBL class case in plant systematics classes as a part of botanical education for pre-service biology teachers, and thus, the students' solutions to the problems were presented. The data for the students' views about the PBL classes was collected from a questionnaire on the plant teaching efficacy, students' reflective journals and semi-structured interviews. The students produced diverse solutions through active participation to PBL activities. Plant teaching outcome expectancy was shown to be higher than personal teaching efficacy. Pre-service biology teachers expressed satisfaction with the PBL activities for creating plant teaching materials. They were found to have enjoyed the process of communicating with their members, forming good relationship and solving problems with collaborative learning in PBL classes. Although expressing lack of time, they also had opportunity for self-directed learning and indirect experience in teaching. In conclusion, PBL needs to be applied to other biological subjects for educating pre-service teachers.

12
주제별 간행물
간행물명 수록권호

KCI등재

과학교육연구지
44권 1호 ~ 44권 1호

KCI등재

한국과학교육학회지
40권 2호 ~ 40권 2호

KCI등재

생물교육(구 생물교육학회지)
48권 1호 ~ 48권 1호

KCI등재

교사교육연구
59권 1호 ~ 59권 1호

KCI등재

초등과학교육
39권 1호 ~ 39권 1호

과학과 과학교육 논문지(구 과학교육논총)
43권 2호 ~ 44권 2호

KCI등재

한국과학교육학회지
40권 1호 ~ 40권 1호

KCI등재

현장과학교육
14권 1호 ~ 14권 1호

KCI등재

과학교육연구지
43권 3호 ~ 43권 3호

KCI등재

교사교육연구
58권 4호 ~ 58권 4호

KCI등재

한국과학교육학회지
39권 6호 ~ 39권 6호

KCI등재

생물교육(구 생물교육학회지)
47권 4호 ~ 47권 4호

KCI등재

현장과학교육
13권 4호 ~ 13권 4호

KCI등재

초등과학교육
38권 4호 ~ 38권 4호

KCI등재

한국과학교육학회지
39권 5호 ~ 39권 5호

KCI등재

생물교육(구 생물교육학회지)
47권 3호 ~ 47권 3호

KCI등재

교사교육연구
58권 3호 ~ 58권 3호

KCI등재

현장과학교육
13권 3호 ~ 13권 3호

KCI등재

한국과학교육학회지
39권 4호 ~ 39권 4호

KCI등재

과학교육연구지
43권 2호 ~ 43권 2호
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