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한국생물교육학회> 생물교육(구 생물교육학회지)

생물교육(구 생물교육학회지) update

BIOLOGY EDUCATION

  • : 한국생물교육학회
  • : 자연과학분야  >  과학교육
  • : KCI등재
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  • : 2234-876x
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  • : 한국생물교육학회지(~2011) → 생물교육(2012~)

수록정보
수록범위 : 1권0호(1968)~49권1호(2021) |수록논문 수 : 1,276
생물교육(구 생물교육학회지)
49권1호(2021년 03월) 수록논문
최근 권호 논문
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KCI등재

1과학 교사 교육자의 역할에 대해 야누스적 관점으로 전환하기

저자 : 김동렬 ( Dong-ryeul Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 1-14 (14 pages)

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This study examined what conflicts transform a science teacher educator's thinking of roles into Janusian perspectives, through an autobiographical inquiry process based on the educator's lecture note and elementary preservice teachers' inquiry diaries. The teacher educator serving as the subject for this study has worked for a decade to play the role of fostering elementary school teachers. The findings are as follows: first, regarding the role of the “teacher of teachers,” the educator discussed in the regressive step mainly on how to cause interest, but in the synthetic step came to show a change of thinking into a Janusian perspective that scrutinizes both scientific knowledge and teaching methods; second, regarding the role of a “researcher,” the educator's discussion in the regressive step focused on the importance of such a role rather than on teaching, but in the synthetic step came to have a Janusian perspective by which one can derive at once the research ideas from teaching and the teaching ideas from researching; third, regarding the role of a “curriculum developer,” the educator in the regressive step valued an inquirybased curriculum, but in the synthetic step of closing a lecture came to have a Janusian perspective that deals both with inquiry and theory; and finally, regarding the role of an “emotional mentor,” the educator in the regressive step was unable to find a substantive emotional role, but in the synthetic step of closing a lecture came to have a Janusian perspective that considers the teacher educator's and the pre-service teachers' stories alike.

KCI등재

2생명과학 수업 중 재미 경험에 대한 현상학적 해석 - 고등학교 수업을 중심으로 -

저자 : 신세인 ( Sein Shin ) , 하민수 ( Minsu Ha ) , 이준기 ( Jun-ki Lee )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 15-28 (14 pages)

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This study attempts to understand the meaning and context of biology teachers' and high school students' interest experiences in biology class through the phenomenological qualitative approach. Data was collected from 4 biology teachers and students through in-depth interview and analyzed to find out the significance of the experience of interesting biology class. As a results, a total of 15 themes and 4 categories,'not interesting or only interesting class','students experiences in interesting biology class','teacher's efforts to lead interesting biology class','interest that teacher and students form together', were revealed. These results showed that interest of biology class was not a mere experience of laughing during class, but a satisfying experience composed of cognitive, emotional, social, and sensory factors.

KCI등재

3청중의 도출을 통한 예비교사의 인식적 행위주체성 촉진 지식 구성 활동의 개발

저자 : 하희수 ( Heesoo Ha )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 29-41 (13 pages)

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This study aimed to develop a knowledge construction activity to facilitate preservice teachers' epistemic agency. Building on the existing literature on the persona strategy and on epistemic agency, the activity was designed to elicit learners' epistemic goals and modified based on the exploration of the participating preservice teachers' practices. The knowledge construction activity was conceived in the following four steps: (a) an introduction to scientific knowledge construction, (b) the establishment of audiences, (c) the development of knowledge construction methods, and (d) the construction and sharing of the final knowledge products. The specific instructional strategies in each step to facilitate preservice teachers' epistemic agency and sophistication of their understandings of scientific knowledge construction are discussed with the description of a representative preservice teacher group's case in the activity. The results of this study inform the efforts of science education communities to develop instructional strategies that facilitate epistemic agency in the science classroom and preservice science teacher education.

KCI등재

4전국 시ㆍ도교육청 교원 연수기관의 과학교육 관련 교원 직무연수에서의 과학 교사 전문성 요소 및 과학교육 개혁 동향 반영에 대한 분석

저자 : 양윤영 ( Yun Young Yang ) , 김재근 ( Jae Geun Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 42-53 (12 pages)

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The purpose of this study is to overview and analyze teacher training courses of comprehensive education training institutes for the last 3 years from 2017 to 2019 in order to provide the direction of improvement of teacher development: (1) What science teacher expertise elements are included in teacher trainings, (2) How much teacher trainings reflect the trends in science education reform in the 2015 revised curriculum. The analysis criteria were developed through inductive analysis of the teacher training programs after extracting the components of science teacher expertise based on the literature reviews. The analysis shows that the number of teacher training courses is steadily growing every year. In terms of training participants, courses for secondary school teachers were most often being operated and in terms of training methods, off-line training occupied the biggest percentage. Among the elements of science teacher expertise, the ability to understanding and performing experiments and investigations was accounted the largest percentage. In addition there were few opportunities to be developed the ability to cognitive and affective understanding of students, maintaining and creating a learning environment, and how to teach scientific modeling classes. Moreover, there were not enough teacher training programs to cultivate Pedagogical Content Knowledge (PCK) for science practice-based instruction and nature of science instruction, and teacher feedback expertise, which was newly emphasized in the 2015 revised science curriculum.

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이 연구는 초등학교 예비교사를 대상으로 TPACK 훈련 프로그램을 적용하는 과정에서 융합수업 교수-학습 계획을 위해 생명 영역 또는 지구 영역을 선택하도록 하고, 그 선택의 여부와 종류가 예비교사의 태도 및 교수효능감에 어떤 영향을 미치는가를 알아보았다. 이 연구의 결과를 통하여 TPACK 프로그램에 대한 전반적인 영향, 내용 영역의 선택 유무 따른 TPACK 프로그램의 효과의 차이, 내용 영역의 종류에 따른 효과 차이를 확인하였다. 이를 위해 초등학교에서 과학과 내용을 중심으로 테크놀로지를 융합한 수업을 할 수 있는 교사를 양성하기 위한 목적의 TPACK 프로그램을 194명의 교육대학생을 대상으로 2개학년도 2회에 걸쳐 각각 8주간 적용하였다. 이 연구에서 TPACK 프로그램의 적용은 전체 연구참여자 집단의 융합에 대한 태도과 과학 교수 효능감에 유의한 영향을 주었다. 그러나 내용 영역 선택 여부에 따른 실험 집단과 비교집단을 대조한 결과는 상승 정도에 따른 집단 간의 유의한 차이가 없었다. 뿐만 아니라 실험 집단의 하위 집단을 생명 영역 및 지구와 우주 영역으로 구분한 내용 영역의 종류에 따라 비교한 결과에서도 사후 검사에서 융합에 대한 태도 및 과학 교수 효능감 점수에 차이를 보이지 않았다.


This study investigated the effect of a technological, pedagogical, and content knowledge (TPACK) program on teacher candidates' attitudes and self-efficacy and the influence of an opportunity to choose a content domain between either life science or earth science. The research questions were designed to ascertain the overall effect of the TPACK program, the different consequences of the choice of the content domain, and the distinct influences of the two content domain types. With this objective, we implemented the TPACK program with 194 elementary teacher candidates for a total of 16 weeks during two academic years. The training program embodied teaching methods to conduct science content-based lessons in technology-integrated context. This study showed that the TPACK program impacted participating elementary school teacher candidates in terms of their attitudes toward convergence and science teaching efficacy beliefs. However, no significant differences were observed between the intervention group 2, in which teachers could choose their content domain, and the intervention group 1 in the improvement. Furthermore, there were no significant differences between the subgroups of the intervention group 2 based on the selected content domain type, i.e., life science or earth science, in the posttest scores for attitudes toward convergence or science teaching efficacy beliefs.

KCI등재

6남북한 초등학교 3학년 과학 교과서 비교 - 탐구 경향성을 중심으로 -

저자 : 양승원 ( Seung-won Yang ) , 심재호 ( Jaeho Sim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 69-80 (12 pages)

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The purpose of this study is to examine how elementary school science textbooks are designed to facilitate students' inquiry abilities in South and North Korea. For this, we investigated the weight of sub-area science in the entire units, the tendency of inquiry using Romey's analysis method, differences in the composition of units to improve inquiry capabilities, and differences in how concepts and inquiry are applied to solve real-life problems. As a result of the analysis, North Korean science textbooks showed different weights in each area of physics, chemistry, biology, and earth science. The inquiry tendency of South Korean and North Korean textbooks was similar, but North Korean textbooks were described more exploratively in visual materials than South Korea. South Korean textbooks suggested more diverse inquiry activities than North Korean textbooks. North Korean textbooks are more exploratory in the title of the unit, while South Korean textbooks are concept-oriented and abstract. North Korean science textbooks provided opportunities to use concepts and inquiry skills learned to solve real-life problems. As a result of this study, it can be seen that elementary school science textbooks in South Korea and North Korea show differences in their tendency of inquiry. The findings are expected to contribute to the development and improvement of the next curriculum and textbooks.

KCI등재

7교육과정 개정에 따른 초등학교 과학 교과서의 식물의 구조와 기능 단원의 개념 네트워크 구조와 연계성

저자 : 박신아 ( Shinah Park ) , 김영신 ( Youngshin Kim ) , 임수민 ( Soo-min Lim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 81-93 (13 pages)

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The purpose of this study was to analyze the change of the conceptual network structure and articulation between the concepts of the 'The Structure and Functions of Plants' unit in elementary school science textbooks according to the curriculum revision. For this, the 'The Structure and Functions of Plants' unit was analyzed by dividing into plant composition, transpiration, and photosynthesis according to the contents. As the curriculum was revised to the 7th, 2009 revised, and 2015 revised curriculum, the network of concepts presented in textbooks was visualized and the articulation between the concepts was analyzed. The results of the study are as follows. First, the conceptual network of 'The Structure and Functions of Plants' unit in elementary school textbooks was connected around the core concepts corresponding to the structure of plants. Second, the core concepts of textbooks were maintained regardless of the curriculum. Third, the core concepts presented in the curriculum achievement standards and those presented in the textbook were the same. Fourth, the number of concepts presented in textbooks was small, forming a clear concept network. This is a result showing that the curriculum revision intention to reduce the amount of learning is well reflected in the textbook. Through this, there is a need to analyze other units of elementary school textbooks and analyze the articulations between inquiry activities and texts. In addition, it is expected that the results of this study can be used as basic data for textbook development and teaching and learning strategies.

KCI등재

8영국 대학의 학습 성과, 교수학습 및 평가 전략 분석을 통한 대학 교육에 대한 시사점 - 생명과학 관련 강좌를 중심으로 -

저자 : 심규철 ( Kew-cheol Shim ) , 곽동욱 ( Dong-wook Kwak ) , 황은주 ( Eunju Hwang )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 94-106 (13 pages)

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The purpose of this study is to analyse the specifications in the course/module descriptions in the field of biological science in UK universities and to examine its implications for the innovation of higher education. For supporting data, learning outcomes, teaching & learning strategies and assessment strategies in the course/module descriptions were closely analysed. In many UK universities, learning outcomes were presented according to four components of knowledge and understanding, cognitive (intellectual) skills, practical skills and transferable/key skills. In this research, total twelve teaching & learning strategies and thirteen assessment strategies were examined in the course/module descriptions related to life science of UK universities with TEF Gold. The mean number of teaching & learning strategies was 7.9. and as for the assessment strategies was 7.7. The results showed that UK universities use various teaching & learning and assessment strategies. Moreover, learning outcomes, teaching & learning and assessment strategies are consistently structured in the course/ programs in the field of biological sciences. The development of consistent and detailed specifications in the course/module descriptions such as learning outcomes, teaching & learning and assessment strategies would contribute to innovative higher education.

KCI등재

9생물교사의 '과학탐구실험' 수업 운영 사례 연구

저자 : 한지훈 ( Jihoon Han ) , 정은영 ( Eunyoung Jeong )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 107-121 (15 pages)

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The purpose of this study was to investigate the implementation of 'Science Inquiry Experiment' classes. In order to do this, the researcher's classes were monitored by applying self-study and the students' perception on the classes were examined. The participants were 4 persons including the researcher and critical colleagues. 'Science Inquiry Experiment' classes were implemented to 109 students of 4 classes during 1 semester. The data were self-reflection diaries, records of discussion with critical colleagues, and questionnaire surveys and interviews with students. In these classes, the groups of four or five students would carry out investigation activities, experiment, discussion and debate. The researcher was excessively involved in the students' activities, and didn't give the adequate feedback on students' questions. But the classes changed from teacher-centered to learner-centered one by self-reflection and discussion with critical colleagues. The students became more interested in the classes and came to actively participate in them. By applying the process-centered assessments, many students reached their achievement goals because of the appropriate feedback, and they satisfied with the classes. However, the teachers' perception on the process-centered assessment was still lacking, and there were difficulties in preparing assessment criteria. In addition, the frequent feedback in the process of assessment was an excessive work burden on the teachers. There were difficulties such as the lack of science labs and experimental equipment and materials, and the free-riding of students, which often occurs in group activities, was also a problem. For the effective implementation of 'Science Inquiry Experiment' classes, not only physical environments but also process-centered assessment, guidance materials for self-study, and teacher training are necessary.

KCI등재

10예비 생물교사의 SSI 글쓰기에 나타난 과학 핵심역량 분석

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

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 1호 발행 연도 : 2021 페이지 : pp. 122-132 (11 pages)

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This study examined the relationship between scientific writing types and science core competencies. Also this study analyzed the science core competencies shown in SSI writing by pre-service biology teachers. To this end, 16 pre-service biology teachers were given three SSI writing. Among the four types of scientific writing, the exploratory writing were related to thinking and exploration skills. The comparative writing were related to thinking skills, exploration skills, communication skills. The causal analysis writing were related to thinking skills, participation and lifelong learning skills. In addition, hypothesis debate among the argumentative writing were related to thinking, exploration, problem solving, and communication skills, while evaluation criticism is related to thinking, problem solving, and communication skills. The results of this study have been analyzed to be related to various science core competencies for each type of writing. In particular, SSI writing by preservice biology teachers showed that as the number of writing increases, science core competencies are presented more. Therefore, if writing activities using various SSI writing types are utilized in the pre-service education curriculum, they will be effective in fostering the science core competencies of pre-service biology teachers.

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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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한국교원대학교 서울대학교 경인교육대학교 충북대학교 공주대학교
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  • 1 한국교원대학교 (131건)
  • 2 서울대학교 (62건)
  • 3 경인교육대학교 (29건)
  • 4 충북대학교 (28건)
  • 5 공주대학교 (27건)
  • 6 연세대학교 (27건)
  • 7 단국대학교 (25건)
  • 8 전남대학교 (21건)
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