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한국생물교육학회> 생물교육(구 생물교육학회지)

생물교육(구 생물교육학회지) update

BIOLOGY EDUCATION

  • : 한국생물교육학회
  • : 자연과학분야  >  과학교육
  • : KCI등재
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  • : 계간
  • : 2234-876x
  • : 2765-5873
  • : 한국생물교육학회지(~2011) → 생물교육(2012~)

수록정보
수록범위 : 1권0호(1968)~50권2호(2022) |수록논문 수 : 1,336
생물교육(구 생물교육학회지)
50권2호(2022년 06월) 수록논문
최근 권호 논문
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KCI등재

저자 : 박은주 ( Eunju Park ) , 하민수 ( Minsu Ha )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 141-154 (14 pages)

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For graduate students in science and engineering science, the laboratory is not only a space where intellectual learning takes place but also a place that becomes the core of graduate school life by feeling the recognition and belonging of its members. This study is an exploring study necessary for scientific research and understanding scientists for secondary science education, targeting graduate students in a laboratory. This study explored the relationship between members and the culture of the laboratory as experienced by six master's graduate students from a case study. The study attempted to collect data from participants through participatory observation, group interviews, and personal interviews and to discover the nature, context, and meaning of their laboratory experience. The researcher discovered the characteristics of social relationships and interactions, the formation and development of members' roles, and the theme of unique laboratory culture and belonging, and discussed the transfer and limitations of knowledge generation of participants with homogeneous characteristics. This study revealed the experience of tacit education among laboratory members and the transfer of laboratory culture, leaving a discussion on the implications for middle and high school open inquiry activities.

KCI등재

저자 : 하희수 ( Heesoo Ha ) , 최윤희 ( Yunhee Choi )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 155-171 (17 pages)

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This study aimed to examine what kind of epistemic and conceptual resources are enacted for productive engagement in the modeling activity that includes empirical investigations of ecosystems. We designed and implemented a knowledge construction activity, including field investigations on the school ecosystem. Recordings and transcripts of students' practices in the activity were used as the main data for a qualitative analysis. In this analysis process, by referring to prior literature on ecological research, we identified epistemic and conceptual resources that are valid in reflection to ecological research methods. Conceptual resources were identified in the aspects of natural, functional, and integrative concepts. These resources played a role of the essential knowledge for predicting how their knowledge claims would be unfolded in the fields and how they can generate data through empirical investigations on the fields. Epistemic resources were identified in the following aspects of the activity: The nature of knowledge, the process of knowledge construction, and the data source of knowledge construction. These resources were important for students to shape their activities that generated data for validating their knowledge claims of the ecosystem. The results of this study can contribute to the development of instructional strategies to support students' positioning as epistemic agents who can shape valid knowledge construction activities of the ecosystem.

KCI등재

저자 : 임성우 ( Seong Woo Lim ) , 박형용 ( Hyoung-yong Park )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 172-186 (15 pages)

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This study aimed to develop a STEAM education program using physical computing, which that helping students could develop their creative problemsolving skills through computing, understand the knowledge of science and other subjects in an integrated manner, and increase their interest in learning. Through the developed education program, students explore ideas that can visualize and measure heartbeats constantly beating in the body, create their own smartwatches that can measure their heartbeats using physical computing and coding, and explore changes in the body due to exercise. After that, it expands thinking to explore values related issue of artificial intelligence ethics. In this study, a creative convergence education program using physical computing was developed so that students could develop their creative problem-solving skills through computing, understand the knowledge of science and other subjects in an integrated manner, and increase their interest in learning. Through the developed STEAM education program, students explore ideas that can visualize and measure heartbeats constantly beating in the body, create their own smartwatches that can measure their heartbeats using physical computing and coding, and explore changes in the body due to exercise. After that, it expands thinking to explore valuesrelated issues of artificial intelligence ethics. In addition, by investigating students' reactions to the developed program, an analysis of the physical-computing-based STEAM program's applicability and effectiveness was also conducted.

KCI등재

저자 : 노수진 ( Su-jin Ro ) , 소금현 ( Keumhyun So )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 187-195 (9 pages)

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In this study, the purpose of this study was to apply STEAM program for fine dust to elementary school students to find out the impact on environmental literacy and creative problem-solving ability. For this purpose, a study was conducted on 28 6th grade elementary school students, and the results of pre- and post-tests on environmental literacy and creative problem-solving ability were analyzed. The results of this study were as follows. First, STEAM program for fine dust was effective in improving the environmental literacy of elementary school students. As a result of comparing before and after classes to which this program was applied, significant increases were found in all sub-areas of environmental literacy. Second, STEAM program for fine dust had a positive effect on the creative problem-solving ability of elementary school students. In particular, it was found to have a positive effect on the sub-domains of creative problem-solving ability such as divergent thinking and motivational factors. As above, STEAM program for fine dust had a positive effect on the improvement of elementary school students' environmental literacy and creative problem-solving ability, and it is judged to be an effective educational method with high student satisfaction.

KCI등재

저자 : 박지영 ( Jee-young Park )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 196-214 (19 pages)

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This study examines the possibility that simple posting tweet activities like posting a photo with a short mention would allow a scientific inquiry. Seventy-two university students participated and posted place-based living thing observation tweets. Five hundred and eighty-six tweets and 59 reports from participants were analyzed to explore characteristics of observation twitters and participants' perspectives on observation twitter activities. The analytic framework on tweets was built upon six categories, including "lecture", "knowledge", "inference", "change", "opinion", and "situation". The data showed that more than 80 per cent of tweets were simple forms, like posing a photo with a short comment. In contrast, 6 per cent of tweets were more sophisticated forms, revealing more than four categories. The categories "change" and "inference" were deeply related to presenting the more complicated situations and detailed observations. To describe and explain changing processes, participants would consider various possible cause and effect relations and relate their prior knowledge with their observation. Most of the participants reported that the influence of the observation Twitter activity allowed them to pay more attention to their daily environment and living things. Observation Twitter served as an appropriate tool for users to enjoy and experience the scientific inquiry process. The research result discussed the implications of further developing an online platform as a scientific inquiry tool.

KCI등재

저자 : 이성재 ( Seongjae Lee ) , 전상학 ( Sang-hak Jeon )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 215-228 (14 pages)

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Recently, it has been suggested that some human traits taught as monogenic inheritance are not monogenic traits. This study examined whether the concepts of "monogenic inheritance" and "multifactor inheritance" in the Life ScienceⅠ textbook had any inaccuracies, as well as whether the examples of genetic traits used to explain monogenic inheritance were appropriate. For this research, four major books on biology, genetics, and eight high school life scienceⅠ textbooks were compared to clarify the meaning of two genetic concepts and then four human traits (earlobe attachment, cheek dimple, widow's peak, and togue rolling) were analyzed by using OMIM, a human trait database, and related literature to determine whether or not they were an appropriate example of monogenic traits. As a result, the term "multifactorial inheritance" was not clearly distinguished between "polygenic" and "multifactorial." In addition, we found that explanations in textbooks could give rise to alternative concepts for both genetic concepts. We also found that there is insufficient literature and studies suggesting that earlobe attachment, cheek dimples, widow's peak, and tongue rolling are monogenic traits. Therefore, we recommend that some human genetic traits which are widely acknowledged by many scientists and commonly mentioned in biology major books should be primarily considered to teach monogenic inheritance. In conclusion, we hope that this research will be useful in clarifying two ambigous genetic concepts in Life ScienceⅠ textbooks and proposing the direction of textbook revision.

KCI등재

저자 : 김선영 ( Sun Young Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 229-241 (13 pages)

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This study explored changes of the preservice biology teachers' epistemological worldviews about teaching and learning before and after science methods courses and after field experiences. Further, their reflections on constructivist teaching during field experiences were explored. The preservice teachers learned about constructivism, and science learning theories through science methods course I during the spring semester and had chances of simulated instruction utilizing constructivist teaching approach through science methods course II during the autumn semester. Then they had a chance of field experiences during the next year of spring semester. Data were collected using the survey of epistemological worldviews on the beliefs about teachers' role, students' role, curriculum and evaluation. Pretest, posttestI, and posttestII were administered for three consecutive semesters. Further, the open-ended questionnaire about their reflection on constructivist teaching during the field experience were administered after the field experience. The results indicated that there were no statistical differences among pretest, posttestI, and posttestII of epistemological worldviews. However, the analysis of open-ended questionnaire revealed that the preservice biology teachers most represented relativist views (82.4%) about teachers, while contextualist views (47.1%) about students after the field experience. Also, the preservice science teachers most represented contextualist views about curriculum (70.6%), which is acquisition of situationally relevant knowledge and skills after field experience. Finally, the preservice teachers most represented both contextualist view (47.1%) and relativist view (47.1%) on evaluation after field experience. In addition, about 43% of the preservice teachers mentioned that they implemented the constructivist teaching during the field experiences.

KCI등재

저자 : 서연경 ( Yeonkyung Seo ) , 김흥태 ( Heung-tae Kim ) , 주은정 ( Eunjeong Ju )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 242-252 (11 pages)

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The purpose of this study was to explore urban elementary school students' natural experiences and examine the relationships among natural experiences, connection to nature, and engagement in science learning. The participants were 272 sixth graders, living in Seoul, Korea. The instrument to survey consists of four parts: perception of nature, companion of natural experience, connection to nature, and engagement in science learning. The results of this study are as follows. First, the average of natural experience near their home and the average of preference for nature in parks and deep forests were the highest. Students often experienced nature with their parents. In addition, the number of positive emotional responses to all natural places was the highest, and the proportion of evocative emotions in deep forests and botanical gardens was higher than in other natural places. Second, natural experience by place, companion of natural experience, and preference for nature by place influence connection to nature positively. Third, connection to nature directly affects engagement in science learning. As the connection to nature is positive, engagement in science learning increases. These results suggest that in order to expand the natural experiences of elementary school students, it is necessary to prepare efficient scientific education methods so that they can experience various natural experiences inside and outside of school.

KCI등재

저자 : 이원철 ( Won-chul Lee ) , 심규철 ( Kew-cheol Shim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 253-264 (12 pages)

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The purpose of this study was to investigate the perception of high school students about the collaborative problem-solving and the science-related attitudes. The instrument of surveying their perceptions about the collaborative problem-solving consists of 26 items (Likert 5-point scale) and 5 domains such as representing, sharing, comparing & selecting, co-constructing, and maintaining teamwork. And the instrument of surveying their science-related attitudes consisted of 20 items (Likert 5-point scale) and four domains such as the scientific inquiry, the social implications of science, the normality of scientists and the enjoyment of science lessons. Subjects were 373 high school students who were 169 males and 204 females. They had positive perception about collaborative problem-solving in science class. Female students perceived more positively about collaborative problem- solving than males. They had slightly positive science-related attitudes, and there was not significant difference between the science-related attitudes of females and males. The correlation between the perception of collaborative problem-solving and the science-related attitudes was very high. The results implied that the potentials can be useful of learning strategies to actively use collaborative problem-solving in science classes. Otherwise, it suggested that it should be considered the ways to cultivate science-related attitudes in high school science classes.

KCI등재

저자 : 정원준 ( Won-jun Jung ) , 김용진 ( Yong-jin Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 50권 2호 발행 연도 : 2022 페이지 : pp. 265-275 (11 pages)

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This study compared the achievement of students after conducting paper-assessment and processfocused assessment for the same unit in middle school science class. In order to compare the achievement of paperassessment and process-focused assessment, the correlation between the score of paper-assessment and those processfocused assessment was calculated. By comparing the grades of all students, correlation was obtained, and correlation was also obtained for male and female students. The correlation between paper-assessment and process-focused assessment scores for all students is .903, boys .858, girls .924. It showed quite high relevance. In addition, the change in achievement grade was also analyzed for each individual. 88% of students had the same achievement grade for paperassessment and process-focused assessment, and 11% had higher achievement grade for process-focused assessment than paper-assessment and 1% had the opposite. It was confirmed that the achievement grade of the process-focused assessment was improved compared to the paper-assessment in female students compared to male students. Finally, interview analysis was conducted on students who showed a difference between paper-assessment and process-focused assessment. Through this, it was confirmed that it was effective to conduct a process-focused assessment by replacing the current paper-assessment.

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