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한국생물교육학회> 생물교육(구 생물교육학회지)

생물교육(구 생물교육학회지) update

BIOLOGY EDUCATION

  • : 한국생물교육학회
  • : 자연과학분야  >  과학교육
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수록정보
수록범위 : 1권0호(1968)~48권2호(2020) |수록논문 수 : 1,240
생물교육(구 생물교육학회지)
48권2호(2020년 06월) 수록논문
최근 권호 논문
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KCI등재

1과학사 학습과 과학사를 활용한 수업실연이 과학의 본성에 대한 예비 생물교사의 인식에 미치는 영향

저자 : 강경희 ( Kyung-hee Kang )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 155-167 (13 pages)

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This study examined the effect of science history learning and lesson demonstration using science history on pre-service biology teachers' perceptions about the nature of science. The subject of this study was 14 preservice biology teachers. A perception pre/post test about the nature of science was conducted on them. Their responses were analyzed in accordance with the inductive approach. Pre-service biology teachers showed the view that scientific knowledge is to be found in the nature of scientific knowledge. They also tended to think about scientific research only in experiments. However, they have a relatively good understanding of the nature of scientific thinking. The result of post test have shown that they recognize the importance of creativity and imagination in the process of generating scientific knowledge. They also showed the perception that inductive, deductive, and abductive thinking, which are scientific thinking, are interconnected and that the science process takes place. In particular, it recognized the interrelationship between science, technology and society and emphasized the importance of the responsibility and ethics of scientists. The results of the study indicate that science history learning is effective in improving preservice biology teachers' perception about the nature of science.

KCI등재

2소집단의 과학적 모형 구성 과정에서 나타난 리더십 분산

저자 : 송현진 ( Hyunjin Song ) , 김희백 ( Heui-baik Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 168-187 (20 pages)

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The purpose of this study is to explore how leadership is distributed in the scientific modeling of small group and interpret it from the perspective of students' epistemological framing and positional framing. We focused on two small groups of 8th-grade students who participated in six modeling activities about excretion. We qualitatively analyzed the students' distributed leadership, epistemological framing, positional framing, and modeling processes. In case of Small Group 1, students' modeling processes were unproductive when students' epistemological framing was 'classroom game' and positional framing was 'indicator' and 'receiver'. A new primary leader emerged when her authority increased by teacher. As emergent leader whose framings were 'understanding phenomena' and 'facilitator' interacted with others and negotiated with others' framings, others' framings shifted to the framings of 'understanding phenomena' and 'respondent' and they conducted productive modeling processes. In case of Small Group 2, students' modeling processes were productive when students' epistemological framing was 'understanding phenomena' and positional framing was 'facilitator' and 'respondent'. However, when the two co- primary leaders positioned each other as 'competitor' while stuck to their arguments and accumulated negative affects, one leader's leadership behavior decreased considerably. The cut-off of interaction and exchange of arguments between each other resulted in a reduction in evaluation and modification of group's model. As a result, they conducted unproductive modeling processes. This study will contribute to the construction of foundation for distributed leadership and shift of students' framing to support the productive scientific modeling process.

KCI등재

3fMRI 분석을 활용한 두뇌 연결망 기반 생물 분류 학습 모형 개발

저자 : 변정호 ( Jung-ho Byeon ) , 권용주 ( Yong-ju Kwon )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 188-202 (15 pages)

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The purpose of this study is the development of the learning model for biology classification by investigation of interaction among brain regions related to the thinking process of biology classification. The researcher analyzed the brain activation region during biology classification, and the effective connectivity of the brain was analyzed by structural equation modeling for the construction of the learning step. Also, the learning factor and instruction strategy were composed of neurological and cognitive psychological analysis to brain connectivity of biology classification. Researchers found the brain connectivity circuit like as; visual cortex-premotor cortex-dorsolateral prefrontal cortex-ventrolateral prefrontal cortex-dorsolateral prefrontal cortex. That is, the brain affects the thinking process of biology classification according to the brain pathway. Also, the learning step, factor, and strategy were extracted by analysis of brain pathway and interaction effect. Finally, the researcher was able to develop the learning model of biology classification based on brain connectivity.

KCI등재

4교사학습공동체에서 이루어지는 생산적, 비생산적 탐구의 특성에 관한 사례 연구

저자 : 심수연 ( Soo-yean Shim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 203-214 (12 pages)

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This study was conducted to explore characteristics of productive and unproductive inquiry in professional learning communities (PLCs). Based on a situated and sociocultural perspective on learning, I examined how two high school science PLCs (L PLC, W PLC) engaged in social interactions to improve teaching. Each PLC participated in 5 full-day professional development sessions (“Studios”) for 6-8 months. In Studios, all science teachers in a school collaborated with researchers and coaches to plan, implement, and debrief lessons. I qualitatively examined the PLCs' discourse in the Studios. Based on the analysis, I found that L PLC mostly showed productive inquiry, while W PLC showed unproductive inquiry. The two PLCs' inquiry showed three contrasting features. First, L PLC actively used classroom data in the inquiry to improve instructional practices, while W PLC did not. Second, L PLC focused on developing and testing instructional practices that could be used across multiple contexts, while W PLC focused on separate strategies that were specific to certain lessons. Finally, L PLC gathered, analyzed, and used multiple kinds of classroom data, while W PLC only used some observational data. This study can inform educational researchers and practitioners about how to study and support teachers' collaborative inquiry in PLCs.

KCI등재

5예비 생물교사들의 생물 이미지의 객관성 인식 - 이미지 재현 방식을 중심으로 -

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

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 215-227 (13 pages)

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This study attempted to explore the pre-service biology teachers' perceptions on objectivity, focusing on the format of the images. In particular, this study focused on the perception of objectivity based on three kinds of format of image which are representative image in biological science, drawing, photographs, and image with expert interpretation. 43 pre-service teacher biology teachers participated in the study. Participants evaluated perceived objectivity of each image with 5-point Likert scale, and described the reason for individual evaluation. Overall, preservice teachers highly valued objectivity for photographs and diagram with expert interpretation compared to drawing. Next, constant comparative analysis was performed on the described responses, and as a result, four types of perceived objectivity were revealed: objectivity as typicality, objectivity as mechanical exclusion of subjectivity, objectivity as professionalism, and objectivity as reality. Majority of participants recognized objectivity as the mechanical exclusion of subjectivity. However, this study suggests that it is necessary to be careful not to recognize scientific objectivity only as a mechanical exclusion of subjectivity, given that the form of objective images can vary including drawings based on the nature of biology. In addition, based on the result of various perception of meaning of objectivity, this study suggest that the various belief on meaning of scientific objectivity is likely to coexist in the process of teaching or evaluating biological inquiry in the biology educational field. Therefore, from the biology teacher training process, it is necessary to help to understand diverse meaning of scientific objectivity and lead a pluralistic attitude toward various objectivity and biological image formats.

KCI등재

6국립과천과학관의 생물 전시물 관람에서 초등학생들의 안구운동 분석

저자 : 이소영 ( Soyoung Lee ) , 신원섭 ( Won-sub Shin ) , 신동훈 ( Dong-hoon Shin )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 228-241 (14 pages)

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The purpose of this study is to analyze the eye movements when elementary students watch biological exhibits at the science museum. This study was conducted in the biology section of 'Basic Science Hall' in Gwacheon National Science Museum. The ten elementary students participated in this study wearing eye tracking glasses (ETG). To ensure the validity of the study, only 4 students were selected as the final analysis targets. After every student had enough time to get used to ETG, each student walked around the science museum freely and enjoyed the exhibits without any regulations. All the eye movements and utterances made during the observation were recorded. All the following interviews were also recorded. The results of this study are as follows. First, the students tended to watch the biological exhibits according to their individual characteristics rather than the characteristics of the exhibits. The types of exhibits they selected and the time they spent for watching exhibits were mostly influenced by the individual's interest and background. Second, despite the different characteristics of the students, there were exhibits commonly visited. Most students watched those attractive exhibits over the average time. These exhibits were found to be influenced by the exhibition elements and students' routes in the museum. Third, students commonly watched some specific elements of exhibits according to the kind of display element, difficulty of contents, position and appearance. On the other hand, there were differences in eye movements in exhibits due to individual characteristics or preferences. Fourth, the interest in exhibits is related to the degree of understanding, rather than the time the student spent for the exhibits. Besides, the degree of understanding exhibits was influenced by the text explanations of the biological exhibits and the prior knowledge that students have.

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The purpose of this study is to analyze achievement standards and learning contents presented in the “Diverse Living Things and Our Life” unit of elementary school science developed under the 2009 and 2015 revised national curricula. For achievement standards, this study analyzed the achievement standards statements, inquiry activities and learning factors written in the 2009 and 2015 revised national curricula documents. The learning contents were analyzed in four areas, learning topics, learning objectives, inquiry activities, and biology materials. For learning objectives, this study analyzed the learning objectives of each lesson in teachers' manuals of the 2009 and 2015 revised national curricula, For learning topics, inquiry activities, and biology materials, the investigator extracted and analyzed the learning topics, inquiry activities, and biology materials of the analysis unit in the science textbooks of the 2009 and 2015 revised national curricula. The analysis results show that inquiry activities and learning factors of achievement standards, learning topics, inquiry activities, and biology materials changed in accordance with the intents of 2015 revised national science curriculum in the domains of scientific attitude, proper amounts of learning, emphasis on the core competencies of the science subject, and student participation-based lessons. For achievement standards, there were no achievement standards in the domain of scientific attitude, and learning objectives were focused on the domain of scientific knowledge in the 2015 revised national science curriculum, Therefore, it is necessary to organize more achievement standards and learning objectives in the domain of scientific attitude.

KCI등재

8학습자 삶의 맥락을 강조하는 모바일 플랫폼 기반의 대학 교양 생물학 교육과정 고안 및 학습자 동기의 변화 이해

저자 : 박지영 ( Jee-young Park )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 257-272 (16 pages)

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The purpose of this study was to provide a general biology course to enhance students' interest in biology and to recognize biology as a useful subject in life. The ARCS motivation strategies were performed, and a mobile platform was constructed to promote student participation. Fifty-eight college students were participated in this study. During a semester, there were two hours of class time per week, and three times of achievement tests and CIS (Keller, 2000) questionnaires were performed in five-week period. The changes of students' CIS scores through time and the relationships with their achievement were analyzed. As a result, the participants showed highly motivated through the given biology course. Among the four elements of motivation, the relevance and satisfaction aspects were relatively high while the attention aspect was relatively low. It is encouraging in that participants recognized the biology is important and relevant in their lives, and satisfied with learning activities from the lesson. The participants' motivation level was not consistently increased nor decreased over time, rather it has high correlation with their achievement. The attitude on the using mobile was very high, but not related the level of achievement nor motivation. The implications of using CIS to capture participants' motivation level was furtherly discussed.

KCI등재

9과학 논변 활동 수업에서 교사의 반응성과 반응성 향상 맥락 탐색

저자 : 윤선미 ( Sun Mi Yun ) , 김희백 ( Heui-baik Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 273-287 (15 pages)

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In this study, we explored how the teacher's responsiveness differs depending on how the teacher focuses on students' practice, and in what context the teacher shows the high-level responsive teaching. One science teacher and sixty students in middle school participated in the study. Seven argumentation tasks were developed in the photosynthesis lessons. The teacher's responsiveness was analyzed with class video recordings and transcripts of collaborative reflections between the teacher and researchers. From the results, when the teacher focused on the performance of students' activities, the teacher has shown the low-level responsiveness by noticing and analyzing the correctness of the students' responses, and executing lessons as planned without regarding the students' ideas. On the other hand, when the teacher focused on students' ideas, the teacher has shown high-level responsiveness by noticing and analyzing the students' opinions and revising the teaching strategy. In the two contexts, the teacher has shown the high-level responsive teaching; when the teacher recognized the cognitive difficulties of students and when the teacher reflected on the lesson in collaborative reflections. In these contexts, the teacher could notice the hidden meaning of students' utterances and analyze the reasons for students' cognitive difficulties. The results of this study will contribute to supporting a high-level of responsive teaching in science classrooms.

KCI등재

102015 개정 과학과 교육과정과 미국 차세대 과학 표준의 비교 분석 - 중학교와 고등학교 과정의 생태계 주제를 중심으로 -

저자 : 김은경 ( Eun-kyoung Kim ) , 김재근 ( Jae Geun Kim ) , 김흥태 ( Heung-tae Kim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 48권 2호 발행 연도 : 2020 페이지 : pp. 288-307 (20 pages)

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This study performed to provide educational implications for revising curriculum by comparing and analyzing US's Next Generation Science Standards(NGSS) performance expectations and Korea's 2015 revised science curriculum achievement standards on ecosystem concepts in middle and high school courses. For this, learning contents on ecosystem in 2015 revised science curriculum and NGSS were compared and analyzed, and educational objectives derived from achievement standard and performance expectations were compare and analyzed in terms of Bloom's revised taxonomy, statement types, and scientific and engineering practices or inquiry skills. As a result, Korea's 2015 revised science curriculum contained only contents about biodiversity in middle school, in particular, contents about matter circulation and energy flow in organism and ecosystem were not included in high school science. But NGSS dealt with overall contents about ecosystem in both middle and high school in a balanced way. Of knowledge dimension of Bloom's revised taxonomy, conceptual knowledge accounted for the highest percentage in Korea's 2015 revised science curriculum and NGSS. On cognitive process dimension, 'Understand' was mainly showed in Korea's 2015 revised science curriculum, but NGSS presented various cognitive process. Korea's 2015 revised science curriculum had many content-focused and activity-focused statements, but NGSS had numerous performance-focused statements. On scientific and engineering practices or inquiry skills, 'Collecting, Analyzing and Interpreting Data' took up the highest percentage in Korea's 2015 revised science curriculum and 'Drawing Conclusions and Performing Evaluations' did so in NGSS.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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