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한국생물교육학회> 생물교육(구 생물교육학회지)

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  • : 자연과학분야  >  과학교육
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  • : 한국생물교육학회지(~2011) → 생물교육(2012~)

수록정보
수록범위 : 1권0호(1968)~49권3호(2021) |수록논문 수 : 1,300
생물교육(구 생물교육학회지)
49권3호(2021년 09월) 수록논문
최근 권호 논문
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KCI등재

1초등학교에서 동물복지교육 실태 분석 및 활성화 방안 연구

저자 : 박헌우 ( Heonwoo Park )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 309-318 (10 pages)

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Societal concerns regarding animal rights and welfare are rising. In response to this social phenomenon, educators should consider incorporating animal welfare education into public education. To explore new educational approaches to animal welfare, topics related to animal welfare in the 2015 revised curriculum were carefully analyzed. Teachers' awareness on this issue was also evaluated in order to apply appropriate methods of animal welfare education in elementary education. The study found some contents of the 2015 revised curriculum that presented specific examples of animal welfare. Science units including Life Cycle of Animals, The World of Animals, Ecosystem and Environment introduced animal welfare. Other subjects of the curriculum also implemented the concepts of animal welfare. On the other hand, current teachers were aware of the need of animal welfare education, however the lack of systematic training prevents them from producing maximum effect of the current education. Therefore, a systematic training for teachers must be established, and an innovative approach to the new curriculum must be taken.

KCI등재

2거꾸로 하는 문제중심 학습(FPBL) 수업에서 나타난 학생들의 인식론적 프레이밍 분석 - 고등학교 생명과학 동아리 적용 사례를 중심으로 -

저자 : 유경주 ( Gyoungju Yu ) , 차희영 ( Heeyoung Cha )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 319-335 (17 pages)

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The purpose of this study was to analyze the characteristics of the discourses through epistemological framing and the factors influencing the epistemological framing of high school students involved in FPBL(Flipped and Problem-Based Learning) classes on cancer. FPBL classes in twelve steps were conducted for three weeks with 16 students of a life-science club in a general high school. To collect data from four groups of four students, group activities were recorded as well as the whole-class activities. During the classes, the data from all discourses and activities were collected, and interviews and self-evaluation reports were performed. All the discourses and interviews were transcribed and coded. The analysis showed that discourses regarding 'finding the right answers', 'using only the information given by the teacher', 'accumulating information without criticism', 'filling in the worksheets without discussion', 'producing output to satisfy the teacher', and 'being not confident in learning' were found when classroom-game framing was formed. When making-sense-of-phenomena framing was established, discourses featuring 'there are no fixed answers', 'using one's background knowledge and asking questions with curiosity', 'critical search for information and organization of it', 'active discussion', 'reaching a rational solution', and 'expressing self-confidence in learning' appeared. The factors that affected classroom-game framing were misconceiving unstructuredness of FPBL, misunderstanding the finding-facts step, positioning framing of indicator-receiver, and having the burden to produce output. The factors that affected the formation of making-sense-of-phenomena framing were students' internalization of problems, the teacher's feedback, characteristics of the problem-solving step, and positional framing of facilitator-constructor. These results can be useful resources for teachers who want to apply FPBL lessons to their classes to promote learner's epistemological framing.

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This study aimed to develop a stakeholderbased decision-making activity for preservice teachers related to a socioscientific issue about the COVID-19 crisis. The activity was designed based on the existing literature about SSI based education and the COVID-19 crisis, as well as the exploration of participating preservice teachers' practices. The decision making activity on the elementary school reopening issue is designed for preservice teachers to be positioned as the Ministry of Education, teacher, and parents and centers around deciding elementary schools' reopening conditions. The activity involves the following five steps: (a) introduction to the SSI and background knowledge regarding the SSI, (b) construction of stakeholderbased decisions, (c) evaluation of the constructed decisions by one another in different stakeholder positions, (d) sophistication of the decisions, (e) discussion among preservice teachers to reach a consensus. The results of this study contribute useful information for science education communities' efforts to improve learners' decision-making abilities on SSIs.

KCI등재

4중학생의 유전 가계도 문제 해결에서 나타나는 주의 집중과 해결 과정 분석

저자 : 임효정 ( Hyo-jeong Lim ) , 권용주 ( Yong-ju Kwon )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 350-361 (12 pages)

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The purpose of this study is to analyze the attention and problem solving process on genogram by junior high school students. It was analyzed by using an eye tracker. 30 participants were divided to 3 groups according to problem solving ability which is determined by the rate of correction. Attention is analyzed by duration of fixation and number of fixations. Problem solving process is analyzed by number of visits and time to first fixation. AOIs are categorized into 7 parts; question, key, questioned target, important evidence, less important evidence, the least important evidence and background. On average of all problems, a group with high problem solving ability had less attention to the background. They were confident and solve the problem easily. A group with middle problem solving ability had more attention to the background. On average of difficult problems, they had more attention to important evidence and the least important evidence. It means they are not confident and confused about their answer and solving method. A group with low problem solving ability had less attention to important evidence. It's because they had difficulty in searching important evidence. In problem solving process, students who have high problem solving ability searched important evidence directly and switched their attention effectively according to the importance of evidences. Students who have middle problem solving ability switched their attention to less important evidence earlier than important evidence. It's because they were confused about the importance of evidences. Students who have low problem solving ability switched their attention to the background early and questioned target the last, which is not efficient way. In this study, the characteristics of attention and problem solving process were different according to the problem solving ability on genogram. It is expected that teachers could improve their understanding of students who have different problem solving ability. And they can suggest an effective way to solve the genogram problem in teaching and learning situations.

KCI등재

5학습 활동 유형 계획에서 내용 영역의 선택에 따라 과학 내용 중심의 통합 수업이 예비 초등교사의 테크놀로지 내용교수지식에 미치는 영향

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

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 362-379 (18 pages)

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이 연구는 테크놀로지 내용교수지식의 함양을 고려한 과학 내용 중심의 통합 수업이 내용 영역의 선택에 따라 예비 초등교사의 지식에 미치는 영향을 알아보았다. 연구 참여자는 2018년 및 2019년 2개 학기 동안 과학 내용 중심의 통합 수업을 수강한 194명의 교육대학생이다. 연구참여자는 세 가지 유형으로 구분되었으며, 1) 단일집단 사전-사후검사 설계 전체 참여자 집단, 2) 통제집단 종속 사전-사후검사 설계에 기반하여 내용 영역의 선택 여부에 따라 설정한 집단 1 및 집단 2, 3) 생명 영역 또는 지구와 우주 영역 중 선택한 내용 영역의 종류로 나눈 집단 2의 하위 집단이다. 적용한 프로그램의 주요 활동으로서 집단 2의 예비 교사는 스스로의 테크놀로지 내용교수지식을 토대로 융합 수업을 계획할 때, 2015 개정 과학과 교육과정의 내용 영역을 선택하는 기회가 주어졌다. 양적 자료는 47개 문항의 테크놀로지 내용교수지식 검사 도구로 프로그램 적용의 사전 및 사후에 수집되었다. 이 연구는 적용한 프로그램이 예비 초등교사 연구참여자 집단의 테크놀로지 내용교수지식의 점수를 높이는데 기여할 수 있음을 입증하였다. 그러한 결과는 예비 교사 교육에서 연구참여자가 테크놀로지를 통합한 과학 수업에 대한 지식을 쌓고, 지식의 융합을 깊이 있게 반성하였기 때문으로 보았다. 또한 테크놀로지 내용교수지식과 그 하위 지식 구성요소는 내용 영역 선택의 기회에 상관없이 향상될 수 있음을 확인하였다.


The purpose of this study is to investigate the impact of an integrated science content-based course, focused on TPACK enhancement, on the knowledge of elementary teacher candidates in accordance to their content domain choice. The participants for this study include 194 elementary school teacher candidates enrolled to an integrated science content-based course for two semesters in the 2018 and 2019 academic years. The subjects were divided into three types: a) the entire participant group, which was part of the one-group pretest-posttest design, b) the intervention groups 1 and 2, formed based on a content domain choice, and c) the subgroups of the group 2 based on the selected content domain type. When the pre-service teacher of the group 2 planned a learning activity type guide based on their TPACK as a major activity in the program, they were given the choice to select a content domain from the national science curriculum for elementary school students in Korea. Quantitative data was collected from the pre- and post-test results concerning the TPACK questionnaire comprising 47 survey items. It was demonstrated that the integrated course enhanced the teacher candidate group in terms of their TPACK scores. We attributed this to the integration of digital technology in teacher education, which has helped teacher candidates to increase their knowledge of technology- integrated lessons and become deeply involved in reflecting on the convergence of knowledge. It was suggested that TPACK and its knowledge components could be improved regardless of there being an opportunity to choose the content domain.

KCI등재

62015 개정 교육과정 과학과 일반선택과목 교과서에 구현된 탐구실행요소 및 기능 분석

저자 : 곽영순 ( Youngsun Kwak ) , 신영준 ( Youngjoon Shin )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 380-390 (11 pages)

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This study aims to explore the reconstruction status of the 2015 revised curriculum implemented in the textbook by analyzing the inquiry practice elements and skills of science general elective textbooks. Textbooks from three publishers with a high selection rate among textbooks in Physics I, Chemistry I, Life Science I, and Earth Science I were analyzed using the textbook analysis framework suggested in the previous study. Main results include the total frequency of inquiry practice elements was Physics I 67∼89, Chemistry I 35∼72, Life Science I 35∼70, Earth Science I 34∼49, and the subject with the most inquiry-related activities in the textbook was Physics I, and the subject with the least amount of inquiry-related activities was Earth Science I. There was a large difference in the frequency of inquiry practice elements and skills presented by subjects, textbooks, and core concepts. The ratio of skills presented in the inquiry practice element showed a similar trend irrespective of subjects and textbooks. 'Data collection, analysis and interpretation' and 'conclusion and evaluation', which are traditional scientific inquiry activities, showed the highest ratio. On the other hand, recently emphasized inquiry activities such as 'mathematical thinking and computer use', 'development and use of models', 'evidence-based discussion and argumentation', and 'problem recognition' all showed a low rate of less than 10%. In the analysis of sub-elements of skill, sub-elements related to traditional inquiry activities were predominant. 'Creative design' and 'scientific participation and lifelong learning ability' showed significant differences by subject. Based on the research results, ways to reconstruct inquiry practice and skills were suggested for the 2022 revised science curriculum.

KCI등재

7증강현실과 가상현실을 활용한 과학 수업이 초등학생의 과학학습동기와 학업성취도에 미치는 영향

저자 : 정민형 ( Minhyung Jung ) , 소금현 ( Keumhyun So )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 391-398 (8 pages)

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This study was conducted to examine the effect of science class with augmented reality(AR) and virtual reality(VR) contents on elementary students' scientific learning motivation and academic achievement. Two third grade classes were divided into two groups. Experimental group was treated with science class using AR and VR contents and general class according to teacher manual was implemented for the comparison group. The results of this study were as follows. First, science class with AR and VR contents was effective in improving scientific learning motivation. Second, science class with AR and VR contents had significant effect on improvement of academic achievement. The study results showed that science class with AR and VR contents was effective for elementary students' scientific learning motivation and academic achievement.

KCI등재

8제 7차, 2009 개정, 2015 개정 교육과정에 따른 광합성 관련 개념의 수평적, 수직적 연계성

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

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 399-416 (18 pages)

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The curriculum is being revised in response to social demands, and efforts are being made to increase the articulation, especially to create a high-quality curriculum. Therefore, it is necessary to analyze whether the articulation is properly considered according to the revision of the curriculum. The purpose of this study is to analyze whether photosynthesis-related concepts are properly considered for articulation as the curriculum is revised. To this end, the horizontal and vertical articulation of photosynthesis-related concepts presented in textbooks of the 7th, 2009 revised, and 2015 revised curriculum were analyzed. The photosynthesis- related concept was analyzed by dividing it into 'plant composition', 'transpiration', and 'photosynthesis'. For the analysis, Semantic Network Analysis(SNA) was used. The study results are as follows. First, the horizontal articulation of photosynthesis-related concepts by curriculum appears to be higher as the curriculum is revised. Second, the vertical articulation between elementary and middle school is relatively high, but the vertical articulation between middle and high school is relatively low. As a result, there were few concepts commonly articulated between elementary, middle, and high school levels. Third, as there are many concepts presented only in high school, it is necessary to optimize the concepts. It is expected that the results of this study will be appropriately reflected in the revision of the next curriculum and the development of textbooks. In future research, it is expected that an analysis of the articulation between the core concepts of life sciences and other science subjects such as physics, chemistry, and earth science will be analyzed.

KCI등재

9'혈액의 관찰' 탐구 보고서에서 드러난 학생의 관찰 결과 기술 및 결론 도출의 특성

저자 : 이민주 ( Minjoo Lee ) , 장은영 ( Eun-young Jang )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 417-430 (14 pages)

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There is a growing importance of science learning based on the inquiry and the student's experience of inquiry. Experiment with observation is one of the fundamental way of school inquiry and it also resembles the practice of scientists. This study explored the characteristics of the students' description on the observation results and the conclusion drawing in the 'observation of blood' experiment in secondary school. Based on the method of qualitative case study, data from the students' reports were collected and analyzed inductively. For better understanding of the data, we also analyzed the frequency of each category, too. Research findings show that students' characteristics of description on their observation of the blood were categorized into three types; simple statement, observation statement, and observation and scientific reasoning. The characteristics of students' conclusion drawing were also categorized into three types. They were simple conclusion, combination of observed data, and scientific reasoning based on the evidence. The most frequently occurred types were qualitative description of the observation and conclusions consisted with mere combination of the results. These findings suggest that there should be more scaffolds and educational efforts to enhance students' inquiry practice specifically focused on the well balanced observation and scientific reasoning.

KCI등재

10국가수준 학업성취도 평가 서답형 문항에 대한 응답 특성 분석 - 과학과 생명 영역을 중심으로 -

저자 : 이재봉 ( Jaebong Lee ) , 심규철 ( Kew-cheol Shim )

발행기관 : 한국생물교육학회 간행물 : 생물교육(구 생물교육학회지) 49권 3호 발행 연도 : 2021 페이지 : pp. 431-441 (11 pages)

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This study aims to examine the response characteristics of middle school students on the constructed response items related to life science of National Assessment of Educational Achievement (NAEA). The response characteristics on the constructed response items of 2018 NAEA were analyzed comparatively according to score type, correct answer-rate, and achievement level. The results suggested that middle school students have a lack of knowledge about basic concepts of science. Most of middle school students were found to have the ability to understand and simply express the problem situations of the short-answer assessment problem. However they were found to be insufficient of the ability to think comprehensively by relating the problem situations to scientific concepts. The results suggested that the lesson should be needed to improve the understanding of basic scientific concepts and the reasoning of utilizing scientific concepts in the inquiry context. It is necessary to enforce the connection between instruction and assessment alignment in school science, and to encourage science teachers to utilize the constructed response assessment problems. They can carry out the detailed feedback and strategies for science teaching and learning on the basis of the students' response characteristics on the constructed response assessment problems.

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