Cell biology education最新文献_第8页

Analysis on the Science Key Competence of Inquiry Activity in High School Science according to 2015 Revised National Curriculum - A Case Study on Life Science Textbooks - 基于2015年国家课程修订的高中科学探究活动科学关键能力分析——以生命科学教材为例

Cell biology education Pub Date : 2019-06-01 DOI: 10.15717/BIOEDU.2019.47.2.197

송신철, K. Shim

{"title":"Analysis on the Science Key Competence of Inquiry Activity in High School Science according to 2015 Revised National Curriculum - A Case Study on Life Science Textbooks -","authors":"송신철, K. Shim","doi":"10.15717/BIOEDU.2019.47.2.197","DOIUrl":"https://doi.org/10.15717/BIOEDU.2019.47.2.197","url":null,"abstract":"The students in secondary schools have been taught calculus as an important subject in mathematics. The order of chapters-the limit of a sequence followed by limit of a function, and differentiation and integration- is because the limit of a function and the limit of a sequence are required as prerequisites of differentiation and integration. Specifically, the limit of a sequence is used to define definite integral as the limit of the Riemann Sum. However, many researchers identified that students had difficulty in understanding the concept of definite integral defined as the limit of the Riemann Sum. Consequently, they suggested alternative ways to introduce definite integral. Based on these researches, the definition of definite integral in the 2015-Revised Curriculum is not a concept of the limit of the Riemann Sum, which was the definition of definite integral in the previous curriculum, but “F(b)-F(a)” for an indefinite integral F(x) of a function f(x) and real numbers a and b. This change gives rise to differences among ways of introducing definite integral and explaining the relationship between definite integral and area in each textbook. As a result of this study, we have identified that there are a variety of ways of introducing definite integral in each textbook and that ways of explaining the relationship between definite integral and area are affected by ways of introducing definite integral. We expect that this change can reduce the difficulties students face when learning the concept of definite integral.","PeriodicalId":84416,"journal":{"name":"Cell biology education","volume":"36 1 1","pages":"197-212"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72944989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

중학교 자유학년제 활용을 위한 과학기반 융합교육(STEAM) 프로그램에 따른 효과 분석 运用中学自由学年制的科学基础融合教育(STEAM)项目的效果分析

Cell biology education Pub Date : 2019-06-01 DOI: 10.15717/bioedu.2019.47.2.130

이영희, 이지현

引用次数: 0

사슴벌레 기르기 프로그램이 과학 탐구 능력 및 자연친화적 태도에 미치는 영향- 초등학교 2학년을 대상으로 - 鹿虫饲养计划对科学探索能力及亲近自然态度的影响——以小学二年级学生为对象

Cell biology education Pub Date : 2019-06-01 DOI: 10.15717/BIOEDU.2019.47.2.117

Eun-Sil Lee, Hong Seung Ho

{"title":"사슴벌레 기르기 프로그램이 과학 탐구 능력 및 자연친화적 태도에 미치는 영향- 초등학교 2학년을 대상으로 -","authors":"Eun-Sil Lee, Hong Seung Ho","doi":"10.15717/BIOEDU.2019.47.2.117","DOIUrl":"https://doi.org/10.15717/BIOEDU.2019.47.2.117","url":null,"abstract":"The purpose of this study was to investigate the effect of ‘stag raising’ program on elementary school students’ science process skills and nature-friendly attitude. Also we surveyed student’s opinion about this program. This program was developed for a total of 15 sessions. The developed program was applied on one class of 2nd grade in J elementary school located in J-city. ‘Stag raising’ program was divided into two steps. First step is preparing for raising stag. In this step, students surveyed stag using internet and talked about how to raise animal. Second step is raising stag. In this step students wrote nature journal and made good environment for stag. The results of study showed significant differences of the students’ science process skills to the experimental group participating in this program except for classification domain. And the experimental group in the program also showed significant differences in nature-friendly attitude. This means that ‘stag raising’ program developed under consideration of the characteristics of elementary school students positively influenced on science process skills and nature-friendly attitude. In the future, we need to develop raising animal and nature journal program more variously that it needs to be applied to elementary schools.","PeriodicalId":84416,"journal":{"name":"Cell biology education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81000040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

뇌기반 진화적 접근법에 따른 초등 과학 야외학습에서 인지적 영역의 적용․확장 단계 활동에 대한 과학 창의성 평가 방식별 차이 분석 根据以脑为基础的进化接近法，对小学科学野外学习中认知领域的应用及扩张阶段活动的科学创意性评价方式的差异分析

Cell biology education Pub Date : 2019-03-01 DOI: 10.15717/BIOEDU.2019.47.1.1

박형민, Chae-Jo Lim

引用次数: 0

교육과정 개정에 따른 학교 급별 생물 분류 내용의 변천 随着教育课程修订的校级生物分类内容演变

Cell biology education Pub Date : 2019-03-01 DOI: 10.15717/bioedu.2019.47.1.87

이영미, 김남일, 강은희

引用次数: 0

문제중심 STEAM 프로그램이 고등학생의 과학 관련 태도와 STEAM 수업에 대한 인식에 미치는 효과 以问题为中心的STEAM课程对高中生科学态度和对STEAM课程认识的影响

Cell biology education Pub Date : 2019-03-01 DOI: 10.15717/BIOEDU.2019.47.1.59

이지윤, Kew-Cheol Shim

{"title":"문제중심 STEAM 프로그램이 고등학생의 과학 관련 태도와 STEAM 수업에 대한 인식에 미치는 효과","authors":"이지윤, Kew-Cheol Shim","doi":"10.15717/BIOEDU.2019.47.1.59","DOIUrl":"https://doi.org/10.15717/BIOEDU.2019.47.1.59","url":null,"abstract":"The purpose of this research was to develop a problem-based STEAM program, and to examine its effects on the science-related attitudes of high school students, and their perceptions about the STEAM instruction. The problem-based STEAM program consisted of two topics, designing my health and water keeping my body. The subjects were 121 10th graders, who were conducted on a control group for explanation-based instruction and an experimental group for the instruction using problem-based STEAM program. The instrument to survey the science-related attitudes of high school students consisted of four factors such as the social implication of science, the attitude toward scientific inquiry, the adoption of scientific attitudes, and career interest in science. Surveying the perception about the instruction using STEAM program was performed regarding the interest in the instruction, the effects of the instruction, and the participation in the instruction. The results suggested that the problem-based STEAM program positively influence high school students’ the science-related attitudes, and the perception about the instruction using STEAM program. Therefore using problem-based STEAM program could be effective on improving high school students’ attitudes and participating in science learning and convergency education.","PeriodicalId":84416,"journal":{"name":"Cell biology education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89211090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

대학에서의 과학 탐구 수업이 고등학교 과학 동아리 학생들의 과학에 대한 태도 및 학습 동기에 미치는 영향 大学科学探究课程对高中科学社团学生对科学的态度及学习动机的影响

Cell biology education Pub Date : 2019-03-01 DOI: 10.15717/BIOEDU.2019.47.1.12

이명준, Jae-Ho Sim

{"title":"대학에서의 과학 탐구 수업이 고등학교 과학 동아리 학생들의 과학에 대한 태도 및 학습 동기에 미치는 영향","authors":"이명준, Jae-Ho Sim","doi":"10.15717/BIOEDU.2019.47.1.12","DOIUrl":"https://doi.org/10.15717/BIOEDU.2019.47.1.12","url":null,"abstract":"The purpose of this study was to examine the effects of the experience of science inquiry class in university on students’ attitudes toward science and motivation of science learning. The subjects were 22 high school science club students. In this study, four science inquiry programs were developed. This inquiry programs were characterized that students planned and executed their own inquiries, and discussions were highly encouraged in this process. The collection of research data was done through questionnaire surveys, video recording, and interviews about the experiences of inquiry lessons. The results of the study were as follows. The results showed that there was no significant difference in students’ attitudes toward science and motivation of science learning, but students replied that science experiment activity in the university provided various positive experience that could not be provided in high school. Initially, it was difficult for students to determine the problem of inquiry through the group discussions, to modify them, and to do the inquiry design on their own. During the course of several experiments, students replied that designing their own exploratory activity was hard but very meaningful. In addition, the science club students seemed to feel the tension, interest, and fun by conducting the experiment of the dissection that was not exposed to them in high school. The interviews showed that these experiences would have an influence on the discovery of their aptitudes and decisions in colleges and career.","PeriodicalId":84416,"journal":{"name":"Cell biology education","volume":"396 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80539952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

3D 프린터를 활용한 식물의 구조 프랙털 제작 STEAM 수업이 과학 탐구 능력, 창의적 문제해결력 및 과학적 흥미도에 미치는 효과 利用3D打印机制作植物结构分形STEAM课程对科学探索能力、创意性问题解决能力及科学兴趣的效果

Cell biology education Pub Date : 2019-03-01 DOI: 10.15717/bioedu.2019.47.1.50

홍진석, Hong Seung Ho

引用次数: 1

중학교 과학영재 학생의 과학적 가설에 대한 인식과 가설설정 능력 中学科学英才学生对科学假设的认识和设定能力

Cell biology education Pub Date : 2019-03-01 DOI: 10.15717/bioedu.2019.47.1.72

이혜경, Hyoung-Yong Park, Youngsoo Kim

引用次数: 0

2009 개정과 2015 개정 교육과정에 따른 생명과학 I 교과서의 탐구활동 비교 根据2009年修订与2015年修订的教育课程，比较生命科学I教科书的探索活动

Cell biology education Pub Date : 2019-03-01 DOI: 10.15717/BIOEDU.2019.47.1.35

박은경, Eunyoung Jeong

{"title":"2009 개정과 2015 개정 교육과정에 따른 생명과학 I 교과서의 탐구활동 비교","authors":"박은경, Eunyoung Jeong","doi":"10.15717/BIOEDU.2019.47.1.35","DOIUrl":"https://doi.org/10.15717/BIOEDU.2019.47.1.35","url":null,"abstract":"In this study, the inquiry activities in Life Science I textbooks according to the 2009 revised and 2015 revised science curriculum were analysed in terms of frequency, type, skills, and scientific and engineering practices. The results of the study are as follows. First, the frequency of inquiry activity increased in the 2015 revised Life Science I textbooks. Second, the most common type was ‘Thinking’ in both the 2015 revised and the 2009 revised Life Science I textbooks. However, the rate of ‘Simulation activity’, ‘Investigation, Discussion, Debate’ and ‘Expressing’ increased. Third, there were many ‘Interpretation of data’ and ‘Inferring’ in the 2015 revised and 2009 revised Life Science textbooks, and there was no ‘Problem recognition’. Fourth, there were many ‘Analyzing and interpreting data’ and ‘Constructing explanations and designing solutions’. However, ‘Obtaining, evaluating, and communicating information’ increased greatly, ‘Developing and using models’, ‘Using mathematics and computational thinking’ and ‘Engaging in argument from evidence’ increased in the 2015 revised Life Science I textbooks. And ‘Questioning and problem definition’ was not addressed. Finally, the frequency of inquiry activities, the number of inquiry skills and scientific and engineering practices differed according to the publishers. In conclusion, a variety of inquiry activities should be presented and various inquiry skills and practices are emphasized.","PeriodicalId":84416,"journal":{"name":"Cell biology education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73551710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1