"과학문화교육"

2005-05-25 (Vol 2, No 5)

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과학교육학 학위논문 요약과 종합해설

Chemistry Curriculum Comparison in Selected Michigan High Schools

ABSTRACT

Data were collected in two regular and one advanced placement chemistry classes in two Michigan suburban high schools in order to analyze four research objectives such as (1) a description of the educational environment of the two high schools, (2) an analysis of educational objectives, (3) an analysis of topics and teaching methods, and (4) an analysis of student interest. A total of 40 class periods were observed, and 20 sets of student evaluation materials and three yearly teacher plannings were surveyed. Kloper's categories were used for the analysis of educational objectives and chemistry topics. The developed categories were used for the analysis of teaching methods and student interest. Most data were analyzed by counting frequency, calculating percentages, and tabulating the results.

Educational objective were instructed, which were knowledge and comprehension objectives, 46.3 percent to 68.2 percent; scientific inquiryⅠ, 11.2 percent to 17.8 percent; application, 3.2 percent to 16.1 percent; and scientificⅡ, Ⅲ, and Ⅳ, 0.0 percent to 4.2 percent in the 40 classroom observations. In the student evaluation methods, educational objectives were emphasized, which were knowledge and comprehension, 39.5 percent to 48.0 percent; application, 43.7 percent to 45.4 percent; and scientific inquiryⅡ, Ⅳ, and manual skills, 0.0 percent to .5 percent.

In the analysis of chemistry topics, the two regular programs planned to emphasize mostly chemical laws, energy relationships and equilibrium in chemical systems, and atomic and molecular structure. The advanced placement program planned to emphasize mostly chemical materials(15.3 percent), chemical law(15.3 percent), energy relationships and equilibrium in chemical systems(24.7 percent), and atomic and molecular structure(16.9 percent) in the total instruction hours. All three programs rarely taught general topic categories(0.0 percent to 7.4 percent). In the analysis of teaching methods, the two regular programs planned to use mostly lecture, student experiment, problem solving, and test. The advanced placement program planned to use more student experiment methods(31.2 percent) than lecture method(29.2 percent) in the total instruction hours.

In the analysis of student interest, lecture, problem solving, and socratic method classes received less interest than experiment classes or lecture classes. Manual skills(60.3 percent to 85.5 percent) captured greater student interest than knowledge and comprehension(41.3 percent to 53.2 percent).
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Dissertation for the Degree of Ph. D.
Michigan State University
Hyonam Kim
1984
Supervisor: Ben. A. Bohnhorst

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