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Department of Graduate School of Education, Dankook University, Gyeonggi-do 448-701, Korea(Received July 2, 2012; Accepted August 5, 2012)요약. 사범대학에서는 예비 교사가 자신의 전공 분야의 지식을 습득하고 그것을 다른 사람에게 발표하거나 가르치는 능력을 기르도록 지원해 주어야 한다. 예비 교사가 수업 능력을 발달시키기 위해서는 발표 기회를 많이 가져야 하며, 일부 대학에서는 세미나 과목을 통해 그러한 기회를 제공하고 있다. 이 연구에서는 예비 교사가 자신의 전공 내용에 대해 발표를 하는 세미나에 어떠한 인식을 가지고 있는지 조사하고, 세미나 발표 능력을 분석·평가할 수 있는 틀을 개발한 후, 사례 연구를통해 세미나 발표 능력이 어떻게 변화하는지 탐색해 보았다. 예비 교사들은 세미나를 통해 발표력을 향상시키며 전공 내용에 대한 이해를 심도 있게 할 수 있다고 생각하고 있었다. 반면 세미나 발표 내용 이해나 토론, 영어 해석 등에 어려움이 있음을 지적하였다. 세미나 수행 단계에 따라 평가 내용, 평가 항목, 평가 방법 등을 포함하는 발표 능력 분석틀을 개발하였다. 이분석틀을 활용하여 예비 교사의 세미나 발표 능력 발달 정도를 정량적, 정성적으로 비교·평가해 보았다. 세미나 강의의 효율적인 운영을 위한 제언, 세미나 발표 능력 분석틀의 활용 방안 등의 교육적인 시사점을 논의하였다.주제어: 세미나 발표, 예비 교사, 세미나에 대한 인식, 발표 능력ABSTRACT. The college of education should support pre-service teachers to learn knowledge of their major and developthe ability of presenting or teaching the knowledge. The pre-service teachers may have many opportunities of presentationsto develop the ability of teaching. Some college of education provide such opportunities in the ‘seminar’ course. In this studywe investigated the pre-service teachers' perceptions on the seminar where they present contents of their major, developedthe framework to analyze and evaluated the seminar presentation ability, and explored the change of presentation abilitythrough a case study. Pre-service teachers perceived that from the seminar they could develop the presentation skill and under-stand the scientific contents more deeply. However they pointed out the difficulty of understanding others' presentations, dis-cussing on the contents and interpreting the English paper. We developed the presentation analysis framework including theevaluation elements, the evaluation items, and the evaluation methods according to the progress of a seminar presentation.Using this framework we evaluated and compared the development of seminar presentation ability of a per-service teacherboth quantitatively and qualitatively. We discussed the educational implication of this study such as the suggestion for theeffective management of a seminar and the usage of the presentation analysis framework. Key words: Seminar presentation, Pre-service teacher, Perceptions on seminar, Presentation ability

화학교육 연구의 최근 동향을 파악하기 위하여 국내와 국외 화학교육 학술지에 게재된 논문을 비교 분석하였다. 국내 학술지로는 대한화학회지와 한국과학교육학회지를 선택하였고, 국외 학술지로는 Journal of Chemical Education을 선택하였다. 세 학술지에 2000년에서 2009년까지 10년간 게재된 논문을 분석하였다. 연구 결과, 연구 주제로 ‘교수법 및 교육공학’,‘학습자 특성’, ‘화학 개념 및 실험’ 순서로 많이 연구되었고, 한국의 사회적 특성이 반영된 ‘교육과정 및 교과서’ 연구도 종종 이루어졌다. 연구에서 다루어진 화학교육 목표는 ‘개념 이해 및 개념 변화’가 가장 많았고, 국외의 경우 ‘성취도 또는 성적’이, 국내의 경우 ‘실험·탐구 능력’과 ‘태도, 흥미, 동기’가 두 번째로 많았다. 연구 대상으로 국내에서는 중학생과 고등학생을 대상으로 하는 연구가 많은 반면 국외에서는 대학생을 대상으로 하는 연구가 많아, 국내 연구에서 고등교육에 대한 관심이 요구된다. 연구 방법으로 ‘조사 및 검사’가 가장 많이 사용되었고, 국내의 경우 ‘자료 분석 및 내용 분석’과 ‘실험 연구’,국외의 경우 ‘실험 연구’가 두 번째로 많았다. 미래의 화학교육 연구에 대한 시사점을 논의하였다. 주제어

E-mail: jyhannn@chungbuk.ac.kr(Received November 3, 2011; Accepted December 28, 2011)요약. 화학을 배우고 가르칠 때의 어려움을 파악하기 위하여, 화학교육 홈페이지 인터넷 화학 Q&A 게시판에 학생과 교사가 올린 질문을 분석하였다. 학생과 교사의 질문은 내용과 동기 측면에서 서로 다른 경향을 보였다. 화학I에서 학생들은‘물’ 영역에 가장 많은 질문을 하였고 교사는 ‘생활 속의 화합물’ 영역에 가장 많은 질문을 하였다. 화학II에서 학생들은‘기체, 액체, 고체’에, 교사는 ‘화학 반응과 에너지’가 가장 많은 질문을 하였다. 화학 관련 질문을 하는 동기로 학생들은 불분명한 화학 개념과 문제 해결에 도움을 받기를 원하였고, 교사는 정보 탐색이나 실험에 관련된 질문을 많이 하였다. 화학Q&A 게시판은 화학을 배우고 가르칠 때 필요한 정보를 주고받는 장이 되고 있었다. 화학 교육에 Q&A 게시판을 활용하는시사점을 논의하였다. 주제어: 화학 질문, Q&A, 학생의 질문, 교사의 질문, 화학 교육ABSTRACT. This study analyzed the questions posted on the chemistry Q&A board by students and teachers in a chemistryeducation homepage, in order to understand the difficulties in learning and teaching chemistry. The different tendencies werefound in the contents and the motivations of questions by students and teachers. In Chemistry I, students raised many ques-tions in the ‘Water’ unit, while teachers raised many ones in the ‘Chemical compound in our life’ unit. In Chemistry II, studentsasked many questions in the ‘Gas, liquid, solid’ unit, while teachers did in ‘Chemical reaction and energy’ unit. Students' motivationsof questioning were ‘Explanation of unclear concept’, and ‘Problem solving’, while teachers' motivations were ‘Searching inform ation’,and ‘Question in experiment’. The Q&A board provided a field in exchanging informations needed in learning and teaching chemistry.Educational implications were discussed on the use of Q&A board in chemistry education.Key words: Chemistry question, Q&A, Student’s question, Teacher’s question, Chemistry education

The purpose of this study is to identify secondary chemistry teachers' abilities to carry-out experiment lesson successfully. As far as the research method is concerned, literature reviews, analyses of abilities to carry-out experimentation from science textbooks, and a survey of science teachers' perceptions of experimental ability were employed along with the progressive discussions among the authors. In order to identify secondary chemistry teachers' abilities to carry-out experimentation, we divided the experiment lesson into three stages of preparation, conduct and arrangement, and management of lab, and added the stage of safety. Each stage is classified into sub-areas, and the sub-area consists of subordinate elements. The safety stage was included separately to emphasize the importance of the safety issue in lab and experimental activities. The secondary chemistry teachers' abilities to carry-out experimentation are the abilities to perform 화학 교사에게 필요한 실험 능력

In this study, the 9th grade students were interviewed to explore their comprehension and interpretation processes of inscriptions representing the concept of atom and molecule. We used a semiotic model for the interview and the analysis of result. The research result revealed that the students performed structuring processes of interpreting inscriptions successfully, but they had a difficulty with translating processes for attaining the target concept or for connecting an inscription with another inscription. Translating processes of connecting inscription with text showed a different result according to achievement level of each student. On the other hand, all the interviewees showed similar sequences in the processes of interpreting inscriptions. Educational implications of these findings were discussed.

School of Science Education, Chungbuk National University, Chungbuk 361-763, Korea(Received May 6, 2008)요약. 예비교사들은 자신의 수업 실행에 대한 반성과 평가 기회를 많이 가지는 것이 좋다. 이 연구는 사범대학의 교재연구 및 지도법 강의에서 예비교사들이 수업을 시연하고 반성한 결과를 논의한다. 예비교사들은2명 또는 4-5명이 함께 수업을 계획하고, 진행하고, 평가하는 방식인 ‘코티칭’으로 수업을 시연하였다. 다른 예비교사들의 코티칭 수업 시연을 보면서 그에 대한 비평을 작성해 보았다. 모든 예비교사들의 수업 시연이 끝난 후, 코티칭 수업에 대한 장점 및 단점에 대한 인식을 조사하였다. 예비교사들은 코티칭의 단점(예, ‘사공이많으면 배가 산으로 올라간다.’)보다는 장점(예, ‘백지장도 맞들면 낫다.’)에 더 많은 비중을 두어 논의하였다. 주제어: 코티칭, 인식, 예비교사ABSTRACT. Pre-service teachers should have many opportunities of reflection and evaluation on their teaching prac-tices. This research provides discussions on the results of pre-service teachers’ teaching demonstrations and their reflec-tions on the teaching in the lecture of “teaching methods and study on teaching materials” at a college of education. Pre-service teachers were grouped in pair or in 4-5, and demonstrated the coteaching instruction, in which pre-service teach-ers planed, practiced, and reflected their lesson altogether. Other pre-service teachers watched the others' teaching dem-onstrations, and wrote comments on it. After all the pre-service teachers demonstrated their lessons, they reported theirperceptions on the coteaching instruction including merits and shortcomings of coteaching. Pre-service teachers dis-cussed on the coteaching focused more on the merits of coteaching (e.g., “many hands make the work easy”) rather thanon the shortcomings of coteaching (e.g., “too many cooks spoil the broth”). Keywords: Coteaching, Perceptions, Pre-service Teacher

The posters are the tools to communicate authors' idea with others by visual image and a little word. Every discipline has its own sign with specific meaning shared by the members of the discipline. Chemists and students learning chemistry, therefore, will communicate with each other by specific chemical signs (codes). The Korean Chemical Society has held the feast of drawing chemistry posters by students nationwide since 2004. In 2004 and 2005, more than three thousands of posters were submitted, and about one hundred and fifty posters were selected as the prize winners. The award was divided by the grade levels of elementary, middle, and high school. This study explores the codes of chemistry used in students' posters. With the analysis of the visual elements and the verbal elements of posters, 7 chemical codes were found such as the liquid, the experiment apparatus, the graduations, the chemical language, scientists, the earth and environment, and things around us. In addition, the differences were investigated on the grade levels, on awarded or non-awarded poster, and on the years. Educational implications of these findings are discussed.

In this study we investigated the types of inscriptions representing the concept of atom and molecule in the 9th grade science textbooks developed under the 7th National Curriculum, and analyzed the processes of interpreting those inscriptions on the view of semiotics. The concept of atom and molecule was represented in various ways such as circular diagram, matters of everyday life, ball-and-stick, and STM graphic, etc. We identified two kinds of inscriptions on the basis of the possibilities of handling models: the inscriptions that represent concept of atom and molecule by image; the inscriptions that represent concept of atom and molecule by using specific matters. We analyzed the processes of interpreting inscriptions systematically with a semiotic model that includes ‘structuring processes' and ‘translating processes'. The interpretation of inscriptions representing concept of atom and molecule was a complex process requiring many steps of interpreting works. Educational implications of these findings are discussed.

In this study, the effects of two types of reward methods in cooperative learning were investigated upon students' achievement, learning motivation, perceptions of learning environment and perceptions of reward methods. Seventh graders (N=61) were selected from a co-ed middle school in Seoul, and were taught about 'three states of matter', 'motion of molecules' and 'change of state and thermal energy' for 14 class hours. Reward methods were classified into task-oriented reward and performance-oriented reward. The results revealed that high-level students performed better in the task-oriented reward group, and low-level students performed better in the performance-reward group for the 'application' subcategory of the achievement test. The scores of attention and relevance in learning motivation and task orientation, involvement, and order and organization in perceptions of learning environment test were significantly higher in the task-oriented reward group than those in the performance-oriented reward group.

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one`s idea and to synthesize and conciliate group`s idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.