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全國 科學展覽會 生物 分野 出品作에 대한 分析的 硏究

全國 科學展覽會 生物 分野 出品作에 대한 分析的 硏究
Other Titles
(An) Analytical Study of the Exhibits in the Section of Biology in National Science Exhibitions
Issue Date
교육대학원 과학교육전공생물교육분야
과학전람회생물분야출품작Science Exhibitions생물교육
이화여자대학교 교육대학원
본 論文은 우리나라의 科學技術 振興과 國民生活의 科學化 風土造成을 위해 1957년(제3회)부터 1985년(제31회)까지 29년간에 걸쳐, 매년 開催된 全國 과학전람회(1969년7월 16일 총리령 제70호)의 生物부문 出品作 2001 作品을 5년간씩 年代別로 묶어 內容別, 對象別, 身分別, 學校別, 分野別로 出品數와 受賞數에 대해 比較 分析하여 그 경향을 살펴보았다. 이에 대한 結果와 考察內容은 다음과 같다. 1. 出品 內容面을볼때 기초과학의 生態에 대한 出品(45.5%)이 가장 많고, 形態 및 分類(17.6%), 기타(敎材, 敎具, 模型등, 15.9%), 生理(11.0%)順으로 出品되었고, 특히 遺傳과 變異(1.4%)는 거의 出品되지 않았다. 2. 年代別 出品內容은 1950년대는 形態 및 分類(47.9%)의 작품이 대부분이었으나, 1960년대 이후는 계속 生態(45.5%)에서 많이 출품되었으며, 受賞作品도 출품수에 비례하여, 生態(50.2%)에서 가장 많았다. 3. 出品對象에서는 敎師作品(47.6%), 學生作品(47.3%)이 비슷하고, 一般作品(5.1%)은 거의 出品 되지않았다. 年代別로 보면 1950년대는 學生作品(69.8%)이 거의 대부분이었으나, 점차 敎師作品數가 증가되고, 1970년 후반부터는 學生作品이 증가되는 반면 敎師作品은 점차 減少되는 추세를 보였다. 4. 對象 學校別 傾向을 分析해보면 學生作品은 국민학교(47.3%), 고등학교(30.3%), 중학교(22.4%)순으로 出品되었으며, 年度別로 볼 때, 국민학교는 出品數가 증가되었는데 비해, 중학교, 고등학교는 점차 減少現象을 보여, 이는 上級學校 進學이라는 부담감 때문에 나타나는 現象이라고 생각된다. 敎師作品도 學生作品과 같이 국민학교(43.5%)에서 가장 많이 出品되었고, 중학교에서 가장 적게 出品되었다. 5. 部門別 出品 內容을 살펴보면 物理部門 出品(40.0%)이 가장 많았고, 다음은 生物部門(30.5%)이 차지하고 있다. 또 生物部門과 他部門의 出品數, 受賞數를 比較해 볼 때, 出品數는 物理部門이 많고 受賞數는 生物部門이 많았다. 그러나 총 出品數와 총 受賞數에 대한 比率은 두 部門이 거의 비슷하다. 6. 과학전람회 施策에 대한 變遷과정을 보면 科學의 發達史와 敎育課程의 변천, 國家施策등에 관련되어 많은 變化를 가져왔고, 主催와 主管處가 바뀌면서 점차 細分化되고 體系化되면서 오늘에 이르고 있다.;We had National Science exhibitions (July 16, 1969 the prime minister order, number 70) from 1957 (the third) to 1985 (the 31th) in every year for the promotion of science and technology and making scientific civil life. In this study, 2601 exhibits which were put on the exhibitions in the section of Biology are classified per five years and analyzed into the number of exhibits and prize with the distinction of contents, objects, and sections. Through above mentioned process, the results of this study are as follows ; 1. The contents of exhibits: The most major exhibits are in ecology of basic sience (45.5%), the second is morphology and taxonomy (17.6%), the third is physiology (11.0%), the forth is heredity and variation (1.4%), and others (teaching material and tools, models ......, 15.9%). 2. The contents of exhibits in chronological order: In 1950's, the exhibits are almost in the division of morphology and taxonomy (47.9%). After 1960 these are almost in ecology continually. The numbers of prizes are proportional to the numbers of exhibits and occupied in ecology(50.2%). 3. Exhibitors: The proportion of teacher's exhibits (47.6%) is similar to the student's (47.3%) and there were few common people's. In 1950's, the student exhibits occupied the-most part but in 1960's, the teacher's increased in number gradually. Since the latter half of 1970's, there is a tendency to the increase of the student's exhibits and to the decrease of the teacher's. 4. The school of exhibits: In the student's exhibits, the order is elementary (47.3%), high (30.3%) and middle school (22.4%). The number of exhibits in elementary school increased but in middle and high school decreased. I think that this is caused by tax which students have for entrance into the school of higher grade. Also the teacher's exhibits were occupied almost in elementary school and middle school's are the least of all. 5. The exhibits in distinction of sections: The first is physics section (40.0%) and the second is biology section (30.5%). Comparing the number of exhibits with the prizes the exhibits are the most in physics and the prizes are the most in biology. But the proportion of prize to total numbers of exhibits numbers is similar in two sections. 6. The transition of policy of the national science exhibition ; It changed largely in connection with development of science, and transition of education curriculum and national policy. The sponsors and the supervisors of the exhibitions were changed, and the exhibitions have been specialized and systematized gradually.
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