Earticle

The purpose of this study is to give middle and high school students work concept through experiments for helping them understand typical stages of operation of a real heat engine by using PASCO's heat engine cycle experiment tools. In order to understand the work of heat engine, isothermal processes, isobaric process, this experiment was carried out with 2 factors; mass and temperature of water, respectively.The change in pressure is measured with a low pressure sensor. The change in piston height is measured by the attached string over rotary motion sensor pulley. The change in volume is calculated by multiplying the change in piston height by the piston cross-sectional area.The main results of this study are as follows: First, the more the mass increased the more the work of heat engine increased.Second, this operating Heat engine work was increased by increasing the temperature of water.Third, This operating heat engine cycle helps middle and high school students understand typical stages of operation of a real heat engine.Fourth, A difference between heat engine work and the theoretical work was increased by increasing the mass of being added to the cylinder.

In an effort to provide information about the effect of Microcomputer-Based Laboratory (MBL) use in science teaching and learning on student achievement and attitudes, a review of research analyzed studies was done between 1981 and 2001, using a meta-analysis procedure. Thirty-seven published and unpublished studies were reviewed. Use of MBL was shown to be potentially effective in the following condition of class; two students, physics teaching, more than one topic, or at the college level. Appropriate research design strategies, financial support (including hardware and software), and the use of more than one instrument for assessing the effect of the MBL instruction are crucial factors for more informative research studies. While helpful in many respects, the prior research revealed a number of problems related to the use of MBL in school science teaching and learning. The prior research does not support the desired intention described in the theory-based outcomes and reveals so little about how teachers and students use MBL, how it influences their teaching and learning, and how effectively it fits into the existing science curriculum. In order to know if the integration of MBL in the existing school science is worth it or not, more careful research design and comprehensive research should be done.

인류가 직면한 여러 환경 문제 중 지구온난화는 우리에게 직·간접적으로 큰 영향을 끼치고 있고 더욱 심화되는 중이다. 이러한 위협에 대응하고 적절한 돌파구를 고안해내기 위해서는 미래를 살아갈 학생들이 기후변화의 원인에 대해 자세히 이해할 수 있도록 교육이 이루어져야 한다. 특히 기후변화의 다양한 원인 중에서도 인간 활동에 의한 원인보다 더 광역적이고 대규모의 영향을 줄 수 있는 원인 중 하나가 토양 호흡이다. 토양 호흡이기후변화에 미치는 영향이 지대함에도 불구하고 이와 관련된 탄소 순환 개념과 관련된 교육의 내용과 강조는 매우 부족한 실정이다. 따라서 본 연구에서는 2015 개정 과학과 교육과정의 통합과학과 생명과학I 교과서에서 탄소 순환에 대한 탐구 활동이 어떻게 제시되고 있는지 분석하고, 교육과정 개정 및 교과서 개발 시에 활용할 수 있는 MBL 센서를 활용한 탄소 순환 탐구 활동을 제안하였다. 본 연구를 통해서 제안된 탐구 활동은중학생 또는 고등학생의 탄소 순환에 대한 시스템적인 인식을 함양하고, 나아가 기후변화에 대응하는 창의적인 사고를 촉진하는 데 기여할 수 있을 것이다.

Among the many environmental problems facing humankind, global warming is one of the most direct impact issues on us and is deepening. In order to respond to these threats and make appropriate responses, education must play a role so that students who will live in the future can understand the causes of climate change in detail. In particular, among the various causes of climate change, education on soil respiration which is more extensive and can have more impact than human activities is currently treated very poorly in the carbon cycle concept. Therefore, in this study, we attemped to analyze how inquiry activities of the ‘carbon cycle’ were presented in the Integrated Science textbook abd Biology I textbook based on the 2015 revised science curriculum. Also, we attempted to propose Microcomputer Based Laboratory (MBL) inquiry activity of carbon cycle that can be used to revise curriculum and develop textbooks. This MBL inquiry activity is expected that middle and high school students will be able to improve systematic thinking of the carbon cycle and promote creative thinking in response to climate change.