IEG 환경지질연구정보센터

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(1)Jour. Korean Earth Science Society, v. 25, no. 8, p. 731−738, December 2004. J

(2). ö\ Ûö % LÒ ~ ;;\ÁB;*Á;.Ò ]LöL æ\L/, 363-791 Ï§ Óö` ;Ú. Secondary School Science Teachers’ Perceptions of Inquiry Learning Jeung Hee Park, Jeong Yul Kim*, and Ye Ri Park 'HSDUWPHQW RI (DUWK 6FLHQFH .RUHD 1DWLRQDO 8QLYHUVLW\ RI (GXFDWLRQ &KHRQZRQ &KXQJEXN .RUHD $EVWUDFW Secondary school science teachers’ perception on inquiry learning was investigated by using questionnaires. According to these results, science teachers, who are participants of the current Korea National Science Curriculum, responded that raising the ‘interest in science’ was the most important objective of science education, and using practical scientific subject matters in class will do such. More than 72% of science teachers have used reconstructed materials. When reconstructed textbook contents were used, teachers thought that the most important object is the ‘acquirement of scientific knowledge’. Most science teachers perceived inquiry learning as a student centered open investigation. Among factors that disturb inquiry learning, critical ones were ‘entrance examination’, ‘lack of teaching-learning materials’, ‘little understanding of inquiry learning’, and ‘lack of student’s will to inquiry’. ,FZXPSET inquiry, inquiry learning, teachers’ perceptions º £ \º 7ÁL LÒ¢ &çb ö\ Ûö j `Ò~ LÒ >&~ ö\ Û ¢ `Ò~8 * © . ö\ Û ö J^æ¢ BB~ BÞLG\ö~ þ >ö ^ BÞ æ 7ÁL LÒ¢ &çb `Ò Öö ~~, LÒ f LG~ 7º ÏR& ö & ¢ ¸º ©¢ '~ ®b, NB ²Ò¢ >ëö Ï~º ©b `Ò>î . &¦ª~ LÒ& ö\ Ûj Û¶ 7~ Ö ö\ ~ ®î, & « *ê, ö\>ë ` ¶ò~ ¦a, ~ ~æ ¦a, LÒ ~ ö\ Ûö & ~ ¦a ö\ Û~ *j ~º ºb `Ò>î . ºÚ ö\, ö\ Û, LÒ ~ . * V öº ò " vGj ~~º Ú JÑ ÿn ÒÏ>Ú zb, "' ö VË~ Bf "' ²·j <¾ "j Vº &Ë Î"' O»b Îæ ® (NRC, 1996). ÖÒ ¾¢öB ê vG";j BÞ rî " vGöB ö ";j 7º~Jº K ê³ >Ú zb, B 7 N vG";öBº ö¢ &Ë 7º Ï ; ~B ¶j "'b ö~º ËKj Vº. *Corresponding author: [email protected] Tel: 82-43-230-3720 Fax: 82-43-230-7176. ©j "º Ï~ ~¾ B~ ®j öò jî ¢, "~ V Bvj Ò rê ¶~ ö ¢ ÛB W~ê ;~ ® (vG¦, 1997, 1999). Þb vÒ& ö Ûj W~V *~ ¢ ~º Ë ºö & ¢~ ®Úzº, & « Bêf / >~ " , þÁ Û ~ j, vÒ~ ëZ "7, Û ¶ò~ ¦, vÒ vG~ j BV>î (Welch, 1981; Welch et al., 1981; ;ç" î«, 1993; *× , 1998). º " vÒö &~ 'b ·Ï~º ºö & ¢~ , B ö >ëj ¯ r~ vÒ ¶¢º ôf ÚJæ f vG~ Ï', , >ëö & &~&, v " ?f vÒ~.

(3) . ;;\ÁB;Á;.Ò. Table 1. Numbers of subject in this study (n=114) Gender. Career (years). Major. Male. Female. ~5. ~10. ~15. ~20. 21~. *P. C. B. E. etc.. Middle School High School. 25 19. 39 31. 19 16. 10 12. 13 7. 12 10. 10 5. 19 10. 14 14. 26 10. 5 15. 0 1. Total. 44. 70. 35. 22. 20. 22. 15. 29. 28. 36. 20. 1. *P: Physics, C: Chemistry, B: Biology, E: Earth Science. Ú' ºö V~(Anderson, 2002), ö~ W ö & " vG *^& 5 " vÒ ~ Jö B j>º ãÖ& z~ (;, 1992). National Science Education Standardsº ö¢ " ¶ ¶ ^ê¢ ~º ÒÏ~º · O», $ æj ËçÊ "' Bv" "¶ ¶ ^ê¢ ~º O»ö & ¢ áº ÿ ¢ B~& (NRC, 1996). ¾ ÿn öº " vGêöB 7º*~² ;~>Ú zb, ö >ëf ¶ ö V¢ · ~ ÒÏ>î (Anderson, 2002). öö & 7º* ;~º vÒ B " >ëö B ö¢ ¯~º ö Ú' nÚ¢ ~ B "æ á~ ® (Keys and Kennedy, 1999). "~ W"~¢ Ë Û ~ æzº "¶. ~ æ ";ö .6j vî~ §f ~~ öö B ½Ú¾ ~ F¯ æ, æ' ";" bî ', Ò²Á^z', VF' ~ã ~ ÿ' Öö . 6j ºº ö~ ÒBvz¢ &^z (;, 1992; Keys and Kennedy, 1999). ÿn ÚöBê ö 7 " vG~ Wz¢ * &" K ê³>Ú, « Bê& öK~ G;ö 76j vº OËb BF>î, .7v~ / >& Þ&® 6²~&b, þ BF" "v ~ æ³' {Ï Úæ ® («*K, 1994; vG¦, 2003; *Ö>, 2004). ö º " vG ~ã~ ÚÁ' æz~ vª ³öB " vÒ ~ vG";ö & , " Û æê, ö Ûö & , ö Û j &~º ºö & j rj¶ ~& .. \ ÚÏ 5 O» \ ê\ 7Áv " vÒ ~ ö Ûö & . " v *Ë~ ö Û ¢ Ò~V *~ ;ç" î«(1993) ÒÏ J^æ¢ V. ~ .j ÒÏ J^æ¢ ·W~& . " vG *^&~ ¦Æ¢ êö 6«~ " vÒ¢ &ç b 1N .j Ò¢ ~ ¦Ò ^~ ^B6 j >;Áj ê, Ï§ vG"ö~ þ >ö ^ *~ 7Áv " vÒ 70«j &çb 2N .j Ò¢ ~ O»ç~ ^B 6j 2k ê «'b " vG *^&~ ¦ Æ¢ Aj Ï J^æ& jW>î . J^æ~ ÚÏf vG";, " Û æê, ö Û, ö Û & ºö & ~Òj aº 4B~ '~ 28^b W>îb, F; ^ 26^" ö Û~ ;~, vÒ ¶~ >ë~ ßûj aº 2 B~ "& BF; ^ >Ú ® . \ &ç BÞvG"ö~ þ >ö ^ BÞ æ 7Áv vÒ 137«j &çb J^j ~& J^æ ²>Nf 100%& . 7 J^æ~ w ;{~æ p¾ ¦ 23B~ J^æ¢ B 114B~ J^æ& öB ªC>î . &ç vÒ~ Wê, vç ãK 5 *f Table 1 " ? .. \ Ö 5 ¢~ LG;ö & ~Ò vÒ f *¯ vG";öB "ö & f &j &Ë ;~ ®b, rb "~. wÏ, ö ËK~ Ë, c~' Ò~ Ë, " æ~ f Û Bb ;~ ® ~ ®î (Table 2). VW" ;JV(2000)~ ö ~~ vÒ f 6N vG";öB ö¢ &Ë ;~º ©b ~ ®î . ¾ .

(4) ö\Ûö%LÒ ~. . Table 2. Teachers’ responses on goals of science education (n=114) National science curriculum. Practical classroom. Goals. Middle school (%). High school (%). Total (%). Middle school (%). High school (%). Total (%). Acquirement of scientific knowledge Extension of inquiry ability Using science in practical life Interest in science Extension of creative thinking Cultivation of scientist. 9.4 17.2 20.3 42.2 10.9 0. 6.0 22.0 30.0 32.0 10.0 0. 7.9 19.3 24.6 37.7 10.5 0. 28.1 7.8 7.8 48.8 7.8 0. 44.0 16.0 4.0 32.0 2.0 2.0. 35.1 11.4 6.1 41.2 5.3 0.9. ~ Ö"öBº B 7N vG"; "' ö f ";j "~ Ú¶ vG"; ;~ ®röê ®~ vÒ f "ö & ¢ ¸ º ©j &Ë 7º " vG Ï ~ ®º ©b ¾æÒ . 44.7%~ vÒ ~ >&j J r * Ò ÒÏ~ ®º v"B~ >& '~ w~ &, 30.7%~ vÒº Ú[ w~& . *¯ v "B& ~ ¢ FB~º Î"'¢ w vÒº 20.2%, Û¢ w vÒº 62.3%& . $, *¯ v"B& ~ ö ËK j ËÊº êæ B w vÒº 25.4%& . Ö"º, B 6N vG";öB Ò Ï~ ®º v"B~ ÚÏ Ú[(44.8%), c~K " ö ËKj ËçÊº ¦'~ 6 (55.1%)~ ®º ©b ¾æÂ ;ç" î« (1993)~ Ö"ö j~ ² 3;' j " ® . ¾ ö ÿj Û V Bv j ~ ö ËKj ËçÒ > ®ê W >Ú¢ ~º v"B~ ßW vÒ ö² Ïª® >æ á~ ®b, "ö & f &j 7º~² '~º vÒ ~ º¢ ÏÊVö *® ©b 6B . Û æê vÒ f ¶ ~ B >ëöBê "ö & f &j ¸º ©j &Ë 7º~² '. w~&b, rf " æ~ f Û , ö ËK~ Ë, "~ wÏ Bî. (Table 2). vÒ ~ >ë~ Ï& B >ëö Úá² >' >ºæ¢ rjV *~ ‘7º~² '~º Ï ¢ >'~V * >ë~ ßû’j ^Ëb BF. ~ê ~& . ‘"ö & f &’j &Ë 7º~² ' w vÒ (35«)f >ë~ ßûb " &NB ²Ò¢ ÒÏ~¾, &N B 'z¢ Ï~, £ Ò®² >ë~J K ~, ÊÊ ^ > ®ê w ~& . ¶~ >ëöB ‘" æ~ f Û ’j &Ë 7º~² ' w vÒ (32«) f &N ²Ò¢ Ï~ J«~¾, ·~ ³¦ Û ¶ò¢ B~, ^B ¦ *j <º w~& . ‘ö ËK~ Ë’j 7º~² ' w vÒ (8«)f ö þ *" >ëj ê¯~, · :Ú¢ Ï~ >ëj ~, B^j Ï ~& . ‘"~ wÏ’j 7º~² ' w vÒ (6«)f Îv " &NB ²Ò¢ ê«~ " 7 ÏÎ >ëj w~& . ôf vÒ "ö & ¢ ¸, " æ~ ¢ û, "" "~ &ê¢ ; ~V *~ ‘ " &NB ²Ò’¢ >ëö ÒÏ ~ ®º ©b Ò>î . $, ö ËK~ Ë j 7º~² '~º vÒº þ *"~ >ëj ¶~ >ë~ ßûb Þ/~& . 75.5%~ vÒ '. ²Ò¾ ç ®j ã Ö v"B ÚÏö Î&~¾, v"B ÚÏ~ BB, B O», Û ¶ò¢ ÒW~ ÒÏ~ ® w~&, v"B~ ÚÏ" Wö V¢ >ëj . w vÒº 20.2%& . v"B¢ ÒW ãÖö " æ~ Î"' f Ûj &Ë 7º~² ' w~&b, rf " ~ wÏ, "ö & f &, ö Ë K~ Ë Bî (Table 3). v"B¢ Ï Ú ' >ë Ú'öB, " æ~ 7ºê& Ñ ® > ®º >ö, ö~ 7ºêº &Ë Ô.

(5) . ;;\ÁB;Á;.Ò. Table 3. Important objects for reconstructing contents of textbook (n=114) Objects Acquirement of scientific knowledge Extension of inquiry ability Using science in practical life Interest in science. Middle school (%). High school (%). Total (%). 46.6 8.6 25.9 19.0. 55.6 6.7 20.0 17.8. 50.5 7.8 23.3 18.4. ² > ®î . " Û æê¢ *~ ~ ^Vj ¶ > ®º Û ¶ò¢ ‘¶" F; ’ w vÒ& 31.6%, ~ ö ËKj ËçÒ > ®º Û ¶ò¢ ‘¶" BB~ ® ’ w vÒº 15.8%ö ®"~& . " þ" ö Û~ &êö &~ &¦ª~ vÒ (89.5%) " þf ö Ûj * &æ O» 7~ ~¾¢ w~&b¾, Þb º ~ ö ËKj ËÊº ®ÚB þ Ö jº~¾(21.1%) jº~ (64.9%) ' ~ ®î . Vö ~º þ~ Å>º 7 v~ ãÖ 5~6²(29.7%), 9~10²(28.1%);ê. ·~&b, vº 3~4²(46.0%) Úæ 1~2² (42.0%);ê, vö j 7vöB R z ôf þj ~ ®º ©b Ò>î . þ ÿf " ªê { þ(44.7%)" ªê ö þ(41.2%)b Úæ ®b, ~. þj ï& r þ Bf þ ";j &V~ ï& (63.2%) w~& . ¾ ">ë öB ‘ö’& «{~² ;~>æ pb, vÒ f öö & B' Bvj ;W~, ¶ ~ Bv" ¢~~æ pf Ob " >ëö Ï~ ® º (Windschitl, 2002)¢ " r, J^ö w vÒ ö ~ Ú¶ >&~ ö þ Úæ ®ºæö & ~^j BV~² B . *Ò ÒÏ~ ®º v"Bö >B þ~ WÏ ö'¢ w vÒº 20.2%&, Û ¢ w vÒº 64.9%& . v"Bö >B. þ ~ ö VËj ËçÊº Î"' ¢ w vÒº 15.8%&, Û¢ w vÒº 66.7%& . vÒ f ~ ö ËKj ËçÒ > ®º Ú' ö þ nÚB& Ö jº~¾(47.4%), Ú¶ ;ê jº~ (51.8%) ~& .. ö\ Ûö & ~Ò ö Ûö & ;ê¢ aº î^ö 50.9% ~ vÒ& ‘Ú¶ ;ê ~ ® ’ w~&, 34.2%~ vÒ f ‘Û’¢ w~& . ö Ûj Ïª® ~ ® w vÒº 7.0%ö ®"~& . vÒ~ 48.2%& * vG öB ö Û &Ë~æ p w~&, 45.6%º Ú¶ ;ê &Ë~ w~& . ;;~ (1990a, 1990b) & Ò " vG öBº 7v vÒ ~ 81%, v vÒ ~ &¦ª ö Û ®& Ë~ w ©ö j, ö Û~ * &Ë Wö & vÒ ~ 3;'b æz ©b . vÒ ö Ûj Úá² Bvz~ ®ºæ rjV *~ “ö Û¦ Zí¢ '~ îr?”¢º î^ö ^Ëb w~ê ~& . vÒ ~ wöB Û' ßû j ºÂ Ö", vÒ f ö Ûj (1) ^B Ö Û, (2) Û ¶ "ê' Û, (3) ;;zB "' ê~ >¯, (4) " öÒf æj ~ Û~º ";b ;~~& . ^B Ö Û: 26«~ vÒ f ö Ûj ‘ Û¶ ÊÊ ^B¢ Ö &º ";’ $º ‘^B¢ ÊÊ Ö > ®º ËKj Vº ©’ ~ ^B Ö Û¢ ;~~& . Ö«K (1999)º “" ö ËK¦ "¶ Ò~ ö jº ËKb ÚÊ ^Bö ¦P:j r " ' ö O»ö ~ ÊÊ ^B¢ Ö~º Ë K ”¢ ;~ : ® . Û¶ "ê' Û: 22«~ vÒ f ö Û j ‘ 7~ >ë’, ‘¶V "ê' Û’, ‘ Ê Ê dj~º Û’, ‘ ÊÊ ^B 5 ö Ú Ïj dj Ö ";j Îï~ þ 5 Ò¢ Û.

(6) ö\Ûö%LÒ ~. . Table 4. Disturbant factors in educational system and environmemt (n=114) Disturbant factors Entrance examination Over students per class Lab equipment Amount of works Estimate execution Lack of lab assistant Administration’s support etc.. Middle school (%). High school (%). Total (%). 22.8 28.3 5.4 28.3 2.2 6.5 4.3 2.2. 39.2 12.2 6.8 20.3 5.4 12.2 4.1 0. 30.1 21.1 6.0 24.7 3.6 9.0 4.2 1.2. Ö~º ©’ b ;~~& . Vöº ö Ûj B® ‘ 7’~ >ëb º &6", ö Ûj Î ";j "ê~º ‘Ö’ ö º &6 þ >Ú ® . Î"' Û ¢Ú¾J Û~ jºWj ~, ¶~ Ûj . > ®Ú¢ ~º, ©f ö Û~ ;~¢V º Î F;~ ÛöB Î N' Û ¢Ú¾V * j> º¢ > ® . $, ö Ûf vÒ& B~º nÚ~ ;êö V¢ · F;b ¾2 > ®b, vÒ ~ >ë Ïö V¢ ö >ë~ F; ¢î > ® (NRC, 2000). öÒf æj ~ Û~º ;: 18 «~ vÒ f ö Ûj ‘ ÊÊ öÒ¢ djÚ ~º Û’, ‘ ÊÊ þj Û B "' æj BÒ~ ~ 'Ï~º Û’ b ;~~& . ;~º " Bv~ Û "; 7ö Û>º ö "; VËö & ¦ ©b . f "j ~V * ~ "' º" j6' Ò¢ ÒÏö V¢ "' æ" "' ";j ÖÎ . vÒ f " ÛöB " Bv" ö ËK~ Û ;j ê ¢ (NRC, 1996). Sweitzer f ö >ëj ¢>' ö*Û ö ''b ^ b Bv, "; VË j Û~ê ºê~º vÒ~ ¯ÿ ¢ ;~~& (;¢, 1990). ;;z* ' ê~ >¯: 13«~ vÒ f ö Ûj ^B -&J J;- þ Jê-&J ¦ Ã~ ;;zB ê¢ ~º Ûb ;~~& . º Ã"~ö V>j z " ö Î;" ¢~. ~º ©b, ;;zB "' ö .N¢ V " æj BÒ > ®, þ¾ &V" ?f ãþj Û~ ~¾~ &J~ Y ªj 6 > ® º Ò(fR«, 1993)¢ ~ ® . z® vÒ f "j >¯~º ö Þ' ê Úæº "; ® % ®º, ö~ Wö & vÒ ~ Bvf ê; ö ¢ > ®º V²¢ ¦~² òº 7º º B (Windschitl, 2002). öê vÒ f ö Ûj ‘Ò > ®º ËKj ÊÖº Û’, ‘ÊÊ BÒ~º ËKj ÊÖ º Û’, ‘"' ö ê¢ ®º Û’, ‘ þÁ ãþ 7 Û’ b ·~² ;~~& . w vÒ~ &¦ª ‘ÊÊ’ $º Û¶ ‘"ê'’ ¢º Ú¢ ÒÏ~&º, º Û¶ 7~ Ö ö Ûö ÞË>Ú ®rj & . $ v Ò ~ ö Ûö & ;~ f 7º*~ ºç ', ö ";" VËö & Þ/ ¦j r > ® . ö\ Û & º ö Û~ & ºj vÒ ' º" v Ò ºb ª~, vÒ ' ºf B ê'Á~ã' º, v> Û ¶ò º, Û¶ º b ^ª~ ''~ º ö &~ vÒ &Ë & ºb '~º ©j F~ê ~& . vÒ f Bê'Á~ã' º 7öB ö Ûj &Ë ² &~º º & « Bê(30.1%), " vÒ~ ëZ "7(24.7%), / ö>~ ". (21.1%)¢ w~& (Table 4). º ;ç" î «(1993) Þ/ ö Û & ºö & vÒ. ~ w" ¢~~ ®º, « Bê~ BF, .

(7) . ;;\ÁB;Á;.Ò. Table 5. Disturbant factors in teaching materials (n=114) Disturbant factors National Curriculum Amount of text Inquiry learning assistant materials Guide for experimentation Contents for practice life etc.. Middle school (%). High school (%). Total (%). 11.3 23.9 43.7 12.7 8.5 0. 16.4 16.4 49.2 11.5 3.3 3.3. 13.6 20.5 46.2 12.1 6.1 1.5. Middle school (%). High school (%). Total (%). 11.1 15.3 13.9 58.3 1.4. 11.3 34.0 9.4 41.5 3.8. 11.2 23.2 12.0 51.2 2.4. Middle school (%). High school (%). Total (%). 44.1 7.4 30.9 8.8 8.8. 39.6 7.5 37.7 7.5 7.5. 42.1 7.4 33.9 8.3 8.3. Table 6. Disturbant factors in students (n=114) Disturbant factors Interest in science Little understanding of inquiry learning Lack of inquiry skills Lack of will to inquiry etc.. Table 7. Disturbant factors in teacher (n=114) Disturbant factors Little understanding of inquiry learning Poor ability to use lab equipments Study for subject matter Reject a necessity of inquiry learning etc.. / >~ 6² ~ vG ~ æzöê ® ~, vÒ f *® * vG ö Û j ¯~Vö ®Ïª ©b ~ ® º © j r > ® . v> Û ¶ò º 7öB ö Ûj &Ë &~º ºf ö >ë ¶ò~ Úê' BB" / (46.2%), v"~ ÚÏ Ú[ z V ÚÏ ôf ©(20.5%) î (Table 5). Çê ë (2003)~ Ö"¢ V~ v> Û ¶òº ÚÏ *"~ ¶ò& ôb, ôf vÒ v"B ~ v> Û ¶ò& >ëö S jº~. '~¾, V~ Û ¶òö &~ &Ú'b ®òÊò~ ®º ©b Ò>î . Û¶ º 7öB ö Ûj &Ë &~º º ÊÊ ö~Jº ~æ ¦(51.2%), ö Ûö & ¦;' (23.2%) î. (Table 6). vÒ f ~ Û ~æ~ ¦j & Ë '~² ~ ®îº, >ë~ Ï¢ ;~ ' ö v, B >ëöB ~ ¢ F B~V * · ê¢ ~ ®º ©ê f ? f £¢ " > ® .. vÒ º 7öB ö Ûj &Ë &~º º f ö Ûö & ¦(42.1%), * ' ö & 9f ¶V R ¦(33.9%)¢ w ~& (Table 7). 7Áv " vÒ f ö >ë Î"'b Â>æ pº © ö >ëö jº æj j vÒ ¶~ Ú' º º >ë ~ã" ?f ' º ¦'.~V r^ ©b '~ ®b¾(*× , 1998), vÒ º 7öB & ºj F~º ãÖ, vÒ ~ ö Ûö & ¦j &Ë & ºb ~ ®î . vÒ ö ËK~ ·j * ¶~ æê»j :ÞÚ¢ ãÖ, ö æêö & · æ" · v>»~ /, vÒ > ~ jºWj :¢ ®º ©b ÒB : ® (« *K, 1994).. ÖV 5 *Þ ÖV (1) vÒ f " vG~ &Ë 7º Ï¢ " ö & f &j ¸º ©b ~.

(8) ö\Ûö%LÒ ~. ®îb, *¯ v"B& ~ ¢ FBÊ , ö ËKj ËÊº '~æ pf ©b ~ ®î . (2) vÒ f B >ëöBê "ö & f &j &Ë 7º~² ' w~&b, " ö & ¢ ¸, " æ~ ¢ û, "" "~ &ê¢ ;~V *~ &N ²Ò¢ >ëö Ï~ ®î . &¦ª~ vÒ. v"Bö '. ²Ò¾ çj v"B ÚÏö Î&~¾ v"B¢ ÒW~ ÒÏ~ ® w ~&b, v"B¢ ÒW ãÖ, " æ~ f Ûj &Ë 7º~² '~ ®îb, ö ËK~ Ëf &Ë Ô² > ®î . (3) vÒ f ö ËK~ Ëj * þ j º~ ~ ®îb¾, v"Bö >B þ ~ ö VËj ËçÊº Î"'æ á~ º Ò¢ &æ ®îb, ~ ö Ë Kj ËçÒ > ®º Ú' þ nÚB& j º~ w~& . vÒ f ö Ûj ^B Ö Û, Û¶ "ê' Û, " öÒf æj ~ Û~º Û, ;;zB "' ê¢ > ¯~º © b ·~² ;~~& . ö Ûö & ;~ f 7º*~ ºç', ö ";" VËö & Þ/ ¦~, Û¶ 7~ Ö ö Ûö ÞË>Ú ®rj & . vÒ. ~ 45.6%& * vG ~öB ö Û Ú¶ ;ê &Ë~ w~&º, º V~ . ö j ö Û~ * &ËWö & vÒ ~ 3;'b æz~&rj & . (4) ö Ûj &~º ºf & « Bê, ö >ë ¶ò~ ¦, ~ ö~Jº ~æ~ ¦, vÒ ~ ö Ûö & ~ ¦ î . BÞ " vG ~ Þ& æzö V¢ vÒ ~ ö Û~ * &ËWö & 3;'b æz~ ®æò, *® & « Bê, vÒ~ ë Zï, / >º ö Ûj *~º ö &Ë & ºb > ® . V¢B vG ~ã~ æzö & æ³' &" R¶& ºB. . Þbº vÒ ~ ö Ûö & ~ B& jº, vÒ &æ ®º ·~ 7. . º* ;~ f B >ëöB~ ¯ö & Ú ' nÚ¢ B * > ìb, Û¶ 7~ Ö ö Ûö & ÞËB f ö ÛöB vÒ~ ö & ~ ¦j &^R > ® . $ vÒ f B >ëöB "ö & ¢ ¸, " æ~ f Ûj 7º~² '~ ®b, ö ËK~ Ëö & f Ôf © b ¾æÒ . ö Ûf Ö ö¢ &~®² Vº vÒö ~ ÂF > ®bæ, " æ " þ " ";" VËj " >ë~ Ï > ®º öæË' vÒ ·Wj * vG " > *Î Ú'>Ú¢ . îæïb, vÒ ~ >ë ¶òö & º¢ >'~,. ²Ò¢ Ï~ ~ ¢ ¸, ö ËKj ËÒ > ®º Úê' ö ¶ ò~ BB" / jº~ .. 6Ò~ º 2003j FêÒ~ vò21 Òëö ~ æö>îÛî . ¢^~ ö¢ ¦Æ ~ ¦ ¦ª >; j>ê ôf Þj " ÿ v>þ" «~ Ò*ö þ pf 6 Ò¢ ãî . ¢ >¯~º ÿn êæj " Ï§ vG"ö~ ;Ö vG Òþ" BÞ vG"ö~ B" vG Òþþê 6 Ò¢ ãî .. ^ ^ò LG¦, 1999, 7L LG; J (III): >, , 8 F, &;. 103 p. LG¦, 1997, L LG; J. 17 p. LG¦, 2003, *ºÖ LG Ûê. 75 p. BR«, 1993, ö\ Û~ Bf OË. ö\ Ë K Ë On Îïj * ^¾ 5 F BR², 2334. «*K, 1994, æ\ LÒ ~ ö\ Û æêö & jº Ò: &>ËKþBê ê«ö ®r ~. ]æ\²æ, 15 (5), 331-340. VW, ;JV, 2000, LÒ ~º ÏR~ 'ê 7ºêf Ëº. ]LG²æ, 20 (4), 572-581. Çêë, ã^, W¢, ;×, «?, 2003, 7 LG L>Û ¶ò Ï 5 BFOn \. BÞ &L LG\², 190 p..

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