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2007-05-25 (Vol 4, No 5)

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International Journal of Science Education, 29(5), 2007

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Effects of Model-based Teaching on Pre-service Physics Teachers' Conceptions of the Moon, Moon Phases, and Other Lunar Phenomena.
¿¹ºñ¹°¸®±³»çµéÀÇ ´Þ, ´ÞÀÇ À§»ó ¹× ±× ¹ÛÀÇ ´Þ Çö»ó °³³ä¿¡ ´ëÇÑ ¸ðÇü±â¹Ý ¼ö¾÷ÀÇ È¿°ú

Ogan-Bekiroglu, Feral.

The purpose of this study was twofold. First, it was aimed to identify Turkish pre-service physics teachers' knowledge and understanding of the Moon, Moon phases, and other lunar phenomena. Second, the effects of model-based teaching on pre-service teachers' conceptions were examined. Conceptions were proposed as mental models in this study. Four different questionnaires including 22 generative, explanation, and factual questions were used through the study. The pre-service physics teachers' mental models generated in response to lunar phenomena might be representations of their naïve knowledge as a result of their causal observations and experiences with the world, and their misconceptions as a result of inconsistencies between their naïve knowledge and scientific knowledge. Therefore, the pre-service teachers' mental models were categorized based on the work by Chi and Roscoe. Some of the pre-service teachers' mental models shifted from flawed or incomplete mental models to correct mental models of the Moon and lunar phenomena with the facilitation of model-based teaching. The conclusions of the study carry implications for curriculum developers and teacher education.
ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº µÎ °¡ÁöÀÌ´Ù. ù°´Â ÅÍÅ° ¿¹ºñ¹°¸®±³»çÀÇ ´Þ, ´ÞÀÇ À§»ó ¹× ±× ¹ÛÀÇ ´Þ Çö»ó¿¡ °üÇÑ Áö½Ä°ú ÀÌÇظ¦ ¹àÈ÷´Â °ÍÀÌ°í, µÑ°´Â ¿¹ºñ±³»çÀÇ °³³ä¿¡ ¸ðÇü±â¹Ý ¼ö¾÷ÀÌ ¹ÌÄ¡´Â ¿µÇâÀ» Á¶»çÇÏ´Â °ÍÀÌ´Ù. ÀÌ ¿¬±¸¿¡¼­ °³³äÀÌÇØ´Â Á¤½Å¸ðÇüÀ¸·Î Á¦¾ÈµÇ¾ú´Ù. ÀÌ ¿¬±¸¿¡´Â 22°³ÀÇ ¹ß»ýÀû, ¼³¸íÀû, »ç½ÇÀû ¹®Ç×µéÀ» Æ÷ÇÔÇÑ 4°¡Áö ´Ù¸¥ ¼³¹®Áö°¡ »ç¿ëµÇ¾ú´Ù. ´ÞÇö»ó¿¡ ´ëÇÑ ÀÀ´äÀ» ÅëÇØ »ý¼ºµÈ ¿¹ºñ¹°¸®±³»çÀÇ Á¤½Å¸ðÇüÀº ¼¼»ó¿¡ ´ëÇÑ ÀΰúÀû °üÂû°ú °æÇèÀÇ °á°ú·Î¼­ ¼Ò¹ÚÇÑ °³³ä(¶Ç´Â ¼±°³³ä; naive concpet), ±×¸®°í ±× ¼±°³³ä°ú °úÇÐÀû Áö½Ä »çÀÌÀÇ ºÒÀÏÄ¡·Î¼­ÀÇ ¿À°³³ä¿¡ ´ëÇÑ Ç¥ÇöÀ̶ó°í ÇÒ ¼ö ÀÖ´Ù. µû¶ó¼­, ¿¹ºñ±³»çÀÇ Á¤½Å¸ðÇüÀº Chi¿Í RoscoeÀÇ ¿¬±¸°á°ú¿¡ ÀÇ°ÅÇÏ¿© ¹üÁÖÈ­µÇ¾ú´Ù. ¿¹ºñ±³»çÀÇ Á¤½Å¸ðÇü Áß ÀϺδ ¸ðÇü±â¹Ý ¼ö¾÷À» ÅëÇÏ¿© ´Þ°ú ´Þ Çö»ó¿¡ ´ëÇؼ­ À߸øµÇ°í ºÒ¿ÏÀüÇÑ ¸ðÇü¿¡¼­ ¿Ã¹Ù¸¥ Á¤½Å¸ðÇüÀ¸·Î º¯È¯µÇ¾ú´Ù. ¿¬±¸ÀÇ °á·ÐÀº ±³À°°úÁ¤ °³¹ßÀÚ³ª ±³»ç±³À°¿¡ ½Ã»çÁ¡À» ÁØ´Ù.
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Fourth-grade Elementary Students' Conceptions of Standards-based Lunar Concepts.
Ãʵî 4Çгâ ÇлýµéÀÇ (¹Ì±¹°úÇб³À°)Ç¥ÁØ¿¡ ÁØÇÑ ´Þ °³³ä¿¡ ´ëÇÑ ÀÌÇØ

Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E..

Fourth-grade students' knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post-test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post-only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post-test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided.
4Çгâ ÇлýµéÀÇ °üÂû°¡´ÉÇÑ ´Þ À§»ó°ú º¯È­ ¾ç»ó¿¡ ´ëÇÑ Áö½Ä, »Ó¸¸¾Æ´Ï¶ó ´Þ À§»óº¯È­ÀÇ ¿øÀο¡ ´ëÇÑ °³³äÀû ÀÌÇظ¦ ƯÁ¤ ¼ö¾÷ ÀüÈÄ¿¡ Á¶»çÇÏ¿´´Ù. 48¸íÀÇ ÇлýÀ» ´ë»óÀ¸·Î ¿¹ºñÁ¶»ç¿Í »çÈÄ Á¶»ç ÀڷḦ ÀÌ¿ëÇÏ¿© °üÂû°¡´ÉÇÑ ´Þ À§»ó°ú º¯È­ ¾ç»ó°ú °ü·ÃÇÑ ¿¬±¸ ¹®Á¦¸¦ Áø¼úÇÏ¿´´Ù. ´ÞÀÇ À§»ó ¿øÀο¡ ´ëÇÑ ÀÌÇظ¦ Á¶»çÇϱâ À§ÇÏ¿© »çÈÄ¿¡ 10¸íÀÇ ÇлýÀ» ¸é´ãÇÏ¿´´Ù. ¿¬±¸ÀÚµéÀº ÀڷḦ ºÐ¼®Çϱâ À§ÇØ °íÁ¤µÈ ºñ±³¹æ¹ýÀ» ÀÌ¿ëÇß´Ù. »çÀüÁ¶»ç °á°ú, ÇлýµéÀÌ ´Þ °³³ä¿¡ ´ëÇÑ ¹Ì±¹ °úÇб³À°Ç¥ÁØ¿¡ ºñÇØ ±â´ëÄ¡¿¡ µµ´ÞÇÏÁö ¸øÇÏ´Â °ÍÀ¸·Î µå·¯³µ´Ù. »çÈÄÁ¶»ç °á°ú´Â °üÂû°¡´ÉÇÑ ´Þ À§»ó°ú º¯È­ ¾ç»ó, ±×¸®°í ´Þ À§»óÀÇ ¿øÀο¡ ´ëÇؼ­µµ ¸Å¿ì ±àÁ¤ÀûÀ¸·Î ¼öÇàÇß´Ù´Â °ÍÀ» µå·¯³Â´Ù. ÀÌ·¯ÇÑ ¿¬±¸°á°úÀÇ Çؼ®°ú ½Ã»çÁ¡À» ³íÀÇÇÏ¿´´Ù.
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Historical Controversy as an Educational Tool: Evaluating elements of a teaching-learning sequence conducted with the text "Dialogue on the Ways that Vision Operates".
±³À°Àû µµ±¸·Î¼­ÀÇ ¿ª»çÀû ³íÀï: ¡°¾î¶»°Ô º¸°Ô µÇ´Â°¡¿¡ ´ëÇÑ ³íÀ Áö¹®À» È°¿ëÇÑ ±³¼öÇнÀ ¼ø¼­ÀÇ ¿ä¼Ò Æò°¡Çϱâ

de Hosson, Cécile; Kaminski, Wanda.

This paper describes the development, use, and analysis, of an educational tool inspired by the history of the optical mechanism of vision. We investigated 12-year-old students' reasoning about vision. Most of them explain it as the result of something coming either from the object or from the eye. Moreover, some of them think that light penetrates the eye only when they are dazzled. Such ideas can be found in the ancient and medieval history of science. In particular, the Ancients disagreed about the direction of vision until Alhazen opened the way to a consensus, arguing in the 11th century that light could be a stimulus for the eye. Our tool, a short drama entitled "Dialogue on the Ways that Vision Operates", refers to those historical elements, especially to the controversy over the direction of vision and Alhazen's ideas about light. This text was integrated in a teaching-learning sequence and experimented with six pairs of students aged 12-13. The analysis of this teaching-learning sequence shows that the learning process can take advantage of the opportunity offered to the students to identify themselves with the scientists portrayed in the drama.
ÀÌ ¿¬±¸´Â ½Ã°¢ÀÇ ±¤ÇÐÀû ±âÀÛ¿¡ ´ëÇÑ ¿ª»ç¿¡¼­ ¿µ°¨À» ¾òÀº ÇÑ ±³À°Àû µµ±¸ÀÇ °³¹ß, »ç¿ë, ºÐ¼®¿¡ ´ëÇÏ¿© ±â¼úÇÏ´Â °ÍÀÌ´Ù. ¿ì¸®´Â 12¼¼ ÇлýµéÀÇ ½Ã°¢¿¡ ´ëÇÑ Ã߸®¸¦ Á¶»çÇÏ¿´´Ù. ´ëºÎºÐÀÇ ÇлýµéÀº ½Ã°¢À» ¹°Ã¼³ª ´«À¸·ÎºÎÅÍ ¹«¾ð°¡°¡ ³ª¿À´Â °ÍÀÇ °á°ú·Î¼­ ¼³¸íÇÏ¿´´Ù. ´õ¿íÀÌ, ¾î¶² ÇлýµéÀº ´«ÀÌ ºÎ½Ã´Â °ÍÀ» ºûÀÌ ´«À» °üÅëÇÑ´Ù°í »ý°¢ÇÏ¿´´Ù. ±×·¯ÇÑ »ý°¢Àº °í´ë¿Í Áß¼¼ °úÇÐÀÇ ¿ª»ç¿¡¼­µµ ãÀ» ¼ö ÀÖ´Ù. ƯÈ÷, °í´ëÀεéÀº ½Ã°¢ÀÇ ¹æÇâ¿¡ ´ëÇؼ­ AlhazenÀÌ ÇÕÀÇÁ¡¿¡ µµ´ÞÇÏ´Â ±æ, Áï 11¼¼±â¿¡ ºûÀÌ ´«¿¡ ´ëÇÑ ÀÚ±ØÀÌ µÉ ¼ö ÀÖ´Ù´Â ³íÀïÀ» ¿­±â Àü±îÁö´Â ÀÏÄ¡ÇÑ °ßÇØ°¡ ¾ø¾ú´Ù. ¿ì¸®ÀÇ µµ±¸´Â ¡°¾î¶»°Ô º¸°Ô µÇ´Â°¡¿¡ ´ëÇÑ ³íÀÀ̶ó´Â Á¦¸ñÀÇ °£´ÜÇÑ ¿¬±ØÀ¸·Î¼­, ¿ª»çÀû ¿ä¼Ò¸¦ ¾ð±ÞÇÏ°í ÀÖÀ¸¸ç, ƯÈ÷ ½Ã°¢ÀÇ ¹æÇâ¿¡ ´ëÇÑ ³íÀï°ú ºû¿¡ ´ëÇÑ AlhazenÀÇ »ý°¢À» ´ã°í ÀÖ´Ù. ÀÌ Áö¹®Àº ±³¼öÇнÀ ¼ø¼­ ¼Ó¿¡ ÅëÇյǾú°í 6½ÖÀÇ 12-13¼¼ Çлýµé¿¡°Ô ½ÇÇè Àû¿ëµÇ¾ú´Ù. ÀÌ ±³¼öÇнÀ ¼ø¼­ÀÇ ºÐ¼® °á°ú ÀÌ·¯ÇÑ ÇнÀ°úÁ¤ÀÌ Çлýµé¿¡°Ô ¿¬±Ø¿¡¼­ ¹¦»çµÈ °úÇÐÀÚµé°ú ÀÚ±â ÀÚ½ÅÀ» ºñ±³ÇÏ´Â ±âȸ¸¦ ÁÖ´Â ÀÌÁ¡À» °¡Á®¿Ã ¼ö ÀÖ´Ù´Â °ÍÀ» ¾Ë°Ô µÇ¾ú´Ù.
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Classification of Chemical Substances using Particulate Representations of Matter: An analysis of student thinking.
¹°ÁúÀÇ ÀÔÀÚÀû Ç¥»óÀ» ÀÌ¿ëÇÑ È­ÇÐ ¹°ÁúÀÇ ºÐ·ù: Çлý »ç°íÀÇ ºÐ¼®

Stains, Marilyne; Talanquer, Vicente.

We applied a mixed-method research design to investigate the patterns of reasoning used by novice undergraduate chemistry students to classify chemical substances as elements, compounds, or mixtures based on their particulate representations. We were interested in the identification of the representational features that students use to build a classification system, and in the characterization of the thinking processes that they follow to group substances in different classes. Students in our study used structural and chemical composition features to classify chemical substances into elements, compounds, and mixtures. Many of the students' classification errors resulted from strong mental associations between concepts (e.g., atom-element, molecule-compound) or from lack of conceptual differentiation (e.g., compound-mixture). Strong concept associations led novice students to reduce the number of relevant features used to differentiate between substances, while the inability to discriminate between two concepts (conceptual undifferentiation) led them to pay too much attention to irrelevant features during the classification tasks. Comparisons of the responses to classification tasks of students with different levels of expertise in chemistry indicate that some of these naïve patterns of reasoning may be strengthened by, rather than weakened by, training in the discipline.
´ëÇÐ ÇкΰúÁ¤ È­ÇÐ ¼ö°­»ýÀ» ´ë»óÀ¸·Î È­ÇÐ ¹°ÁúÀ» ¿ø¼Ò, È­ÇÕ¹°, È¥ÇÕ¹° µîÀ¸·Î ºÐ·ùÇÒ ¶§ »ç¿ëÇÏ´Â »ç°í À¯ÇüÀ» Á¶»çÇϱâ À§ÇÏ¿© È¥ÇÕ-¹æ¹ý ¼³°è(mixed-method research design)¸¦ Àû¿ëÇÏ¿´´Ù. ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº ÇлýµéÀÌ ºÐ·ù ü°è¸¦ ¼ö¸³ÇÏ´ÂÁö, ¼­·Î ´Ù¸¥ ¹°ÁúµéÀ» ºñ½ÁÇÑ Áý´ÜÀ¸·Î ¹­À» ¶§ ƯÁ¤ »ç°í °úÁ¤ÀÌ ³ªÅ¸³ª´ÂÁö »ìÆ캸´Â °ÍÀÌ´Ù. ÀÌ ¿¬±¸¿¡¼­ ÇлýµéÀº È­ÇÐ ¹°ÁúÀ» ¿ø¼Ò, È¥ÇÕ¹°, È­ÇÕ¹°·Î ºÐ·ùÇϱâ À§ÇØ ±¸Á¶ÀûÀÌ°í È­ÇÐÀûÀ¸·Î È¥ÇÕÇϴ Ư¡À» º¸¿´´Ù. ¸¹Àº ÇлýµéÀÌ °³³äµé »çÀÌÀÇ °­ÇÑ ¿¬°ü(¿øÀÚ-¿ø¼Ò, ºÐÀÚ-È­ÇÕ¹°)À̳ª °³³ä ºÐÈ­°¡ ´ú µÇ¾î¼­(È­ÇÕ¹°-È¥ÇÕ¹°)·ÎºÎÅÍ ¿À·ù°¡ ³ªÅ¸³µ´Ù. °³³ä»çÀÌÀÇ °­ÇÑ ¿¬°ü¼ºÀº Ãʺ¸ Çлýµé·Î ÇÏ¿©±Ý ¹°ÁúµéÀ» ºÐº°ÇÒ ¶§ »ç¿ëÇÒ ¼ö ÀÖ´Â °ü·Ã Ư¡À» Àû°Ô ÀνÄÇϵµ·Ï Çß°í, µÎ °³³äÀ» º¯º°ÇÏÁö ¸øÇÏ´Â °ÍÀº ºÐ·ù ÀÛ¾÷À» ÇÏ´Â µ¿¾È °ü·Ã ¾ø´Â Ư¡¿¡ ³Ê¹« ÁýÁßÇϵµ·Ï Çß´Ù. ºÐ·ù °úÁ¦¿¡ ´ëÇÑ ÇлýµéÀÇ ÀÀ´äÀ» ¿©·¯ ¼öÁØÀÇ È­ÇÐ Àü¹®°¡µé°ú ºñ±³ÇÑ °á°ú ÀÌ·¯ÇÑ Ãʺ¸ ¼öÁØÀÇ »ç°í À¯ÇüÀº ÈƷÿ¡ ÀÇÇØ ¾àÈ­µÇ±â º¸´Ù´Â ¿ÀÈ÷·Á °­È­µÉ ¼ö ÀÖÀ½À» ½Ã»çÇÏ¿´´Ù.
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An Exploration of Attitudes towards Modern Biotechnology: A study among Dutch secondary school students.
Çö´ëÀÇ ¹ÙÀÌ¿ÀÅ×Å©³î·ÎÁö¿¡ ´ëÇÑ ÅµµÀÇ Å½»ö: ³×´ú¶õµå ÁßµîÇлý ´ë»óÀÇ ¿¬±¸

By: Klop, Tanja; Severiens, Sabine.

Modern biotechnology will have a large impact on society and requires informed decision-making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi-component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled "confident supporter" (22%), "not sure" (42%), "concerned sceptic" (18%), and "not for me" (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made.
Çö´ëÀÇ ¹ÙÀÌ¿ÀÅ×Å©³î·ÎÁö´Â »çȸ¿¡ Áö´ëÇÑ ¿µÇâÀ» ¹ÌÄ¥ °ÍÀ̸ç, ´ëÁߵ鿡°Ô´Â Á¤º¸¿¡ ±Ù°ÅÇÑ ÀÇ»ç°áÁ¤À̳ª ¹ÙÀÌ¿ÀÅ׳î·ÎÁö¿¡ ´ëÇÑ ºñÆÇÀû ŵµ°¡ ¿ä±¸µÈ´Ù. ÀÌ ¿¬±¸´Â Áßµî ±³À°¿¡¼­ ÀÌ·¯ÇÑ Åµµ¸¦ Ž»öÇϱâ À§ÇÑ °ÍÀÌ´Ù. À̸¦ À§ÇØ Åµµ¿¡ ´ëÇÑ ÀϹÝÀûÀÎ 3ÀÚ ÀÌ·Ð(the general tripartite theory of attitudes)¿¡ µû¶ó Áú¹®Áö¸¦ ±¸¼ºÇÏ¿´´Ù. ÃÑ 574¸íÀÇ ÁßµîÇб³ ÇлýµéÀÌ ¼³¹®¿¡ ´äÇÏ¿´´Ù. ÁÖ¼ººÐ ºÐ¼®(principal component analyses)¿¡ ±âÃÊÇÏ¿© ±¸º°µÇ°í µ¶¸³ÀûÀÎ ÀÎÁöÀû, Á¤ÀÇÀû, ÇൿÀû ¿äÀÎ ÀϺΰ¡ ¹ß°ßµÇ¾úÀ¸¸ç, ÀÌ´Â ¹ÙÀÌ¿ÀÅ×Å©³î·ÎÁö¿¡ ´ëÇÑ Åµµ°¡ ´Ù¼ººÐ °³³äÀÓÀ» º¸¿©ÁØ´Ù. ÀÌ ¿äÀε鿡 ´ëÇÑ ±ºÁýºÐ¼® °á°ú, ³× °³ÀÇ ´ëÇ¥ÀûÀÎ Çлý Áý´ÜÀ» È®ÀÎÇÏ¿´´Ù. ³× ±ºÁýÀº °¢°¢ ¡°È®½ÅÀÖ´Â Áö¿øÀÚ(22%)¡±, ¡°ºÒÈ®½ÇÇÔ(42%)¡±, ¡°¿°·Á½º·± ȸÀÇ·ÐÀÚ(18%)¡±, ¡°³ª¿Í´Â °ü·Ã¾øÀ½(17%)¡±ÀÌ´Ù. ÀÌ·¯ÇÑ °á°ú´Â ÁßµîÇб³ Çлýµé »çÀÌ¿¡ Çö´ëÀÇ ¹ÙÀÌ¿ÀÅ×Å©³î·ÎÁö¿¡ ´ëÇÑ ´Ù¾çÇÑ Æò°¡°¡ Á¸ÀçÇÔÀ» º¸¿©ÁØ´Ù. ±³À°Àû Á¶Á¤¿¡ ´ëÇÑ Á¦¾ÈÀ» Á¦½ÃÇÏ¿´´Ù.

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