"과학문화교육"

2005-02-25 (Vol 2, No 2)

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과학교육학 학위논문 요약과 종합해설

Students' Intuitive Ideas About "Water in the Atmoshphere": A Cross-Age Study

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Abstract

During the last decade many research studies in science education have attempted to identify intuitive ideas which are often in conflict with commonly held scientific views; however, only a small number of concepts in earth science has been studied in relationship to intuitive ideas.

The purpose of the study is to identify and describe student' intuitive ideas about one important earth science concept, "water in the atmosphere" and the patterns of change in student' intuitive ideas across grade and ability levels.

As a result from a preliminary study the concept, "water in the atmosphere," was selected and analyzed resulting in the identification of seven sub-concepts -- water vapor, humidity, evaporation, condensation, sublimation 1 and 2, and dew point. An interview guide was developed, pilot tested, and revised.

A total of 36 subjects (nine subjects per grade: 5th-, 8th-, 11th-grade, and college) was selected. Each grade level included three above-average, three average, and three below-average subjects. Clinical interview were conducted, audio-tape recorded, transcribed, and analyzed.

The result of the study identified three to seven notions for the sub-concepts and were arranged on a less-sophisticated (phenomenal/mechanical) to a more-sophisticated (abstract/molecular) continuum. Two patterns of change were identified: progressive differentiation (water vapor, humidity, and evaporation) and discontinuous change (condensation, sublimation 1 and 2, and dew point). The higher the grade and ability levels, the more sophisticated are the notions. Relevant anchoring ideas (Ausubel, 1968) were differentiated into compatible and alternative relevant anchoring ideas. "Restructuring series," the order of restructuring of the sub-concepts, was identified: water vapor-humidity and dew point-condensation-evaporation-sublimation 1 and 2. The subjects' responses about evaporated water were similar to those characterized by an Aristotelian view. The subjects held a firm prior understanding of the water cycle. The most important and influential concept to the restructuring of the concept, water in the atmosphere, is "the capacity of air to hold water vapor depends on the temperature of the air."

Students' intuitive ideas and the influence of such ideas on science learning should be incorporated into science instruction, the design of science textbooks, and science teacher education programs.
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Supervisor: Professor James P. Barufaldi
Ph.D. The University of Texas at Austin, 1989. 12. 23

첨부
김찬종학위논문국영문초록.hwp

Chan-Jong Kim, 김찬종
서울대학교 지구과학교육과

과학문화교육연구소