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2006-08-25 (Vol 3, No 8)

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International Journal of Science Edudation, 26(2), 2004

Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: quantitative and qualitative aspects

Hand B.; Wallace C.; Yang E-M.

Science laboratory activities within secondary science have traditionally followed prescriptive outlines both in the structure and reporting of the activity. Building on current understandings of writing to learn science strategies, a Science Writing Heuristic has been developed that encourages students to examine laboratory activities much more carefully in terms of having to justify their research questions, claims and evidence. This study reports on the implementation of the heuristic within a Year 7 biology classroom. A mixed-method approach was used to determine whether student performance on conceptual questions improved when using the heuristic and if using a more non-traditional write-up of laboratory activities was beneficial for students in terms of learning. Results indicate that students who used the Science Writing Heuristic performed better as a group than students who did not, and that students who completed a textbook explanation as a write-up performed better as a group than those who completed a more traditional write-up format. Student interview responses indicate a development of understanding of science inquiry and an awareness of cognitive and metacognitive processes needed to complete the activities.


7Çг⠰úÇп¡¼­ ½ÇÇè½Ç È°µ¿À¸·ÎºÎÅÍ ÇнÀ °á°ú¸¦ Çâ»ó½ÃÅ°±â À§Çؼ­ °úÇо²±â¹ß°ß¹ýÀ» »ç¿ëÇϱâ: ¾çÀû, ÁúÀû Ãø¸é

Áßµî °úÇп¡¼­ °úÇÐ ½ÇÇè½Ç È°µ¿Àº ÀüÅëÀûÀ¸·Î È°µ¿ÀÇ ±¸Á¶¿Í º¸°í¼­¾²±â ¸ðµÎ¿¡ ±Ô¹ýÀûÀÎ À±°ûÀ» µû¸£°í ÀÖ¾ú´Ù. °úÇÐ Àü·«À» ¹è¿ì±â À§Çؼ­ ¾²±âÀÇ ÀÌÇظ¦ ±¸¼ºÇϸ鼭 Çлýµé¿¡°Ô ±×µéÀÇ ¿¬±¸ ¹®Á¦, ÁÖÀå, Áõ°Å¸¦ Á¤´çÈ­ÇÏ´Â ½ÇÇè½Ç È°µ¿À» ÇÏ°Ô °Ý·ÁÇÏ´Â °úÇо²±â¹ß°ß¹ýÀÌ °³¹ßµÇ¾î ¿Ô´Ù. ÀÌ ¿¬±¸´Â 7Çг⠻ý¹°ÇÐ ¼ö¾÷¿¡¼­ ¹ß°ß¹ýÀÇ ¼öÇà¿¡ ´ëÇÑ º¸°íÀÌ´Ù. ¹ß°ß¹ýÀ» »ç¿ëÇÒ ¶§ °³³ä ¹®Á¦¿¡ ´ëÇÑ ÇлýµéÀÇ ¼öÇà´É·ÂÀÌ ÁõÁøµÇ´ÂÁö ¾Ë¾Æº¸±â À§Çؼ­ ±×¸®°í ½ÇÇè½Ç È°µ¿ÀÇ ºñÀüÅëÀû ¾²±â È°µ¿À» »ç¿ëÇÏ´Â °ÍÀÌ ÇнÀÀÇ Àǹ̿¡¼­ Çлýµé¿¡°Ô ÀÌÀÍÀÌ µÇ´Â Áö ¾Ë¾Æº¸±â À§Çؼ­ º¹ÇÕ¹ý ¿¬±¸¹æ¹ýÀÌ »ç¿ëµÇ¾ú´Ù. ¿¬±¸ °á°ú´Â °úÇо²±â¹ß°ß¹ýÀ» »ç¿ëÇÑ ÇлýµéÀÌ ±×·¸Áö ¾ÊÀº Çлýµé¿¡ ºñÇؼ­ ³Ê ÁÁÀº ¼º°ú¸¦ ³ªÅ¸³¿À» º¸¿©ÁÖ¾ú´Ù. ¶ÇÇÑ ¾²±â·Î¼­ ±³°ú¼­ ¼³¸íÀ» ¼öÇàÇÑ Çлýµéµµ ÀüÅëÀûÀÎ ¾²±â ÇüŸ¦ ÀÌÇàÇÑ Çлýµé¿¡ ºñÇؼ­ ´õ ÁÁÀº ¼º°ú¸¦ ³ªÅ¸³»¾ú´Ù. ÇлýµéÀÇ ¸é´ã ¹ÝÀÀÀº °úÇРŽ±¸ÀÇ ÀÌÇØ¿Í È°µ¿À» ¼öÇàÇϴµ¥ ÇÊ¿äÇÑ ÀÎÁöÀû/¸ÞŸÀÎÁöÀû °úÁ¤ÀÇ ¾ÍÀ» ¹ßÀü½ÃÅ°´Â °ÍÀ» ÀǹÌÇÑ´Ù.

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K-8th grade Korean students' conceptions of 'changes of state' and 'conditions for changes of state'

Paik S-H.; Kim H-N.; Cho B-K.; Park J-W.

This study investigates the various conceptions held by K-8th Korean grade students regarding the 'changes of state' and the 'conditions for changes of state'. The study used a sample of five kindergarteners, five secondgrade students, five fourth-grade students, five sixth-grade students, and five eighth-grade students. The 25 students attend schools in a rural district of South Korea. Some activities that involved a change in the state of water, including condensation, solidification, and melting, were chosen from K-8th grade science textbooks and attempted by the students. Subsequently, we conducted interviews with the students. While most kindergarteners and second-grade students were able to perceive the phenomena involving changes of state, they were unable to express conceptions related to the changes of state and the conditions under which the state the changes. The upper-grade students, on the other hand, had some conception of the invisible gas state. Most of these students held conceptions about the boiling water's change of state from liquid to gas, but few of them held conceptions about the changes of state involving condensation. Most students understood heat and temperature as conditions of the changes of state, but only applied the heat concept to situations involving rising temperatures. In situations involving cooling, students applied the temperature concept. The younger students understood the concept of heat without understanding the concept of temperature.

K-8Çгâ Çѱ¹ ÇлýµéÀÇ ¡®»óÅ º¯È­¡¯¿Í ¡®»óÅ º¯È­ Á¶°Ç¡¯ÀÇ °³³ä

ÀÌ ¿¬±¸´Â K-8Çгâ Çѱ¹ ÇлýµéÀÇ »óź¯È­¿Í »óź¯È­ÀÇ Á¶°Ç¿¡ ´ëÇÑ ¿©·¯ °¡Áö °³³ä¿¡ ´ëÇÑ Å½»öÀÌ´Ù. ¿¬±¸¸¦ À§Çؼ­ 5¸íÀÇ À¯¾Æ, 5¸íÀÇ 2Çгâ Çлý, 5¸íÀÇ 4Çгâ Çлý, 5¸íÀÇ 6Çгâ Çлý ±×¸®°í 5¸íÀÇ 8Çгâ ÇлýµéÀÌ Âü¿©ÇÏ¿´´Ù. 25¸íÀÇ ÇлýµéÀÌ ´ëÇѹα¹ÀÇ Áö¹æ Áö¿ª¿¡ ÀÖ´Â Çб³¿¡ Âü¿©ÇÏ¿´°í, ¾×È­, ÀÀ°á, À¶ÇØ µîÀ» Æ÷ÇÔÇÑ ¹°ÀÇ »óÅ¿¡¼­ÀÇ º¯È­¿Í °ü·ÃµÈ ¸î¸îÀÇ È°µ¿ÀÌ K-8Çг⠰úÇÐ ±³°ú¼­¿¡¼­ ¼±ÅõǾî Çлýµé¿¡ ÀÇÇؼ­ ¼öÇàµÇ¾ú´Ù. ±× ÈÄ¿¡ ¿ì¸®´Â Çлýµé°ú ¸é´ãÀ» ¼öÇàÇÏ¿´´Ù. ´ëºÎºÐÀÇ À¯¾Æµé°ú 2Çгâ ÇлýµéÀº »óÅ º¯È­¿¡ °ü·ÃµÈ Çö»óÀ» ÀνÄÇÒ ¼ö´Â ÀÖ´Â ¹Ý¸é¿¡ »óÅ º¯È­¿¡ °ü·ÃµÈ °³³ä°ú »óÅ°¡ º¯È­ÇÏ´Â Á¶°ÇÀ» ¼³¸íÇÒ ¼ö ¾ø¾ú´Ù. ¹Ý¸é¿¡, »óÀ§ Çгâ ÇлýµéÀº º¸ÀÌÁö ¾Ê´Â ±âü »óÅ¿¡ ´ëÇÑ ¸î °¡Áö °³³äÀ» °¡Áö°í ÀÖ¾ú´Ù. ÀÌ ÇлýµéÀÇ ´ëºÎºÐÀº ¹°ÀÇ ¾×ü¿¡¼­ ±âü·ÎÀÇ »óź¯È­¿¡ ´ëÇÑ °³³äÀ» °¡Áö°í ÀÖ¾úÁö¸¸, ¾×È­¿Í °ü·ÃµÈ »óź¯È­¿¡ ´ëÇÑ °³³äÀ» °¡Áö°í ÀÖ´Â ÇлýµéÀº °ÅÀÇ ¾ø¾ú´Ù. ´ëºÎºÐÀÇ ÇлýµéÀº ¿­°ú ¿Âµµ¸¦ »óÅ º¯È­ÀÇ Á¶°ÇÀ¸·Î½á ÀÌÇØÇÏ°í ÀÖ¾ú´Ù. ±×·¯³ª ´ÜÁö ¿Âµµ¸¦ ¿Ã¸®´Â °Í°ú °ü·ÃµÈ »óÅ¿¡ ¿­ °³³äÀ» Àû¿ëÇÑ °ÍÀ̾ú´Ù. ¿Âµµ¸¦ ³·Ãß´Â °Í°ú °ü·ÃµÈ Á¶°Ç¿¡¼­ ÇлýµéÀº ¿Âµµ °³³äÀ» Àû¿ëÇÏ¿´´Ù. ¾î¸° ÇлýµéÀº ¿ÂµµÀÇ °³³äÀ» ÀÌÇØÇÏÁö ¾Ê°íµµ ¿­ÀÇ °³³äÀ» ÀÌÇØÇÏ¿´´Ù.

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Building up explanations in physics teaching

de Carvalho A.M.P.; Paulo S.

The purpose of this research project was to study how students in the first years of elementary school (children from 7 to 10 years of age) are initiated into the construction of explanations of physical phenomena in the teaching of science. With this purpose in mind, we organized classes based on the proposition of investigative problems, where children, working in groups, could solve problems by raising and testing their own hypotheses. They would then attempt, by means of general discussion organized by the teacher, to discuss how each problem was solved and why it worked. We videotaped a series of classes in which the students solved 15 different investigative problems. We also analysed the teacher/student interactions that took place (in this paper, we present data on two of these classes). Based on our data we found that students construct their own causal explanations by following a sequence of stages that includes the appearance of novelties. We also discuss how our data relate to the teacher's role in the classroom and to the organization of science teaching at this level.

¹°¸® ±³¼ö¿¡¼­ ¼³¸íÀ» ¸¸µé¾î³»±â

ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº ¾î¶»°Ô ÃʵîÇб³ 1Çгâ Çлý(7-10»ì)µéÀÌ ¹°¸®ÀûÀÎ Çö»óÀÇ ¼³¸íÀ» ¸¸µé¾î³»´Â Áö¸¦ ¿¬±¸ÇÏ´Â °ÍÀÌ´Ù. ÀÌ·¯ÇÑ ¸ñÀûÀ¸·Î ¿ì¸®´Â ÇлýµéÀÌ ½º½º·Î °¡¼³À» ¸¸µé¾î³»°í ¿¬½ÀÇÒ ¼ö ÀÖµµ·Ï Ž»öÀûÀÎ ¹®Á¦ Á¦½Ã¿¡ ±âÃÊÇÑ ÇбÞÀ» Á¶Á÷ÇÏ¿´´Ù. ¾ÆÀ̵éÀº ¼±»ý´Ô¿¡ ÀÇÇؼ­ ¸¸µé¾îÁø ÀϹÝÀûÀÎ ³íÀÇ¿¡ ÀÇÇؼ­ °¢°¢ÀÇ ¹®Á¦µéÀÌ ¾î¶»°Ô Ç®¸®´Â Áö¸¦ Åä·ÐÇÏ´Â °ÍÀ» ½ÃµµÇÏ¿´´Ù. ¿ì¸®´Â ÇлýµéÀÌ 15°³ÀÇ ´Ù¸¥ Ž±¸ ¹®Á¦µéÀ» Ǫ´Â ¼ö¾÷À» ³ìÈ­ÇÏ¿´´Ù(ÀÌ ³í¹®¿¡¼­´Â 2°³ÀÇ °­ÀÇ µ¥ÀÌÅ͸¦ Á¦½ÃÇÑ´Ù). ¶ÇÇÑ ¿ì¸®´Â ±³»ç/ÇлýµéÀÇ »óÈ£ÀÛ¿ëÀ» ºÐ¼®ÇÏ¿´´Ù. ÀÌ·¯ÇÑ µ¥ÀÌÅÍ¿¡ ±âÃÊÇÏ¿© ¿ì¸®´Â ÇлýµéÀÌ ±×µé ÀÚ½ÅÀÇ ÀΰúÀûÀÎ ¼³¸íÀ» ±¸¼ºÇÏ´Â °ÍÀ» ¹ß°ßÇÏ¿´´Ù. ¶ÇÇÑ ¿ì¸®´Â ¾î¶»°Ô ¿ì¸®ÀÇ µ¥ÀÌÅÍ°¡ ±³½Ç¿¡¼­ ±³»çÀÇ ¿ªÇÒ°ú ÀÌ·¯ÇÑ ¼öÁØ¿¡¼­ °úÇÐ ±³¼öÀÇ Á¶Á÷¿¡ °ü·ÃµÇ´Â Áö¸¦ ³íÀÇÇÏ¿´´Ù.

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Information presentation and troubleshooting in electrical circuits

Kester L.; Kirschner P.; van Merriënboer J.

While learning a complex skill in science using a computer-based simulation, optimal timing of information presentation facilitates learning and enhances test performance. An optimal information presentation format is proposed: supportive information is presented before practising a skill, and procedural information is presented during practice. Four information presentation formats were compared in a factorial design with the factors timing of supportive information (before or during task practice) and timing of procedural information (before or during task practice). Eighty-eight third-year high school students (37 male, 51 female; mean age = 14 years, standard deviation = 0.52) participated in the experiment. Information searching behaviour and transfer test performance were studied. The information searching behaviour confirms the hypothesis. Findings on the transfer test are less clear due to a bottom effect.

Àü±â ȸ·Î¿¡¼­ Á¤º¸ÀÇ Á¦½Ã¿Í ¹®Á¦ ÇØ°á

ÄÄÇ»ÅÍ ±â¹Ý ½Ã¹Ä·¹À̼ÇÀ» »ç¿ëÇÏ¿© °úÇп¡¼­ÀÇ º¹ÀâÇÑ ±â´ÉÀ» ÇнÀÇÒ ¶§¿¡ Á¤º¸ Á¦½ÃÀÇ ¹Ù¶÷Á÷ÇÑ ½Ã±â¸¦ Á¤ÇÏ´Â °ÍÀº ÇнÀÀ» ¼ö¿ùÇÏ°Ô ÇÏ°í ¼öÇà´É·ÂÀ» ÁõÁø½ÃŲ´Ù. ÃÖÀûÀÇ Á¤º¸Á¦½Ã Çü½ÄÀÌ Á¦½ÃµÇ´Âµ¥, µµ¿òÀ» ÁÖ´Â Á¤º¸´Â ±â´ÉÀ» ¿¬½ÀÇϱâ Àü¿¡ Á¦½ÃµÇ°í, °úÁ¤ÀûÀÎ Á¤º¸´Â ÈÆ·Ã Áß¿¡ Á¦½ÃµÇ¾î¾ß ÇÑ´Ù. ³× °¡Áö Á¤º¸ Á¦½Ã Çü½ÄÀÌ µµ¿òÀ» ÁÖ´Â Á¤º¸ÀÇ ½Ã±â¿Í °úÁ¤Àû Á¤º¸ÀÇ Á¦½Ã½Ã±â¿¡ ºñ±³µÇ¾ú´Ù. 88¸íÀÇ 3Çг⠰íµîÇлý(³² 37, ¿© 51; Æò±Õ 14¼¼)ÀÌ ½ÇÇè¿¡ Âü¿©ÇÏ¿´´Ù. Á¤º¸ Ž»ö Çൿ°ú Àü´Þ Å×½ºÆ® ¼öÇàÀÌ ¿¬±¸µÇ¾ú´Ù. Á¤º¸ Ž»ö ÇൿÀº °¡¼³À» È®ÁõÇÑ´Ù. Àü´ÞÅ×½ºÆ®¿¡ ´ëÇؼ­ ¹ß°ßµÈ »ç½ÇµéÀº ¹Ù´Ú È¿°ú ¶§¹®¿¡ ´ú ºÐ¸íÇÏ´Ù.

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