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2007-01-25 (Vol 4, No 1)

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International Journal of Science Education, 25(11), 2003

Concept maps and language: a Turkish experience

Kilic, Gulsen Bagci

Concept maps are being used by an increasing number of educators in Europe and the US. This paper has four goals. First, it discusses problems in developing Novak's style concept maps in Turkish caused by linguistic differences between Turkish and English. Second, it reports the findings of a research study conducted to adapt concept maps to Turkish. Third, it recommends three methods for the adaptation resulting from research findings. Finally, it discusses the implications of the adaptation for educators worldwide and for future research.

°³³äµµ¿Í ¾ð¾î : ÅÍÅ°»ç¶÷ÀÇ °æÇè

°³³äµµ´Â À¯·´°ú ¹Ì±¹ÀÇ Á¡Â÷·Î ¸¹Àº ±³À°Àڵ鿡 ÀÇÇØ »ç¿ëµÇ¾îÁö°í ÀÖ´Ù. ÀÌ ³í¹®Àº ³× °¡Áö ¸ñÇ¥¸¦ °¡Áö°í ÀÖ´Ù. ù°, ÀÌ°ÍÀº ÅÍÅ°ÀÇ ³ë¹Ú ÇüÅ °³³äµµÀÇ °³¹ßÇÒ ¶§¿¡ ÅÍÅ°¾î¿Í ¿µ¾îÀÇ µÎ Â÷ÀÌÁ¡¿¡ ÀÇÇØ ¾ß±âµÇ¾îÁö´Â ¹®Á¦Á¡¿¡ ´ëÇØ ³íÀÇÇÑ´Ù. µÑ°, ÀÌ°ÍÀº ÅÍÅ° »ç¶÷µé¿¡°Ô °³³äµµ¸¦ ÀûÀÀ½ÃÅ°±â À§Çؼ­ ¼öÇàÇÑ ¿¬±¸ °á°ú¿¡¼­ ¹ß°ßÇÑ °ÍÀ» º¸°íÇÑ´Ù. ¼Â°, ¿¬±¸¹ßÇ¥·Î ºÎÅÍ ÀûÀÀ°á°ú¿¡ ´ëÇÑ 3°¡Áö ¹æ¹ýÀ» ÃßõÇÑ´Ù. ¸¶Áö¸·À¸·Î, Àü ¼¼°è·Î ¹ÌÄ¡´Â ±³À°ÀÚµéÀ» À§ÇÑ ÀûÀÀ°ú ¹Ì·¡ÀÇ ¿¬±¸¸¦ À§ÇÑ ÀûÀÀÀÌ ³»Æ÷ÇÏ°í ÀÖ´Â °ÍÀ» ³íÀÇÇÑ´Ù.

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Fostering thinking through science in the early years of schooling

Venville, Grady, Adey, Philip, Larkin, Shirley, Robertson, Anne

The purpose of this research was to investigate and describe concrete examples of Year 1 students engaged in good thinking and to generate assertions about the ways teachers can foster habits of good thinking through science. The research design was a multiple case study of 32 lessons, of which four are analysed in detail in this paper. The results suggest that young children engaged in good thinking are likely to explain and demonstrate their ideas and actions and to make suggestions for solving problems. Children engaged in good thinking also are likely to highlight discrepancies, adopt new ideas, and work collaboratively. The results indicate that teachers can foster habits of good thinking through science; first, by accepting difficulty as an integral part of the learning process, second, by encouraging children to explain and talk about their ideas and, finally, by creating an environment where thinking is a valued classroom process.

Á¶±â Çб³ ±³À°¿¡¼­ÀÇ °úÇÐÀ» ÅëÇÑ »ç°í À°¼º

ÀÌ Á¶»çÀÇ ¸ñÀûÀº 1Çгâ ÇлýµéÀÌ ÁÁÀº »ý°¢¿¡ ¸ôµÎÇÏ°í ÀÖ´Â ±¸Ã¼ÀûÀÎ ¿¹¸¦ ¿¬±¸ÇÏ°í ¹¦»çÇϱâ À§ÇÑ °ÍÀÌ¸ç °úÇÐÀ» ÅëÇÑ ÁÁÀº »ý°¢ÀÇ ½À°üÀ» ±³»ç°¡ À°¼ºÇÒ ¼ö ÀÖ´Ù´Â ¹æ¹ýÀÇ ÁÖÀåµéÀ» ÀϹÝÈ­½ÃÅ°±â À§ÇÔÀÌ´Ù. ÀÌ ¿¬±¸ÀÇ ¼³°è´Â 32°³ÀÇ ¼ö¾÷ÀÇ »ç·Ê ¿¬±¸·Î ÁøÇàµÇ¾úÀ¸¸ç, ÀÌ ³í¹®¿¡¼­´Â ÀÌ Áß ³× °¡Áö°¡ ÀÚ¼¼È÷ ºÐ¼®µÇ¾î ÀÖ´Ù. ±× °á°úµéÀº ÁÁÀº »ý°¢¿¡ ¸ôµÎÇÏ°í ÀÖ´Â ¾î¸° ¾ÆÀ̵éÀÌ ±×µéÀÇ »ý°¢°ú Çൿ¿¡ ´ëÇØ Áõ¸íÇÏ°í ¼³¸íÇÒ ¼ö ÀÖÀ¸¸ç ¹®Á¦¸¦ Ç®±â À§ÇØ Á¦¾ÈÇÒ ÁÙµµ ¾È´Ù´Â °ÍÀ» ½Ã»çÇÑ´Ù. ¶ÇÇÑ ÁÁÀº »ý°¢¿¡ ¸ôµÎÇÑ ¾ÆÀ̵éÀº ¸ð¼ø¿¡ Èï¹Ì¸¦ º¸À̸ç, »õ·Î¿î ¾ÆÀ̵ð¾î¸¦ ÅÃÇÏ°í, Çù·ÂÀûÀ¸·Î ÀÏÇÒ ¼ö ÀÖÀ½À» ³ªÅ¸³½´Ù. ÀÌ °á°úµéÀº ±³»çµéÀÌ °úÇÐÀ» ÅëÇÑ ÁÁÀº »ý°¢ÀÇ ½À°üÀ» ÃËÁø½Ãų ¼ö ÀÖÀ½À» °¡¸®Å°´Âµ¥, ¿ì¼±, ÇнÀ °úÁ¤À¸·Î¼­ÀÇ Áß¿äÇÑ ºÎºÐÀ¸·Î¼­ ¾î·Á¿òÀ» ¹Þ¾Æµé¿©¾ß ÇÏ°í, µÑ°, ÇлýµéÀ» °Ý·ÁÇÏ¿© ±×µéÀÇ »ý°¢¿¡ °üÇØ ¼³¸íÇÏ°í À̾߱âÇϵµ·Ï ÇÏ°í, ¸¶Áö¸·À¸·Î »ý°¢Àº °¡Ä¡ ÀÖ´Â Áö½ÄÀ» ½×´Â Àå¼Ò¶ó´Â ȯ°æÀ» âÁ¶ÇØ¾ß ÇÑ´Ù.

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A research-based teaching sequence for teaching the concept of modelling to seventh-grade students

Heikki Saari, Jouni Viiri

The purpose of this study was to construct and study the impact of a research-based sequence for teaching the concept of modelling to seventh-grade science students. We identified students' notions of models and the aspects of school science to be addressed regarding the model concept, which were then taken into account when we planned the learning sequence. The idea of modelling in science was taught while the students were learning about the change of states of matter in seventh-grade physics. A pre-interview revealed that the students' notions of models were very limited, while a post-interview showed that this improved in the course of the series of lessons. There was also a statistically significant difference in the students' understanding of modelling between our target group and a control group consisting of ninth-grade students who had received only the normal teaching. However, a delayed post-questionnaire completed a few months after the teaching sequence showed that the stability of learning results were dependent on whether models and modelling were used in the normal teaching conducted after the teaching sequence. Implications for teaching, teacher education and research are also addressed in this paper.


7Çгâ Çлýµé¿¡°Ô ¸ðÇüÀÇ °³³äÀ» °¡¸£Ä¡±â À§ÇÑ ¿¬±¸±â¹Ý ±³¼ö °úÁ¤

ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº 7Çгâ Çлýµé¿¡°Ô ¸ðÇüÀÇ °³³äÀ» °¡¸£Ä¡±â À§ÇÑ ¿¬±¸±â¹Ý ÇнÀ °úÁ¤ÀÇ È¿°ú¸¦ ±¸¼ºÇÏ°í ¿¬±¸ÇÏ´Â °ÍÀÌ´Ù. ¿ì¸®´Â ¿ì¸®°¡ ÇнÀÀÇ °úÁ¤À» °èȹÇÒ ¶§ °í·ÁÇß¾ú´ø ¸ðÇüÀÇ °³³ä¿¡ °üÇؼ­ ÀüÇϱâ À§Çؼ­ ÇлýµéÀÇ ¸ðµ¨¿¡ ´ëÇÑ »ý°¢°ú Çб³ °úÇÐÀÇ ¾ç»óÀ» µ¿ÀÏÇÑ °ÍÀ¸·Î °£ÁÖÇÑ´Ù. °úÇп¡¼­ÀÇ ¸ðÇü¿¡ ´ëÇÑ »ý°¢Àº 7Çг⠹°¸® ½Ã°£ÀÇ ¹°ÁúÀÇ »óÅ º¯È­¿¡ ´ëÇØ ÇнÀÇϸ鼭 ¹è¿ì°Ô µÈ´Ù. »çÀü ¸é´ãÀ» ÅëÇؼ­ ÇлýµéÀÇ ¸ðÇü¿¡ ´ëÇÑ »ý°¢ÀÌ Á¦ÇÑÀûÀ̶ó´Â °ÍÀ» ¾Ë·ÁÁÖÁö¸¸, »çÈÄ ¸é´ãÀº ÀÌ°ÍÀÌ ¹è¿òÀÇ ¿¬¼ÓÀûÀÎ °úÁ¤¿¡¼­ Çâ»óµÊÀ» º¸¿©ÁØ´Ù. ÇлýµéÀÇ ¸ðÇü¿¡ ´ëÇÑ ÀÌÇØ´Â ÅëÁ¦Áý´Ü°ú ÀÏ¹Ý ±³À°¸¸À» ¹ÞÀº 9Çгâ Çлýµé·Î ±¸¼ºµÈ ºñ±³Áý´Ü°ú Åë°èÀûÀ¸·Î Áß¿äÇÑ Â÷ÀÌ°¡ ÀÖ¾ú´Ù. ±×·¯³ª ¸î ´Þ ÈÄ¿¡ ½Ç½ÃµÈ ¼³¹®¿¡¼­ ÇнÀ °á°úÀÇ ¾ÈÁ¤¼ºÀº ±³¼ö °úÁ¤ ¿ìÇì ¼öÇàµÇ´Â Åë»óÀûÀÌ ±³¼öÈ°µ¿¿¡¼­ »ç¿ëµÇ¾ú´ø ¸ðµ¨°ú ¸ðµ¨¸µÀÌ ¾î¶² °ÍÀΰ¡¿¡ ÀÇÁ¸ÇÑ´Ù´Â °ÍÀÌ ¹àÇôÁ³´Ù. ±³¼ö, ±³»ç±³À°, ¿¬±¸ÀÇ °á°ú°¡ ÀÌ ³í¹®¿¡¼­ ¶ÇÇÑ Á¦½ÃµÈ´Ù.

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Teachers' views on the nature of models.

Justi, Rosaria S. Gilbert John K.


A semi-structured interview was used in Brazil to enquire into the 'notion of model' held by a total sample of 39 science teachers who were: employed in 'fundamental' (6-14 years) and 'medium' (15-17 years) schools; student science teachers currently doing their practicum; and university science teachers. Seven 'aspects' of their notions of a model were identified: the nature of a model, the use to which it can be put, the entities of which it consists, its relative uniqueness, the time span over which it is used, its status in the making of predictions, and the basis for the accreditation of its existence and use. Categories of meaning were identified for each of these aspects. The profiles of teachers' notions of 'model' in terms of the aspects and categories were complex, providing no support for the notion of 'Levels' in understanding. Teachers with degrees in chemistry or physics had different views about the notion of 'model' to those with degrees in biology or with teacher training certificates.

¸ðÇüÀÇ º»¼º¿¡ ´ëÇÑ ±³»çµéÀÇ °üÁ¡

ºê¶óÁú¿¡¼­ ¡®ÃʵîÇб³(6~14¼¼)¡¯, ¡®ÁßÇб³(15~17¼¼)¡¯¿¡ ±Ù¹«ÇÏ´Â ±³»çµé, ±³À°½Ç½ÀÀ» ¹Þ´Â ¿¹ºñ°úÇб³»ç, ´ëÇб³¼ö µîÀÇ 39¸í¿¡ ´ëÇؼ­ ¸ðµ¨¿¡ ´ëÇÑ »ý°¢À» ¹¯´Â ¹Ý±¸Á¶È­µÈ ¸é´ãÀÌ ½Ç½ÃµÇ¾ú´Ù. ±×µéÀÇ ¸ðÇü¿¡ ´ëÇÑ °³³ä¿¡ ´ëÇØ 7°¡Áö ¡®°üÁ¡¡¯µéÀÌ ºÐ¼®µÇ¾ú´Ù: ¸ðµ¨ÀÇ º»¼º, ±×°ÍÀÌ ¾îµð¿¡ »ç¿ëµÇ´ÂÁö, ¸ðµ¨ÀÌ ±¸¼ºµÈ ±¸¼º¼ººÐ, »ó´ëÀûÀÎ µ¶Æ¯ÇÔ, ±×°ÍÀÌ »ç¿ëµÇ¾î¿Â ½Ã°£, ¿¹ÃøÇÒ ¶§ÀÇ »óÅÂ, ±×¸®°í ±×°ÍÀÇ Á¸Àç¿Í ÀÎÁ¤ÇÔ¿¡ ´ëÇÑ ±Ù°Å µî. ÀǹÌÀÇ ¹üÁÖ´Â ÀÌ·¯ÇÑ °üÁ¡µéÀÌ °¢°¢ È®ÀεǾú´Ù. ±³»çµéÀÇ ¡®¸ðÇü¡¯ÀÇ °³³äÀÇ ¹üÁÖ´Â º¹ÀâÇß°í, ÀÌÇØ ¼öÁØ¿¡ ¾Æ¹« µµ¿òÀ» ÁÖÁö ¸øÇß´Ù. È­ÇÐÀ̳ª ¹°¸® ¼±»ý´ÔµéÀº »ý¹° ¼±»ý´ÔÀ̳ª ±³»çÈÆ·ÃÁõ¸í¼­¸¦ °¡Áø »ç¶÷µé°ú´Â ¡®¸ðÇü¡¯ÀÇ °³³ä¿¡ ´ëÇØ ´Ù¸¥ ½Ã°¢À» °¡Áö°í ÀÖ´Ù.

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