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2007-02-25 (Vol 4, No 13)

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Journal of Research in Science Teaching, 44(2), 2007.2

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À¯ÀüÇÐÀÇ ÀÌÇØ: ÁßµîÇлýµéÀÇ °³³ä »óÅ ºÐ¼®
Understanding genetics: Analysis of secondary students' conceptual status

Chi-Yan Tsui, David F. Treagust *
Science and Mathematics Education Centre, Curtin University of Technology, Kent Street, Bentley, Perth, WA 6102, Australia
email: David F. Treagust (D.Treagust@smec.curtin.edu.au)

ÀÌ ³í¹®Àº È£ÁÖÀÇ 3°³ °íµîÇб³¿¡¼­ 10Çгâ°ú 12Çгâ ÇлýµéÀÇ À¯ÀüÇп¡ ´ëÇÑ °³³ä º¯È­¸¦ Á¶»çÇÑ °ÍÀÌ´Ù. ÀÌ ¿¬±¸´Â ´ÙÂ÷¿øÀû °³³ä-º¯È­ Ʋ(a multidimensional conceptual-change framework)¿¡ ±âÃʸ¦ µÎ°í, Çؼ®Àû Á¢±Ù¹ý(interpretive approach)°ú ´Ù¸éÀû µ¥ÀÌÅÍ ¼öÁý ¹æ¹ý(multiple data collection methods)À» ¾´ »ç·Ê-±â¹Ý ¼³°è(case-based design)¸¦ »ç¿ëÇÏ¿´´Ù. 4-8ÁÖ µ¿¾È ÇлýµéÀº ´Ù¸éÀû Ç¥Çö(multiple representations)ÀÌ Æ÷ÇÔµÈ ÄÄÇ»ÅÍ ÇÁ·Î±×·¥ÀÎ BioLogica È°µ¿ÀÌ ÀÖ´Â ±³½Ç ¼ö¾÷¿¡¼­ À¯ÀüÇÐÀ» °øºÎÇÏ¿´´Ù. ¿Â¶óÀÎ Å×½ºÆ®¿Í ¸é´ã °úÁ¦ÀÇ °á°ú¿¡¼­´Â ´ëºÎºÐÀÇ ÇлýµéÀÌ À¯ÀüÇп¡ ´ëÇÑ ÀÌÇØÀÇ ÁõÁøÀ» º¸¿´´Ù. ±×·¯³ª Thorley's (1990)ÀÇ »óÅ ºÐ¼® ¹üÁÖ(status analysis categories)¸¦ »ç¿ëÇÏ¿© ¸é´ã¿¡ ÀÀÇß´ø 26¸í Áß 9¸í ÇлýÀÇ À¯ÀüÀÚ °³³ä¿¡ ´ëÇÑ ±³Â÷-»ç·Ê ºÐ¼®(a cross-case analysis) °á°ú´Â ´ÜÁö 4¸íÀÇ Çлý¸¸ÀÌ »çÈÄ °³³äÀÌ ÁöÀûÀÌ°í-±×·²µíÇϸç-À¯Ã¢ÇÑ(intelligible-plausible-fruitful) °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ÇлýµéÀÇ °³³ä º¯È­´Â ±³½Ç ¼ö¾÷ ³»¿ë°ú Àß ºÎÇÕÇÏ¿´´Ù. ÀÌ °á°ú´Â ´Ù¸éÀû Ç¥ÇöÀÌ À¯ÀüÇÐÀÇ °³³äÀû ÀÌÇظ¦ Áö¿øÇÏ°í ÀÖÀ½À» ½Ã»çÇÑ´Ù. ÀÌ °á°ú´Â ¶ÇÇÑ »óÅÂ(status)°¡ ¿¬±¸ÀÚµé·Î ÇÏ¿©±Ý ÇлýµéÀÇ °³³ä º¯È­¸¦ È®ÀÎÇÒ ¼ö ÀÖ´Â ¿äÀÎÀÌ µÉ ¼ö ÀÖÀ½À» º¸¿©ÁÖ¾ú´Ù. ¶ÇÇÑ, ThorleyÀÇ °³³ä »óÅ ºÐ¼® ¹æ¹ýÀÌ ³íÀǵǾú´Ù. J Res Sci Teach 44: 205-235, 2007
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»ý¹°ÇÐ ±³»çµéÀÇ Àεð¾Ö³ª ÁÖÀÇ ÁøÈ­·Ð Ç¥ÁØ¿¡ ´ëÇÑ Åµµ¿Í »ç¿ë
Biology teachers' attitudes toward and use of Indiana's evolution standards

Lisa A. Donnelly 1 *, William J. Boone 2
1 School of Education, Indiana University, 201 North Rose Avenue, 3008, Bloomington, Indiana 47405-1006
2 Miami University of Ohio, Oxford, Ohio
email: Lisa A. Donnelly (laborger@indiana.edu)

ÀÌ ¿¬±¸¿¡¼­´Â »ý¹°ÇÐ ±³»çµéÀÇ ÁøÈ­·Ð ¼ö¾÷ ½ÇÁ¦¿Í Àεð¾Ö³ª ÁÖÀÇ ÁøÈ­·Ð Ç¥ÁØ¿¡ ´ëÇÑ ÀÎ½Ä ¹× »ç¿ë°úÀÇ °ü°è¸¦ Á¶»çÇÏ¿´´Ù. ÀúÀڵ鿡 ÀÇÇØ °³¹ßµÈ ¼³¹® Á¶»ç´Â ´Ù¼¸ °³ÀÇ ÇÏÀ§ ¹üÁÖ¸¦ °¡Áö°í ÀÖ´Ù. ±×°ÍÀº Ç¥ÁØÀÇ »ç¿ë, Ç¥ÁØ¿¡ ´ëÇÑ Åµµ, ÁøÈ­·Ð Ç¥ÁØ¿¡ ´ëÇÑ Åµµ, ÁøÈ­·Ð ¼ö¾÷ ½ÇÁ¦, Àα¸ Åë°èÀû Á¤º¸ µîÀÌ´Ù. ÀÌ Á¶»ç´Â 229¸íÀÇ Àεð¾Ö³ª ÁÖ »ý¹° ±³»çµé¿¡°Ô ½Ç½ÃµÇ¾ú´Ù. µ¥ÀÌÅÍ´Â Rasch ¸ðµ¨À» »ç¿ëÇÏ¿© Likert ôµµ µ¥ÀÌÅ͸¦ º¯¼ö ºÐ¼®À» À§ÇØ »ç¿ëµÈ ºñÀ² µ¥ÀÌÅÍ·Î ÀüȯÇÏ¿© ºÐ¼®µÇ¾ú´Ù. »ó°ü°ü°è ºÐ¼® °á°ú´Â Ç¥ÁØÀÇ »ç¿ë°ú Ç¥ÁØ¿¡ ´ëÇÑ Åµµ »çÀÌ¿Í, Ç¥ÁØ¿¡ ´ëÇÑ Åµµ¿Í ÁøÈ­·Ð ¼ö¾÷ ½ÇÁ¦ »çÀÌ, ÁøÈ­·Ð Ç¥ÁØ¿¡ ´ëÇÑ Åµµ¿Í ÁøÈ­·Ð ¼ö¾÷ ½ÇÁ¦ »çÀÌ¿¡ À¯ÀǹÌÇÑ °ü°è°¡ ÀÖÀ½À» º¸¿©ÁÖ¾ú´Ù. ÀÌ °á°ú´Â Ç¥ÁØÀÇ »ç¿ë, Ç¥ÁØ¿¡ ´ëÇÑ ±³»çµéÀÇ ÀνÄ, ±×¸®°í ÁøÈ­·Ð ¼ö¾÷ ½ÇÁ¦ »çÀÌ¿¡ ½ÇÁúÀûÀÎ °ü°è°¡ ÀÖÀ½À» ½Ã»çÇÑ´Ù. J Res Sci Teach 44: 236-257, 2007
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Àü±âÈ­ÇÐ ÇнÀÀ» ¹æÇØÇÏ´Â ¿äÀεé
Factors that prevent learning in electrochemistry

Hans-Jürgen Schmidt 1 *, Annette Marohn 1, Allan G. Harrison 2
1 Department of Chemistry, Dortmund University, Otto-Hahn-Str. 6, D-44227 Dortmund, Germany
2 Central Queensland University, Bruce Highway, Rockhampton QLD 4702, Australia
email: Hans-Jürgen Schmidt (hans-juergen.schmidt@uni-dortmund.de)

Àü±âÈ­ÇÐÀº ±³À°°úÁ¤, ±³°ú¼­, ±×¸®°í ÀÏ»ó »ýÈ°¿¡¼­ Áß¿äÇÑ ¿ªÇÒÀ» ´ã´çÇÑ´Ù. ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº ÁßµîÇб³ ÇлýµéÀÌ ÀÔ¹®Àû È­ÇÐ ¼öÁØ¿¡¼­ Àü±âÈ­ÇÐÀ» ÇнÀÇÏ´Â µ¥ À־ÀÇ ¹®Á¦Á¡À» È®ÀÎÇÏ°í ÀÌÇØÇÏ´Â µ¥ ÀÖ´Ù. ÀÌ Á¶»ç´Â ³× ¿µ¿ªÀ¸·Î ÀÌ·ç¾îÁ® ÀÖ´Ù: (a) ÀüÇØÁú, (b) ÀüÇØÁú ¿ë¾×¿¡¼­ ÀüÇÏÀÇ ¿î¹Ý, (c) ¾Æ³ëµå¿Í ij¼Òµå(the anode and the cathode), ±×¸®°í (d) ¸¶À̳ʽº ±Ø¿Í Ç÷¯½º ±Ø. 5ȸ¿¡ °ÉÃÄ °íµîÇб³ ÇлýµéÀ» ´ë»óÀ¸·Î ÁöÇÊ °Ë»ç°¡ ÇàÇØÁ³´Ù. ¹«¼± Ç¥ÁýÀ» ÅëÇØ Ç¥ÁýµÈ Áý´Ü Çлý¼ö´Â ÃÑ 15,700¸íÀ̾ú´Ù. Çлýµé¿¡°Ô´Â Á¤´äÀ» ã´Â ¹®Á¦¿Í ±× Á¤´äÀ» °í¸¥ ÀÌÀ¯¸¦ ¾²´Â Áú¹®µéÀÌ ÁÖ¾îÁ³´Ù. ÇлýµéÀº ´ÙÀ½ ³× °¡ÁöÀÇ °³³ä¿¡ ±âÃÊÇÏ¿© »ç°íÇÏ°í ÀÖÀ½ÀÌ ¹àÇôÁ³´Ù: (a) Àü±âºÐÇØÇÏ´Â Áß¿¡ Àü·ù°¡ À̿µéÀ» »ý¼ºÇÑ´Ù; (b) ÀüÀÚµéÀº ÇÑ °³ÀÇ Àü±Ø¿¡¼­ ´Ù¸¥ Àü±ØÀ¸·Î ¿ë¾×À» ÅëÇØ À̵¿ÇÑ´Ù; (c) ij¼Òµå(the cathode)´Â Ç×»ó ¸¶À̳ʽº ±ØÀ̸ç, ¾Æ³ëµå´Â Ç×»ó Ç÷¯½º ±ØÀÌ´Ù; (d) Ç÷¯½º¿Í ¸¶À̳ʽº ±ØÀº ÀüÇϵéÀ» ¿î¹ÝÇÑ´Ù. ÀÌ °á°ú´Â Çлýµé·Î ÇÏ¿©±Ý ¸ÕÀú °æÇèÇÏ°Ô ÇÏ°í ±× ´ÙÀ½ Àü±âÈ­ÇÐ °³³äÀ» ÇнÀÇϵµ·Ï ÇÏ´Â ¼ö¾÷ Àü·«ÀÌ È¿°úÀûÀÓÀ» ½Ã»çÇÑ´Ù. ±× ´ÙÀ½ ´Ü°è·Î´Â ÀûÀýÇÑ °³³ä ¿ë¾îµéÀÌ Ãß°¡µÇ°í ±×·± ´ÙÀ½ ÀÌ ³í¹®¿¡¼­ ¼­¼úµÈ ´ë¾È °³³äµé°ú Á÷¸éÇÏ°Ô ÇÒ ÇÊ¿ä°¡ ÀÖÀ½À» ½Ã»çÇÑ´Ù. J Res Sci Teach 44: 258-283, 2007
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Çѱ¹ÀÇ 4-11¼¼ ÇлýµéÀÇ ¿­°ú ¿Âµµ °³³ä
Korean 4- to 11-year-old student conceptions of heat and temperature

Seoung-Hey Paik 1 *, Boo-Kyung Cho 2, Young-Mi Go 3
1 Faculty of Chemistry Education, Korea National University of Education, Chungbuk, 363-791, Republic of Korea
2 Faculty of Early Childhood Education, Korea National University of Education, Chungbuk, 363-791, Republic of Korea
3 Faculty of Early Childhood Education, Soonchunhang University, Chungnam, 336-745, Republic of Korea
email: Seoung-Hey Paik (shpaik@knue.ac.kr)

ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº ÇлýµéÀÌ Çб³ ±³À°°úÁ¤°ú ÀÏ»ó»ýÈ°¿¡¼­ ¸ðµÎ Áß¿äÇÑ °³³äÀÎ ¿­°ú ¿Âµµ¿¡ ´ëÇØ ¾î¶² °³³äµéÀ» °¡Áö°í ÀÖ´ÂÁö ¾Ë¾Æº¸°íÀÚ ÇÏ´Â °ÍÀÌ´Ù. ¿¬±¸ ´ë»óÀº Çѱ¹ÀÇ ³ó¾îÃÌ Áö¿ª¿¡¼­ Ç¥ÁýÇÑ Çлýµé·Î 4¼¼¿¡¼­ 11¼¼±îÁöÀÇ ÇлýµéÀÌ´Ù. ¿Âµµ, ¿­ Àý¿¬, ¿­ÆòÇüÀÇ ±âÃÊ¿¡ ´ëÇØ °¢ Çлýµé¿¡°Ô ¸é´ãÀ» ÅëÇØ Á¶»çÇÏ¿´´Ù. ÇлýµéÀÇ ÀÀ´ä ºóµµ¿Í Çлý ÀÀ´ä¿¡ ´ëÇÑ ÀÌÀ¯¸¦ ºÐ¼®ÇÏ¿©, ¾î¸° ÇлýµéÀϼö·Ï ¿Âµµ¸¦ ¡°Å©±â¡± ¶Ç´Â ¡°¼öµéÀÇ ÇÕ¡±À¸·Î º¸´Â °æÇâÀ» º¸Àδٴ °ÍÀ» ¹ß°ßÇÏ¿´´Ù. ÀÌ·¯ÇÑ °æÇâÀº Á¡Â÷ ³ªÀÌ°¡ µé¼ö·Ï »ç¶óÁ®°¬´Ù. ´ëºÎºÐÀÇ ÇлýµéÀº ³ªÀÌ¿¡ »ó°ü¾øÀÌ ¿­Àý¿¬¿¡ ´ëÇØ ´Ù¸¥ °³³äµéÀ» °¡Áö°í ÀÖ¾úÀ¸³ª, ±× »ç°í ¹æ½ÄÀº ³ªÀÌ¿¡ µû¶ó ´Þ¶ú´Ù. ¾î¸° ÇлýÀϼö·Ï Àý¿¬À» ¹°ÁúÀÇ ¼ºÁú·Î º¸´Â °æÇâÀ» Å©°Ô º¸¿´´Ù. ¹Ý¸é¿¡ ³ªÀÌ°¡ µç ÇлýÀϼö·Ï ÇÕ¸®ÀûÀÎ ¿­°ú ¿Âµµ °³³äÀ¸·Î ÇâÇÏ´Â °æÇâÀ» Å©°Ô º¸¿´´Ù. ´ëºÎºÐÀÇ ÇлýµéÀÌ ³ªÀÌ¿¡ »ó°ü¾øÀÌ ¿­ÆòÇü¿¡ ´ëÇØ ¸íÈ®ÇÑ °³³äÀ» °¡Áö°í ÀÖÁö ¾Ê¾ÒÀ¸¸ç ²Ï ¿©·¯ °¡ÁöÀÇ ¿À°³³äÀ» ¼ÒÀ¯ÇÏ°í ÀÖ¾ú´Ù. J Res Sci Teach 44: 284-302, 2007
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°³³ä º¯È­¿¡ ´ëÇÑ Á¾´ÜÀû ¿¬±¸: ´Þ À§»ó¿¡ ´ëÇÑ ÃʵîÇб³ ¿¹ºñ ±³»çµéÀÇ °³³ä
A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases

Kathy Cabe Trundle 1 *, Ronald K. Atwood 2, John E. Christopher 3
1 School of Teaching and Learning, College of Education, The Ohio State University, 333 Arps Hall, 1945 High Street, Columbus, Ohio 43210-1172
2 Department of Curriculum and Instruction, College of Education, Taylor Education Building, University of Kentucky, Lexington, Kentucky
3 Physics Department, University of Kentucky, Lexington, Kentucky
email: Kathy Cabe Trundle (trundle.1@osu.edu)

ÀÌ ¿¬±¸´Â 12¸íÀÇ ¿©¼º ÃʵîÇб³ ¿¹ºñ ±³»çµéÀÌ ¼ö °³¿ùÀÇ ¼ö¾÷À» ¹ÞÀº ÈÄ¿¡ °³³äÀÌ ¾î¶»°Ô º¯ÇÏ´ÂÁö¸¦ Á¾´ÜÀûÀ¸·Î Á¶»çÇÑ °ÍÀÌ´Ù. ¿¬±¸ Âü¿©ÀÚµéÀÌ ¼ö¾÷À» ¹ÞÀº »óȲÀº Ž±¸ Áß½ÉÀÇ ¹°¸® °ú¸ñÀ̾ú°í, ¸ñÇ¥ÇÑ °úÇÐ ³»¿ëÀº ´Þ À§»óº¯È­ÀÇ ¿øÀÎÀ̾ú´Ù. °üÂû°ú ¸é´ãÀ» Æ÷ÇÔÇÑ Á¤¼ºÀû ¿¬±¸ ¹æ¹ýÀÌ Âü¿©ÀÚµéÀÇ °³³ä ÀÌÇظ¦ Á¶»çÇÏ°í ±â¼úÇϱâ À§ÇØ »ç¿ëµÇ¾ú´Ù. Âü¿©ÀÚµéÀº ´ÞÀÇ À§»ó º¯È­ÀÇ ¿øÀο¡ ´ëÇØ ¼ö¾÷ Àü°ú ¼ö¾÷ 3ÁÖ ÈÄ, ¼ö¾÷ÀÌ ³¡³­ ¼ö°³¿ù ÈÄ ¸é´ã Á¶»ç¸¦ ¹Þ¾Ò´Ù. Âü¿©ÀÚµéÀÇ °³³ä ÀÌÇØÀÇ ÆÐÅÏ°ú ÁÖÁ¦´Â ¿¬¼ÓÀû-ºñ±³ µ¥ÀÌÅÍ ºÐ¼®¹ý(constant-comparative data analysis)À» ÅëÇØ ºÐ¼®µÇ¾ú´Ù. ÀÌ °á°ú´Â ÀÌÀü ¿¬±¸ °á°úµé°ú ÀÏÄ¡ÇÏ¿´À¸¸ç, Âü¿©ÀÚµéÀº ´Þ °üÂû °á°ú¸¦ ±â·ÏÇÏ°í ºÐ¼®ÇÏ´Â ¼ö¾÷À» ¹Þ¾ÒÀ¸¸ç, ´Þ À§»ó º¯È­¸¦ ¸ðÇüÈ­ÇÏ´Â °ÍÀº ¼ö¾÷ÈÄ ºü¸£°Ô °úÇÐÀû °³³äÀ¸·Î ¹Ù²î´Â °ÍÀ¸·Î º¸¿´´Ù. ÀÌ ¿¬±¸ °á°ú´Â ´ëºÎºÐÀÇ Âü¿©ÀÚµéÀÌ ¼ö¾÷ÈÄ 6°³¿ù ¶Ç´Â ±× ÀÌ»ó µ¿¾È °úÇÐÀû ÀÌÇظ¦ À¯ÁöÇÏ´Â °ÍÀ» º¸¿©ÁØ´Ù. ±×·¯³ª ÀϺΠÂü¿©ÀÚµéÀº »çÀü ¸é´ã Á¶»ç¶§ º¸¿´´ø ¿À°³³äÀ¸·Î µÇµ¹¾Æ°¨À» º¸¿´´Ù. ÀÌ °á°ú´Â Çö´ëÀÇ °³³ä º¯È­ÀÌ·ÐÀ» »ç¿ëÇÏ¿© Çؼ®µÇ¾ú´Ù. J Res Sci Teach 44: 303-326, 2007
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[³í¹® ¿ä¾à 6]

ȯ°æ¿¡ ´ëÇÑ ÇлýµéÀÇ Á¤½Å ¸ðÇü
Students' mental models of the environment

Daniel P. Shepardson 1 2 *, Bryan Wee 1, Michelle Priddy 1, Jon Harbor 2
1 Department of Curriculum and Instruction, Purdue University, 100 North University St. West Lafayette, Indiana 47907-2098
2 Department of Earth and Atmospheric Sciences, Purdue University, 100 North University St. West Lafayette, Indiana
email: Daniel P. Shepardson (dshep@purdue.edu)

ȯ°æ¿¡ ´ëÇÑ ÇлýµéÀÇ Á¤½Å ¸ðÇüÀº ¾î¶°ÇÑ°¡? ¸¸ÀÏ ÀÖ´Ù¸é, ¾î¶² ¹æ½ÄÀ¸·Î ÇлýµéÀÇ Á¤½Å ¸ðÇüÀº Çг⠼öÁØ¿¡ µû¶ó ¶Ç´Â Áö¿ª»çȸ ±¸Á¶¿¡ ÀÇÇØ º¯È­Çϴ°¡? ÀÌ µÎ °³ÀÇ Áú¹®Àº ÀÌ ³í¹®¿¡¼­ º¸°íµÈ ¿¬±¸ÀÇ ÁÖ¿ä ¹®Á¦ÀÌ´Ù. ȯ°æ °úÁ¦°¡ 25°³ÀÇ ¼­·Î ´Ù¸¥ ±³½Ç¿¡¼­ Çлýµé¿¡°Ô ÁÖ¾îÁ³´Ù. ÇлýµéÀÇ ÀÀ´äÀº ¸ÕÀú ȯ°æ¿¡ ´ëÇÑ ÇлýµéÀÇ Á¤½Å ¸ðÇüÀ» È®ÀÎÇϱâ À§ÇØ ±Í³³ÀûÀ¸·Î ºÐ¼®µÇ¾ú´Ù. ºÐ¼®ÀÇ µÎ ¹ø° ´Ü°è´Â È®ÀÎµÈ Á¤½Å ¸ðÇüµé¿¡ ´ëÇÑ Åë°èÀû Å×½ºÆ®°¡ ¼öÇàµÇ¾ú´Ù. ÀÌ ºÐ¼®À¸·ÎºÎÅÍ 4°³ÀÇ Á¤½Å ¸ðÇüÀÌ µå·¯³µ´Ù: ¸ðÇü 1Àº µ¿½Ä¹°ÀÌ »ì¾Æ°¡´Â Àå¼Ò·Î¼­ÀÇ È¯°æ - ÀÚ¿¬Àû Àå¼ÒÀ̸ç; ¸ðÇü 2´Â »ý¸íÀ» À¯Áö½ÃÅ°´Â Àå¼Ò·Î¼­ÀÇ È¯°æÀ̸ç; ¸ðÇü 3Àº Àΰ£ È°µ¿¿¡ ÀÇÇØ ¿µÇâÀ» ¹Þ°Å³ª º¯ÇüµÇ´Â Àå¼Ò·Î¼­ÀÇ È¯°æÀ̸ç; ¸ðÇü 4´Â µ¿¹°, ½Ä¹°, ±×¸®°í Àΰ£ÀÌ »ì¾Æ°¡´Â Àå¼Ò·Î¼­ÀÇ È¯°æÀÌ´Ù. µÎµå·¯Áø Á¤½Å ¸ðÇüÀº Á¤½Å ¸ðÇü 1À̾ú´Ù. ±×·¯³ª ½Ã°ñÀ̳ª µµ½Ã ±Ù±³ Çлýµéº¸´Ù´Â µµ½Ã ÇлýµéÀÇ »ó´çÈ÷ ¸¹Àº ¼ö°¡ Á¤½Å ¸ðÇü 3À» °¡Áö°í ÀÖ¾ú´Ù. ±×¸®°í ȯ°æ °úÇÐ ±³À°¿¡ ´ëÇÑ ½Ã»çÁ¡µéÀÌ Å½»öµÇ¾ú´Ù. J Res Sci Teach 44: 327-348, 2007
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¾×ü »óÅ Çö»ó¿¡ ´ëÇÑ ±³»ç ¹× ¿¹ºñ ±³»çµéÀÇ ¼³¸í: 3°³ À¯·´ ±¹°¡µéÀ» Æ÷ÇÔÇÏ´Â ºñ±³ ¿¬±¸
Teachers' and prospective teachers' explanations of liquid-state phenomena: A comparative study involving three European countries

Laurinda Leite 1 *, José Mendoza 2, Aldo Borsese 3
1 Instituto de Educação e Psicologia, Campus de Gualtar, 4710-057 Braga, Portugal
2 University of Santiago De Compostela, Spain
3 University of Genoa, Genoa, Italy
email: Laurinda Leite (lleite@iep.uminho.pt)

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