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심상룡,김준태,홍남관 공주대학교 사범대학 과학교육연구소 1998 과학교육연구 Vol.29 No.1
동일 개념을 토대로 정성적인 문항과 정량적인 문항을 개발하여 학습자의 오개념 형태와 성취도를 조사하였다. 학생들이 가지고 있는 오개념의 유형은 선행연구의 오개념이 재현되었으며, 정성적인 문항의 정답률이 정량적인 문항보다 높게 나타났다. 학생들이 가지고 있을 것으로 예상하는 교사의 예측 오개념은 대체적으로 학생의 오개념과 일치하였으나 교사가 생각하지 못하는 학생들의 오개념도 정성적인 문항보다는 정량적인 문항에서 더 많이 나타났다. 교사가 가지고 있는 오개념의 유형은 정성적·정량적인 문항의 형태에서 학생들과 비슷하게 나타났는데 물리를 전공하지 않는 교사의 상당수가 물리현상에 대한 오개념을 가지고 있었다. In this study, the patterns of evaluation questions of force and motion are compared, after dividing them into quantitative items, which are widely used in school evaluations, and qualitative items, which are widely used in investigating science misconception, to investigate the relation between students' and teachers' misconceptions and misconceptions presumed by teachers. For this study, the subjects, three classes of middle school students gifted in science, two classes of high school advanced course, and secondary school teachers, were first tested with qualitative questions and four to seven days after they were tested again with quantitative questions. The results are as follows. 1. The majority of the preceding studies have mostly used qualitative patterns patterns to investigate science misconceptions. 2. 8 items of quantitative and qualitative questions for the 1st unit of force and motion presented in the course of the 1st grade of middle school, are developed respectively. 3. The patterns and characteristics of misconceptions found in qualitative questions were similar to those in lots of preceding studies, but the two patterns of qualitative and quantitative items should be fully considered to achieve designed evaluation, for some students and teachers, who think(judge) correctly in qualitative items, showed mis conceptions in quantitative items. And the fact that the rate of correct answer in the qualitative questions was higher than that in the quantitative questions showed that the development of contents in the unit of force and motion in the course of the 1st grade of middle school. 4. Both in qualitative questions and in quantitative questions the rate of correct answer is, on the whole, higher in high school students than in middle school students. 5. Teachers' presumed misconceptions are in much accord with students' misconceptions, but students' misconceptions, which teachers did not presume, were found. Lots of biology and earth-science teachers, who did not major in physics, have misconceptions about physical phenomena, and it is found through this study that teachers are one of the reasons of students' science misconceptions.
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