http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
반복되는 불일치 상황에서 상황 제시 방법에 따라 초등학생들이 예상을 바꾸는 특성
전아름 ( Jeon Ah Reum ),노석구 ( Suk Goo Noh ),박재근 ( Jae Keun Park ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.3
The purpose of this study was to analyze the characteristics of elementary school students` prediction changes by the suggestion types in a multiple anomalous situation. We investigated the responses, the rate and time of changing prediction, and cognitive conflicts of the students when repeated anomalous situation was suggested in experimental or logical way in science classes focused on buoyancy. As the anomalous situation was repeated, the students to change the prediction increased in number and also the rates to choose the correct prediction became higher. The group who was exposed in experimental way changed their prediction more than in logical way. In addition, when we classified the students to change the prediction by types, the group in experimental way showed higher rate of NM, MM type and FFT type. With anomalous situation repeated, cognitive conflicts of the students has been gradually declining in both groups. But it seemed that the group in experimental way experienced higher mental conflicts. In particular, as students changed the prediction more and arrived at the correct answer after changing their prediction, all the more so. It is concluded that the degree of students`` changing prediction and experiencing cognitive conflict can be different according to the suggestion types for situation. Therefore the correlation with cognitive conflict factors can be also observed with the types of students`` reactions.