체계적 비유 수업을 받은 중학생의 전류 개념의 시간적 변화

다국어 초록 (Multilingual Abstract)

The purposes of this study were to investigate the effects of systematic analogy on pupils` concepts changes compared with non-systematic analogy and no analogy using longuitudal study. The subjects were the second year middle school students(N=140), 49 of them were experimental group, using systematic analogy; 47 of them were control group 1, using non-systematic analogy; and 44 of them were control group 2, using no analogy. We have elicited their ideas about electric current three times: pretest, posttest and delayed posttest by P-O-E(Prediction-Observation-Explanation) method. With time, resistant relevant idea was decreasing dominantly; sequential reasoning idea and scientific idea were increasing; and current consumption idea was rare. Systematic analogy is more effective than non-systematic analogy on pupils` concepts changes of electric current. Systematic analogy is more effective than no analogy in case of simple situation, but we couldn`t find significant difference between systematic analogy and no analogy in case of complicated situation.