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권재술 ( Kwon Jae Sul ),이경호 ( Lee Gyeong Ho ),김연수 ( Kim Yeon Su ) 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.5
According to conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. The purpose of this study was to examine the role of cognitive conflict in the conceptual charge process in detail. Specific research questions are as follows, 1) Is presenting of an anomalous situation necessary or sufficient condition for cognitive conflict? 2) Is cognitive conflict necessary or sufficient condition for conceptual change? To answer these questions, we analyzed the theories and research results in the related literature. At the end, we discussed the complex role of cognitive conflict in the conceptual change and future research.
김한호(Han Ho Kim),권재술(Jae Sul Kwon),김범기(Beom Ki Kim) 한국초등과학교육학회 1994 초등과학교육 Vol.13 No.2
The purpose of this study was to investigate Korean children`s(1∼5th) conceptions about sound: the production of sound, the transmission of sound. Using interview, data were collected from 80 children, and analysed by category schemes. The major findings of this study were as follows: 1. Younger children thought that sound production was often attributed to the impact or to the properties of the object. 2. Sound transmission was not an idea which was expressed by many children. Some children considered sound to travel through the string on the string telephone, or through air, but what was meant by `air` was often unclear. Sometimes, they regarded sound as a different kind of matter. 3. A notable feature in children`s conceptions on sound was context-dependent.
발견수업모형과 가설검증수업모형에 대한 이론적 분석과 현장 적용 연구
김한호(Han Ho Kim),권재술(Jae Sul Kwon) 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.2
The researcher tried to find out the similarities as well as the differences between Discovery Teaching Model(DTM) and Hypothesis-Testing Model(HTM) in light of their philosophy, aims and assumptions, supporting psychology, the procedures used in the classroom teaching, social system, and support system. With this theoretical analyses and comparisons of the teaching models, the researcher investigated the effectiveness of the models by the classroom applications. For the classroom applications, four classes were sampled from two elementary schools. The design of research was nonequivalent control group pretest-posttest design. The intervention for the experimental groups were 12 weeks. The results of the classroom application were analysed in light of students concepts, science inquiry skills, attitudes towards science. As the result of theoretical analyses, the models were basically similar in emphasizing pupils` meaningful learning; however, they were different in their aims, procedure of classroom teaching, social system, and support system. The results of the classroom application showed that DTM was effective in the development of science concepts, the scientific methods, and attitudes towards science. HTM was effective for improving in science process skills.