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유병길,진은희 부산교육대학교 과학교육연구소 2003 科學敎育硏究 Vol.28 No.-
The results are as follows: (1) Elementary school students apply different rules to problem-solving on electric circuits which is consisted of batteries and bulb; (2) They apply the following rules; In a 4-th grader, the more bulbs and batteries are, the lighter bulbs are, in a 5-th grader, the more batteries are, the lighter bulbs are, and in a 6-th grader, the more bulbs are, the darker bulbs are and if bulbs are parallel, then bulbs become dark.
전류 비유 모델에 의한 초등학생의 전류 개념 변화 분석
유병길,강인석,김병철,남만희,박선희,소하연,윤희정,이영아,이하룡,전병문,정승호 부산교육대학교 과학교육연구소 2000 科學敎育硏究 Vol.25 No.-
There exists a major impediment to learning electricity which may illuminate why direct presentation of scientists' ideas is too aggressive a strategy. This impediment lies in thinking that electricity is used up and in envisaging the light bulb as a consumer. This view is based on a powerful idea which summarises much of our experience; it declares that 'things get used up', 'you cannot get something for nothing', and 'intuitive thinking'. To replace this view with scientific view, we made the analogy model. It is suggested that the analogy model is more effective in teaching electricity circuits than conventional teaching method.
유병길,김효진 부산교육대학교 과학교육연구소 2001 科學敎育硏究 Vol.26 No.-
Energy, one of the most important themes in science education, is also one of the most difficult. Many students often confuse colloquial vocabulary and everyday ideas with scientific definitions and concepts. The present work examined the effects of the instruction on elementary school students' energy concept. Two groups of the 6-th graders were established. Students were tested before and after each instruction of energy unit. The experimental group's average value in post-test was higher than the comparative group's. The instruction to reconstruct energy unit in the viewpoint of energy transfer is more effective than traditional teaching.
유병길,소하연 부산교육대학교 과학교육연구소 2000 科學敎育硏究 Vol.25 No.-
Energy, one of the most important themes in science education, is also one of the most difficult. Many students often confuse colloquial vocabulary and everyday ideas wih scienctific definitions and concepts. The present work uses a questionnaire including picture to probe elementary student's conception concerning energy, and compare their prevalence in students of different grade groups. Analysis of the data shows that they relate energy with states concerning electricity and energy source. It is suggested that, concerning energy teaching, it is better to begin with electric energy transformation to other energy.
유병길,곽수연 부산교육대학교 과학교육연구소 2003 科學敎育硏究 Vol.28 No.-
This study examined elementary school students' ideas about light. The results are as follows; Most students think light's travel distance is different between in the daytime and the night. It is because that children's ideas are strongly influenced by their egocentric or human-centered view of the world and that children don't have the scientific model which can integrate a various kinds of same conditions. And the students think light's travel distance is different as the type of illuminant. They think that the strong illuminant like the sun travel so far but the dim light from a candle doesn't go too far. So, we must teach that the light keeps traveling until it reaches something regardless of the type and strength of illuminant. I suggest that these misconceptions must be changed into the scientific concept through enough discussion after the activities.
유병길,이태우 부산교육대학교 과학교육연구소 1999 科學敎育硏究 Vol.24 No.-
There is a gap between intended-curriculum and executed-curriculum. Teachers have many problems in practice when teachers execute intended-curriculum. In light of this, teacher's guide has very important roles in that teachers depend on teacher's guide when they teaches their learners. In this paper, we analyze problems with teacher's guide when they use it, and suggest some improvements.
유병길,양정인 부산교육대학교 과학교육연구소 2003 科學敎育硏究 Vol.28 No.-
In this study students' conceptions associated with evaporation were investigated. The purpose of this study was to investigate students' conception on evaporation and condensation. Major findings about students' conception on evaporation and condensation are as follows. 1. Elementary school students do have ideas about the conception which are quite diffrent from the view of scientists. We must prepare teaching which considers students' misconceptions before the teaching. 2. Elementary school students don't understand well invisible phenomena of evaporation and condensation. So we must teach useful conception on evaporation and condensation. And we must treat scientific concept through enough discussion and generalization. To design more effective teaching for conceptual change, students' misconceptions should be investigated.
구성주의 관점에서의 과학과 열린교육 : 학습자 중심의 과학교육 The learner-centered science education
유병길 부산교육대학교 초등교육연구소 1997 초등교육연구 Vol.11 No.-
There is certainly something fashionable about constructivism in science education nowadays. It is further true that constructivism is by no means a consistent movement, there are many variants of this view in use. Furthermore, it appears that constructivism, for some science educators, in any case, has become the new ideology of science education that provides a cure for every problem of teaching and learning science. But without any doubt constructivism has become also a most valuable guideline for science education -- for science teaching and learning as well as for research in these fields. This paper attempts to reviewscience open education in constructivist's view.
유병길,손선영 부산교육대학교 과학교육연구소 2001 科學敎育硏究 Vol.26 No.-
The present work examined children's ideas about in the 3-th graders of elementary school. The results are as follows; From the present study it became clear that children's ideas are strongly influenced by their egocentric or human-centered view of the world. For example, light from a candle is deemed to travel as far as any object which is obviously illuminated by it. If they can not see the illumination, the the light has not got as far as that. Most children would consider their ideas about light to be sensible, even commonsense, views. It is suggested that some of the students' basic ideas about light, how far light travels, and hoe we actually see objects, be taught.
유병길,윤희정 부산교육대학교 과학교육연구소 2000 科學敎育硏究 Vol.25 No.-
Many students are willing not to change their concept of science. They have much difficulty in learning science. So, there are many researches that learning science frequently requires the process of conceptual change. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. It underlies Piaget's genetic epistemology in which disequilibration demands an strategies between assimilation and accommodation until equilibrium is restored. Disequilibration is very important in learning science. This study is intended to interpret the conceptual change of heat in learning science.