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과학적 상황과 일상적 상황에 따른 초등학생들의 용해 개념
노금자,김효남 한국교원대학교 과학교육연구소 1996 청람과학교육연구논총 Vol.6 No.1
This study is to know the elementary school pupils' dissolution conceptions according to the two contexts, scientific and everyday, especially characteristics and styles of the students' conceptions, and to analyze their misconceptions. In this study, 445 students (male 214 and female 231) were selected from the 4th to 6th grade of two elementary schools in the urban and the rural area. The questions were consisted of solution, homogeneity of a solution, concentration, conservation of mass and solubility of solid. The students were given altogether five pairs of paper and pencil type questions about dissolution. Two questions within each pair had the same cognitive demand except contexts. First, the questions of everyday context were administrated and, two weeks later, the questions of scientific context. In the results of this study, significant difference was found between the responses of each context. The pupils' achievements of dissolution concepts were significantly higher in scientific contexts than in everyday contexts. There was no significant difference between the male and the female students, but between the urban and the rural. The urban students have more correct scientific dissolution conceptions than the rural. As a result, pupils' concepts have the context dependancy that students adopts differently when the question contexts are different in spite of the same concepts.
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김효남,노금자,김화숙 한국교원대학교 과학교육연구소 1996 청람과학교육연구논총 Vol.6 No.1
The 1st and 2nd grade science-related textbooks of Japan and Korea are analyzed according to analysis system, which is consisted of knowledge and scientific inquiry processes categories. Each sentence in the textbooks is considered as an analyzing unit. The frequency and percentage of each category are counted and calculated. The results of this study are: 1. The frequency of scientific inquiry processes is more than that of knowledge in all of the 1st and 2nd grade textbooks. 2. Communication, problem cognition and observation are mostly emphasized in scientific inquiry process category. 3. Most of knowledge are factual scientific knowledge. 4. Science related contents are mostly biological knowledge, which is observing animal/plant and raising plant. Korean textbook include more physical science related contents like magnet and air.
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과학적 상황과 일상적 상황에 따른 초등학생들의 용해 개념
김효남,노금자 한국초등과학교육학회 1996 초등과학교육 Vol.15 No.2
This study is to know the elementary school pupils' dissolution conceptions according to the two contexts, scientific and everyday, especially characteristics and styles of the students' conceptions, and to analyze their misconceptions. In this study, 445 students (male 214 and female 231) were selected from the 4th to 6th grade of two elementary schools in the urban and the rural area. The questions were consisted of solution, homogeneity of a solution, concentration, conservation of mass and solubility of solid. The students were given altogether five pairs of paper and pencil type questions about dissolution. Two questions within each pair had the same cognitive demand except contexts. First, the questions of everyday context were administrated and, two weeks later, the questions of scientific context. In the results of this study, significant difference was found between the responses of each context. The pupils' achievements of dissolution concepts were significantly higher in scientific contexts than in everyday contexts. There was no significant difference between the male and the female students, but between the urban and the rural. The urban students have more correct scientific dissolution conceptions than the rural. As a result, pupils' concepts have the context dependancy that students adopts differently when the question contexts are different in spite of the same concepts.
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김효남,김화숙,노금자 한국초등과학교육학회 1996 초등과학교육 Vol.15 No.1
The 1st and 2nd grade science-related textbooks of Japan and Korea are analyzed according to analysis system, which is consisted of knowledge and scientific inquiry processes categories. Each sentence in the textbooks is considered as an analyzing unit. The frequency and percentage of each category are counted and calculated. The results of this study are: 1. The frequency of scientific inquiry processes is more than that of knowledge in all of the 1st and 2nd grade textbooks. 2. Communication, problem cognition and observation are mostly emphasized in scientific inquiry process category. 3. Most of knowledge are factual scientific knowledge. 4. Science related contents are mostly biological knowledge, which is observing animal/plant and raising plant. Korean textbook include more physical science related contents like magnet and air.
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