지구 내부에 대한 고등학교 학생들의 정신모형 탐색

정구송 한국지구과학회 2007 韓國地球科學會誌 Vol.28 No.6

The purpose of this study was to investigate students’ mental models and alternative conceptions about thetasks and were interviewed about their mental models. A coding frame was designed to classify the students’ drawingsand interview responses, and then a four step cognitive model was established based on the frame of coding. In addition,the relationship of mental models was compared in terms of students’ gender, and the type of alternative conceptions wasanalysed. The research results showed a variety of alternative conceptions on the interior of the Earth. The classifiedmental models showed naive mental model (1%), unstable mental model (81%), conceptual model (8%), while 69% ofall sampled students accounted for the static process. The gender difference in the cognitive model showed no statisticalsignificance.......... mental model, alternative conception, earth’s interior, drawing task. . : . ... .. ... .. ..... .... ..... ... ... . ... .... 1..126.. .... .... ... ... ... .... ..... . ... .... ... ... ... ..

암석과 지각, 판구조론에 대한 고등학교 학생들의 존재론적 범주화

정구송 경북대학교 과학교육연구소 2009 科學敎育硏究誌 Vol.33 No.1

이 연구는 암석과 지각, 판구조론에 대한 학생들의 존재론적 범주화를 분석한 것이다. 연구에는 고등학교 1학년 169명의 학생들이 참여하였으며, 연구 영역에 대한 학생들의 존재론적 범주화 경향을 밝히기 위해 질문지를 개발하고 부호화 틀을 제작하였다. 그리고 모든 학생 결과물들은 부호화 틀에 따라 4 단계(물질, 전환, 초기적 과정, 완료적 과정)의 범주로 부호화하였다. 연구 결과에서 다음과 같은 결과를 얻었다. 첫째, 연구 영역의 개념들에 대한 학생들의 존재론적 범주화는 암석 영역의 개념들에서 62%로 그리고 지각 영역의 개념들에서 75%로 우세하게 물질과 전환 범주로 분류되었다. 판구조론 영역에 대한 개념들의 존재론적 범주화 경향은 65%가 과정 범주로 부호화됨으로써 비교적 과정 지향적 관점을 가지고 있는 것으로 해석되었다. 둘째, 학생 개개인의 영역별 개념들에 대한 존재론적 범주 배정 경향은 모든 영역에서 과정 범주와 물질 범주로 부호화된 학생의 비율이 각각 17%, 30%로 확인되었다. 응답 분석 결과에서 물질 범주로 부호화된 대부분의 학생들은 세계를 단순한 물질의 조합으로 보는 경향이 많은 것으로 확인되었다. 그리고 지식 구조를 형성하는 개념들에 대하여 현상이나 사건 자체로만 사고하는 존재론적 신념을 지니고 있는 것으로 나타났다. The purpose of this study was to investigate students' ontological categories about rocks and the earth's crust and plate tectonics. A total of 169 high school students in the first grade were involved in the study, and in order to extend the boundary and tendency of the research, structuralized questions and coding frame were generated. Additionally, the results from all students were codified in four levels according to coding frame (matter, transformation, proto-process, and process). Followings are the results. First, the ontological categories of students about the concepts of this research were classified dominantly into a matter and transformation within the boundary of 67% of rocks, and 75% of the crust. The propensity of plate tectonics in terms of ontological category were analyzed by being codified into 68% of process category which proved to have relatively process-oriented perspective. Secondly, the inclination to allocate ontological categories of each students in terms of field concepts were confirmed in 16% and 31% per each student that were codified into process categories and matter categories. Most students that were codified into matter category responded to high tendency to view the world as a combination of simple substances. Moreover, the students had ontological faith that speculates only through a state or an incident in terms of concepts that form a structure of knowledge.

지각과 지구 내부에 대한 고등학생들의 대안 개념

정구송,정진우 한국지구과학회 2007 한국지구과학회지 Vol.28 No.3

This purpose of this study was to analyze high school students’ alternative conceptions and understanding levelsabout rocks, crust, plate tectonics and interior of the Earth. Data were collected through surveys, drawing assignments,and interviews. A total of 158 high school students in the first grade were involved in this study. The results showed thatstudents have lots of major alternative conceptions which are meaning and forming process of rock, distinction ofcontinental crust and ocean crust, formation and disappearance of ocean crust, movement of plate, continental drift,activities of volcano and earthquake. Physical and chemical characteristics, including mantle and core state could be foundthrough analyzing from drawings.alternative conception, crust, interior of the earth. . : . ... .. , .. , .... ... .. ... ... .... ... .. ... ... ... ..

지각과 지구 내부에 대한 고등학교 학생들의 존재론적 범주화와 정신모형

정구송 韓國敎員大學校 敎育硏究院 2008 敎員敎育 Vol.24 No.2

이 연구는 지각과 지구 내부 영역에 대한 고등학교 학생들의 존재론적 범주화와 정신모형은 분석한 것이다. 연구 대상은 고등학교 2학년 169명 학생으로 연구에 참여한 모든 학생들에게는 정신모형을 밝 히기 위해 그리기 과제가 주어졌고 구조화된 질문안에 따라 존재론적 범주화 경향을 밝히기 위한 면담이 실시되었다. 자료 해석을 위한 그리기 과제물 및 존재론적 범주화의 부호화 틀을 제작하였으며,모든 학생 결과물들은 기준 틀에 따라 각각 4단계로 부호화하였다. 연구 결과에서 69%의 학생들이 정적 정신모형에 해당되는 이해수준 1,2에 부호화 되었으며,존재론적 범주화 경향은 지각과 지구 내부 영역에서 각각 73%, 33%에 해당되는 학생들이 물질과 전환로서 배정하고 있음이 나타났다. 또한 이해 수준과 존재론적 범주화 단계에 따른 교차분석에서 이해수준이 높은 학생일수록 과정 범주로 사고하는 경향을 보였다. The purpose of this study was to investigate students' ontological categories and mental models about the Earth's interior. A total of 169 llth grade students participated in this study. They were required to draw Earth's interior tasks and were interviewed about their ontological categories. A coding frame was designed to classify the students' drawings and interview responses. then four steps of cognitive model and ontological categories was established based on the frame of coding. In the results, The classified mental models showed 69% of all sampled students accounted for the static process. the distribution of ontological categories showed 26%, 8% accounted for matter category about the crust and the Earth's interior. The cross-analysis of these two that the higher level of students' mental model is, the higher level of category analyzed according to study areas.

판구조론에 관한 고등학교 1학년 학생들의 오개념

정경진,정구송,문병찬,정진우 한국지구과학회 2007 한국지구과학회지 Vol.28 No.7

The purpose of this study was to investigate misconceptions about plate tectonics which spread widely amongfreshmen at high school with drawing. For this, we chose 6 conceptions about plate tectonics by analysis of 7thcurriculum and of 11 kinds of science textbooks. Questionnaire of drawing about plate tectonics were developeddepending on them. Data was collected from 134 students who was freshmen at high school in Daegu. The result of thisstudy was as follows. First, In structure of plate, ‘upper mantle type’ and ‘crust type’ misconceptions were more than halfof the respondents. Second, In distribution of plate, ‘cracked earthquake zone type’ and ‘earthquake frequency type’misconceptions were more than half of the respondents. Third, In formation of ocean ridge at oceanic crust- oceanic crustdivergent plate boundary, ‘divergence type’ and ‘collision type’ misconceptions were more than half of the respondents.misconceptions were more than half of the respondents. Fifth, In formation of mountain ridge at oceanic crust- continentalcrust convergent plate boundary, ‘subduction type’ and ‘fault type’ misconceptions were more than half of the respondents.Sixth, In transform-fault at oceanic crust- oceanic crust transform-fault boundary, ‘direction type’ and ‘section type’misconceptions were almost half of the respondents. In this study, students’ drawings about plate tectonics showed similarmisconceptions. This imply that drawing conceptions can be used by the strong evidence of misconceptions which spreadwidely among students. Furthermore, this study has a significance that this conclusion is useful to teachers as basicteaching-learning materials of plate tectonics.......... misconceptions, plate tectonics, drawing conceptions. . : . ... ... ... ... .. .... .... 1.. ... ... .. .. .. ....

천문과학관 프로그램에 반영된 과학교육과정의 분석

윤광아,최상인,정구송,이호 경북대학교 과학교육연구소 2009 科學敎育硏究誌 Vol.33 No.1

이 연구는 과학 교육과정 중 천문관련 단원의 내용과 천문과학관의 전시내용을 비교 분석하여 천문과학관이 교육과정의 내용과 목표를 얼마나 잘 반영하고 있는지 알아보는데 목적이 있다. 연구 대상은 국내 천문과학관 5곳으로 천문과학관 프로그램 평가도구를 사용하여 프로그램 내용을 평가하고 프로그램 형태를 조사하여 분석하였다. 이 때 사용된 평가도구는 교육부(1997)에서 고시한 과학교육과정 내용과 교육과정 평가원(2000)에서 제시한 성취기준 및 평가기준을 근거로 고안하였다. 이 연구의 결과를 요약하면 다음과 같다. 천문과학관에서는 과학 교육과정 내용 중 천문관련 학습요소를 대부분 반영하고 있었다. 이는 천문과학관이 비형식 교육 기관으로서 학교 과학 교육과 비교적 잘 연계되고 있음을 보여준다. 교육과정 반영비율은 5학년이 가장 높으며, 전시 형태는 패널 형태가 가장 많았다. 평가점수는 반영비율에 비하여 낮았는데 이는 향후 천문과학관의 프로그램을 선정함에 있어 과학 교육과정을 더 충실히 반영하여야 함을 알 수 있다. The purpose of this study is to investigate how much the programs of astronomy museums reflect the contents and objectives of current science curriculums. To attain the aim, comparison and analysis on the museum programs and science curriculum have been made. Five domestic astronomy museums have been selected. The contents and forms of their programs have been studied and appreciated by assessment instruments for astronomy museum programs. The assessment instruments were devised in consideration of both the science curriculums of the Ministry of Education(1997) and the achievement and evaluation criteria of the Korea Institute of Curriculum and Evaluation. The findings of this study are summarized as follows: The astronomy museums reflect most of the learning elements of science curricula concerning astronomy. These results indicate that the astronomy museum as an informal education institute is comparatively well connected to science education. The 5th grade science curriculum reflected mostly on the museum programs, and too many of the astronomy museum programs were in forms of panel exhibition. Science curricula fared well but they failed to reflect the curricular objectives, which resulted m relatively low assessment scores. It is suggested that the findings of this study can be a foundation and act as guidance for selecting and developing astronomy museum programs which include the contents of the science curriculums more substantially.

물의 순환에 대한 예비 지구과학 교사들의 인식

정진우,김윤지,정구송 한국지구과학회 2007 韓國地球科學會誌 Vol.28 No.6

The purpose of this study is to examine the perceptions of pre-service teachers, which directly affect theconcepts and ways of thinking of students who are studying Earth science. This work further seeks to identify pre-serviceEarth science teachers’ Earth science-centered ways of thinking regarding the components and the process of water cycle.The concept sketch method was used to survey 50 pre-service teachers who majored in Earth science education at aNational Teachers’ University. The survey analyzed the preservice teachers’ perceptions of a subordinate concept of Earthcycle based on a subordinate concept of Earth systems including Hydrosphere, Atmosphere, Geosphere, and Biosphere.The preservice teachers only perceived the components of the water cycle as ones in Hydrosphere and Atmosphere. InBiosphere, many participants lack the knowledge about how the actions of plants and animals, and human beings impactthe water cycle. About the process of water cycle, the majority of the participants only perceived evaporation andprecipitation as the process of cycling: their understanding about the underground flow of water was more lacking thanthe surface flow.......... water cycle, Earth systems, pre-service teacher, concept sketch. . : . ... ... .. ... ... .... ... ... ... .... ... ... . .... .

지구과학 천문 영역에서 개념스케치를 활용한 소집단 토론 수업의 효과

김연귀 ( Young Gui Kim ),정구송 ( Gu Song Jeong ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.1