물리 외 교과서에 제시된 물리적 현상 설명이 학생들의 물리 개념 형성에 미치는 영향 = Reserch Article : Effects of the Explanations of Physical Phenomena Given in Non-Pbysics Textbooks on the Formation of Students` Physicai Conceptions

다국어 초록 (Multilingual Abstract)

The purpose of the current study was to investigate the effects of explanations about physical phenomena given in non-physics textbooks on the formation of students physical conceptions. Two classes, 39 students in each, were sampled from two middle schools in Pusan, Korea, and two kinds of test tools for investigation student conceptions were developed for the study. The first test tool(a) investigated student conceptions after reading explanations about physical phenomena in non-physics textbooks, while the second(b) investigated student conceptions after reading explanations revised by physics education experts about the same physical phenomena. The two test tools were applied to each class, and for a fair investigation, test(a) followed by test(b) was applied to one class, while test(b) followed by test(a) was applied to the other class. The results were as follows: In both classes, the students` level of understanding from explanations revised by physics educations experts was significantly (p< .01) higher than that from explanations in non-physics textbooks. As such, it is feasible that false or inappropriate explanations in non-physics textbooks can cause student misconceptions. Moreover, the improper expression of physical science concepts, improper choice of scientific terms, and incorrect grammatical structures, along with the use of unsuitable examples and improper model pictures can make it difficult for students to understand physics concepts. Furthermore, differences in the terms used in physics textbook and those used in other textbooks can also confuse students` learning.