구성주의 교실에서 물과 모래의 물리적 현상을 이용한 과학하기 ­과학의 과정과 개념변화를 중심으로 = Doing Science with the Physical Phenomena on Sand and Water in the Constructivist Classrooms：Focusing on Scientific Process and Conceptual Changes.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine how children react and think on the physical phenomena that is discovered while children play with sand and water in the constructivist classrooms. This study tried to figure out how the conceptual changes occur and how they do science with sand and water in a qualitative research method. This study showed that while the children was playing with sand and water, they experienced the processes of science; observing, discovering, experimenting, predicting, reasoning, creating new ideas, sharing their discovery with others, and applying. The physical phenomena of sand and water made children expose their misconceptions and create their cognitive conflict that gave rise changes children's misconceptions to scientific concepts. In conclusion, playing with sand and water provided opportunities for the children to do science and construct knowledge of properties of sand and water but goes beyond to provision of an excellent context for development of the very structure of reasoning and intelligence.

국문 초록 (Abstract)

본 연구는 구성주의교실에서 물과 모래가 함께 하면서 나타나는 현상을 가지고 유아들이 어떠한 과학의 과정을 경험하는지, 그리고 그들의 개념변화는 어떻게 일어나는지를 질적사례연구를 통해 알아보았다. 유아들은 물과 모래놀이를 통해 실험하기, 관찰하기, 예측 및 추론하기, 비교하기, 토의 및 문제해결방안 찾기, 창안하기, 지식공유하기, 적용하기와 같은 과학의 과정을 보임으로써 유아가 이 활동을 통해 과학을 하고 있었음을 보여주었다. 이 과정에서 유아는 자신들의 오개념을 표출하였고 이러한 오개념은 유아가 나타난 현상을 지각하면서 인지적 갈등을 느끼고 과학적 개념을 구성하도록 하는 역할을 했다. 이러한 과학하기의 과정을 거친 유아들은 물의 흡수와 빠짐, 그리고 물의 흐름에 대한 부분적인 개념을 구성했다.

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