에너지 槪念과 이에서 본 單元「빛과 그림자」의 構成內容에 관한 硏究 = A Study of the Concept of Energy & the Contents of Unit "Light and Shadow" Viewed by This Conception

다국어 초록 (Multilingual Abstract)

In the new curriculum of elementary school science, a basic princile to structurize the subject by the basic conception, has been established. The unit "Light and Shadow" is one which is based upon the concept of energy.
In this paper I am going to point out that in reality the basic principle has not been reflected upon the purpose, contents, and its guide of "Light and Shadow."
For example,
1) Of the four aims indicated, there is only one which is relevant to the energy concept, i.e. the one connected with "Sunny place and Shade."
2) The aim of teaching "The density and Color of the shadow" is vurrently more concerned with the concept of matter than that of energy.
3) The aim of teaching "Orientation (or Direction)" must be reorganized, in accordance with the concept of relativity.
4) The sequence of the concepts in the guiding text has been reversed in some places.
The causes of these problems are, I think, as follows:
① The eidtors of the textbook were rash, without clearly defining the concept of energy.
② They could not clarify the guiding steps for shaping the concept of energy.
I present the following as the remedy of these causes, based on the history of natural science in which the developing process of the concept of energy can be seen:
1) Any teaching materials dealing with the concept of energy, however low their level may be should be designed for the conservation and transformation
2) Especially in a primary school, the concept of energy needs nine guiding steps as follows:
① Every natural phenomenonchanges incessantly.
② Therefore a natural phenomenon has something in it which brings about the change.
③ In other words a change is accompanied by a cause. At this time, something which causes the change is transmitted from one object to another, from one state to another.
④ Thus a cause brings about an effect, which in turn becomes a new cause.
⑤ In this way an effect follows one after the other, which results in various forms accordingly. In consequence, we can see heat, electricity, light, a book on a shelf, gunpowder, et cetera.
⑥ However, something which brings about a change is big, a change of the same magnitude follows. Therefore, the nature of something which brings about the change is quantitative.
⑦ In terms of ⑤ and ⑥, something which causes the change is the quantity conserved
⑧ Something which inheres in nature is called energy.
⑨ Man utilizes the energy in nature through all kinds of machines, but he can make no more than that which is in nature.

목차 (Table of Contents)

• Ⅰ. 序論--硏究의 動機
• Ⅱ. 에너지 槪念의 本質과 그 敎材化
• 1. 敎材化의 보기
• 2. 에너지 槪念의 形成過程
• 3. 바람직한 敎材化의 觀點
• Ⅲ. 單元의 內容에 관한 考察
• 1. 에너지 槪念과 單元의 目標
• 2. 指導要領에 관한 考찰
• Ⅳ. 結 論