과학개념의 위계적 분석 및 그 적용을 통한 교수 효과와 과학교육과정 계열성의 타당화 평가 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the psychological hierarchy structure of science concepts and to determine the effective teaching order by comparing the teaching effects of the psychological hierarchy order with those of teaching order of the current text in order to inquire validating evaluation framework of science curriculum sequence. Key concepts were selected by tasks analysis in the seven units of elementary and secondary school curriculum. Concept formation tests were developed to evaluate each concepts achievement. The test items were made according to each of the concepts based on 12 prototype tasks developed by Frayer(1969). To identify the students` psychological hierarchy the test items were administrated to elementary and secondary school students. Ordering theory was used to identify the students` psychological hierarchy. Nonequivalent control group pretest-posttest design was used in this study as an experimental design. Teaching with psychological hierarchy order was applied to experimental group and teaching with concept order described in the current text was applied to control group. The major results of this study are as followings: 1. The students` psychological hierarchy structures are different from logical hierarchy structures. 2. The science teachers` psychological hierarchy structures are different from not only logical hierarchy structures but also students` psychological hierarchy structures. 3. The mean score of experimental group applied psychological hierarchy order is significantly higher(p<.05) than the control group in the concept achievement.