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권성기,김익진 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.1
The purpose of this study was to explore the relationships between the concept of heat and that of temperature for elementary students. Eight multiple choice type questions with explanation of reason for selection were developed based on previous researches and the analysis of science curriculum for elementary students. The students of 9,10,11 years(n=292) were selected from two elementary schools in Taegu City. The responses of students' multiple choice and their explanations were analysed in each items x²test used for the relationships between types of heat the temperature conceptions. Half of elementary student could discriminate the two terms of heat and temperature, majority of them thought that heat is likely to be not and temperature is the quantity of heat, which is not based on scientific conception. Elementary students thinkings about heat could be classified with material type of heat and molecular kinematics type. Material type of heat were more popular than with molecular kinematics type, although the latter is increased. Majority of students answered correctly in qualitative questions of mixing of hot and cold water, but about only one third of them answers in quantitative questions. Subtraction of cold temperature from hot temperature was the most popular explanation, even though one-quarter of students summed up the two temperature in quantitative situation of mixing hot and cold waters. Those who thought heat as the molecular kinetic responded more correctly in most difficult questions than those who as the material. Therefore, we concluded that the types of heat conceptions affected the concept formation of temperature.
How did Elementary Teachers Handle Critical Experiments in Science Classrooms?
권성기,이미경,남일균 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.2
Critical Experiments (CE) in science classrooms mean, tentatively, critical situations as comparable to anomalous cases in scientific revolutions where the results of science experiments in schools are unclear, differ from the theory, or students misunderstand the purpose of the experiments. The purpose of this research is to identify what CE occurred during science classes and to investigate how elementary teachers handled them. To analyze how teachers recognized and handled CE, we selected nine typical CE from the 7th Korean science curriculum. 125 teachers were selected from 8 districts’ elementary schools in a local city. A questionnaire with photos of the nine CE above-mentioned was distributed to these teachers. The focus in this research was the way that each teacher handled the CE. We discovered that there were three basic ways in which teachers handled CE. When CE occurred, 51% of elementary teachers explained the correct result of the experiment (what should have happened) to the students while 40.7% of the teachers repeated to get the correct results. The focuses of handling CE varied. 57 % of the teachers focused on the ‘materials’ while 30% of the teachers focused on the ‘theory’. The other focus was ‘thinking’. Only 7.6% of the teachers answered that they gave students a chance to think about the reasons why the CE happened. By analyzing our survey results, we could determine what each teacher did as a follow up to the CE and their focus and reasoning for handling the CE this way. When the CE happened in the science class, few handled the CE with the point of view about purpose of doing experiment. As a result, students could not gain educational experience from the CE. If we use CE as a new method to teach science, it will be a good subject incorporating the nature of science in science education.
권성기 에너지기후변화교육학회 2017 에너지기후변화교육 Vol.7 No.2
본 연구는 초등 과학교육과정의 최근 변화 중에서 에너지 단원과 관련되어 큰 변화가 있던 2007과 2009 개정 교육과정에서 에너지 단원을 비교하였다. 과학 교육과정의 주요 개념인 영역과 단원 내용을 중심으로 2007, 2009 개정 교육과정의 대단원 분석 및 영역별 분류를 조사하고 과학 영역별 분포 결과를 분석하였다. 이런 결과에서 주목할 점은 에너지 단원이 중학교로 이동되었고, 관련된 선행 연구의 결과처럼 과학의 4개 영역이 고르게 균형을 맞추게 되었다. 과학교육과정의 4개 영역은 “25%의 쿼터”를 일정하게 나누어 갖는 균형을 맞추게 되었다. 그러나 이런 균형잡힌 과학교육과정은 에너지 단원 누락이라는 문제를 발생시켰고, 에너지 단원을 중학교 이후에만 학습해야 하는 문제도 생겨났다. 이런 문제를 해결하는 방안으로 분산적 재구성을 위한 기본 틀로 NGSS의 관통 개념 및 핵심 아이디어를 설정하고, 에너지 개념을 분산적으로 재구성을 제안했다. 결국 에너지 개념의 분산적 융합을 통한 배치를 통해서 에너지 개념을 관통 개념으로 활용하는 동시에 초등학교 수준에도 에너지 단원을 학습하도록 하여 미래에 과학교육과정을 개정할 때 고려할 수 있을 것이다.