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전기분해 관련 개념에 대한 고등학생, 예비 교사, 화학 교사들의 어려움에 대한 분석
박진희 ( Park Jin Hui ),백성혜 ( Baeg Seong Hye ),김동욱 ( Kim Dong Ug ) 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.6
This study examined the conceptions of high school students, In-service chemistry teachers, and chemistry teachers related to the electrolysis phenomena by questionnaires and follow-up interviews. High school chemistry Ⅱ textbooks were analyzed for finding the cause of the misconceptions of the teachers and students. From the analysis, it was found that many teachers represented to students the reduction-oxidation reaction and the electrodes of electrolysis are opposite to the reaction of a chemical cell without explanation of the principles. It means that students would learn the electrolysis phenomena by rote. But the teaches thought that it wat not necessary to explain the principles to students because the students could not understand. Also, some of the teacher had misconceptions in electrolysis of solution taking no account of water electrolysis. They only considered the reduction-oxidation reactions of the ions already were contained in solution. They did not considered the ions generated by the electrolysis. This tendency is similar to In-service chemistry leachers and high school students. Also, this tendency can be found in chemistry Ⅱ textbooks.
용해 현상에 대한 초등학교 과학 교과서의 내용 분석 및 지도 실태
강대훈 ( Kang Dae Hun ),백성혜 ( Baeg Seong Hye ) 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.2
This study was to analyze how elementary school science textbooks explain dissolution and to examine the patterns of elementary school teachers` conceptions on dissolution and the teaching practices on dissolution of elementary school teachers. According to the result of the textbook analysis, the textbooks based on the 7th curriculum didn`t explain dissolution very differently from those based on the 6th curriculum. The contents dealing with dissolution in the textbooks of 7th curriculum became difficult gradually as the year went up, but the connected organization of the contents made students learn it easily. For example, in order to learn dissolution introduced first in the 3rd year 2nd semester textbook, students would tell soluble substance in water from insoluble substance in water as they put powdered substance in water. In the 5th year 1st semester textbook students were supposed to acquire the knowledge related to dissolution through the designed activities such as comparing solubility produced by different solvents and defining a solvent, a solute, dissolution, and a solution. In addition, teachers` guide for 5th year 1st semester textbook elucidated the principle of dissolution using attraction concept that was scientific. The result of the survey on teachers showed that 90% of elementary school teachers understood the dissolution of salt in water just as millet particles` filling the space between bean particles and they responded that they demonstrated millet particles` filling the space between been particles when they taught the dissolution of salt in water. When it comes to teachers who had the right idea on dissolution as the attraction conception, understanding was one thing and teaching was another, because they often instructed dissolution as the space conception in the real teaching.
김동욱 ( Kim Dong Ug ),이성숙 ( Lee Seong Sug ),강대훈 ( Kang Dae Hun ),백성혜 ( Baeg Seong Hye ) 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.1
The purpose of this study was to define teachers` learning motivation strategies and students` responses by analyzing science classes and interviews. The subjects were first grade and sixth grade teachers and students of an elementary school. The analysis tools are based on Keller`s ARCS theory. The differences of teachers` motivation strategies were analyzed by grades and teachers` and students` backgrounds. The interviewers were composed of three teachers and three students of first grade, and three teachers and three students of sixth grade. The data were collected by recording of the classes using tape recorders, video cameras, and notebooks written by researchers. The results are as follows. First, teachers had their own styles of teaching strategies in their classes. Especially teachers` teaching backgrounds affected on the teachers` instructional strategies. The teachers who had long teaching experiences of lower grade students used to show a lot of attention strategies. While the teachers with long teaching experiences of higher grade students used to show few learning motivation strategies. Especially, sixth grade teachers used to show fewer confidence strategies than first grade teachers. Second, all of the teachers used to show few satisfaction strategies commonly in all the classes observed. Third, the students` recognition of the motivation strategies were not different according to their conceptions or activities of the classes. Commonly first grade students focused on the attention strategies, while sixth grade students focused on negative motivation strategies. Fourth, the teachers who believed that students need detail guidance and control recognized the needs of satisfaction strategies by students` autononmous activities after observing video tapes of other teachers` classes.
이희정 ( Lee Hui Jeong ),강대훈 ( Kang Dae Hun ),백성혜 ( Baeg Seong Hye ) 한국초등과학교육학회 2003 초등과학교육 Vol.22 No.2
The objective of this research was to study the impact of metacognitive lesson models on the formation of magnetic field concepts. The subjects of this research was eighty students from two sixth grade classes. One class of forty of these students was the experimental group, which the metacognitive strategic lesson model was applied, and the other class of forty students was the control group which the traditional lessons were conducted. As the result of the experiment, the experimental group and the control group, which previously did not show difference in terms of achievement of conceptualizing magnetic field, displayed a significant difference. According to the comparison between the pre-experiment test on the students` previous concepts and the achievement of the students after the experiment, the middle group showed difference between the experimental group and the control group in a small degree. The lower group showed a notable difference between the two groups and the higher group showed no difference. In terms of achievements shown in different questions asked, there was little difference in the questions that were stated in the textbook while there was a significant difference in the questions that applied the contents of the textbook. The higher academic group, according to the test on the previous concepts, did not show much difference between the experimental group and the control group when they were asked about the concepts of the textbook. In terms of the comparison in the metacognitive levels, both the higher and lower metacognitive experimental groups` average grade was higher than the control groups` and showed an important statistical difference.