순환학습모형을 적용한 토의 수업이 중학생의 힘과 운동 개념변화에 미치는 효과 = The Effect on the Middle School Student's Conceptual Change about Force and Motion by the students' Debating work based on 'Learning Cycle Model'

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate middle school student's conceptual change about force and motion through the debating work based on the learning Cycle model.
Misconceptions about physics concepts are hardly changed into scientific ones. Therefore, teachers have to guide in order that the students have scientific concepts for themselves through cognitive conflict if they have misconceptions.
The debating work based on the Learning Cycle model was developed after the analysis of student's misconceptions and implemented to them.
20 students were tested before and after learning through the debating work. The test tools have two kinds of questions, one is asking about the direction of force acting on th ball thrown in the air when it is rising, when at the top, and when falling, the other is asking about the magnitudes and directions of forces acting on a car when it is accelerating, when in uniform velocity, and when decelerating.
The results are as follows :
In case of vertical motion, 3 students(15%) had scientific conceptions before learning, but after learning 17 students (85%) have scientific ones. In case of horizontal motion, only 1 student(5%) had scientific conceptions before learning, but after learning 11 students (55%) have scientific ones.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 순환학습모형
• 2. 토의학습
• Ⅲ. 연구의 방법 및 절차
• Ⅳ. 연구의 결과
• Ⅴ. 결론 및 제언
• 참고문헌
• Abstract
• 부록1. 토의활동수업 지도안
• 부록2. 적용전 개념조사도구
• 부록3. 적용후 개념조사도구
• 부록4. 토의수업 자료