다중 표상을 활용한 화학 개념 학습에서 학생들의 장독립성-장의존성에 따른 연계 오류 분석

This study investigated connecting errors by students' field independence-dependence in learning chemistry concepts with multiple external representations in current science textbooks. Seventh graders CN=l96) at a middle school were assigned to the BL and CL groups, which were respectively taught about "Boyle's Law" and "Charles's Law". A field independence-dependence test was administered. After learning the target concept with text and picture emphasizing the particulate nature of matter, a connecting test was also administered. Five types of connecting errors were identified: Insufficient connection, misconnection, rash connection, impossible connection, and failing to connect. 'Failing to connect', 'Misconnection', and 'Rash connection' were found to be the frequent types of connecting errors regardless of the target concepts. The frequencies and percentages of the types of connecting errors were not significantly different between the field independent and field dependent students. Educational implications of these findings are discussed

The Influence of Computer-Assisted Instruction Emphasizing the Particulate Nature of Matter on High School Students' Conceptual Understanding in Chemistry

This study examined the influences of computer-assisted instruction (CAI) upon high school students' conceptual understanding about gas laws. The CAI programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter. The CAI and the control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas laws for four class hours. After the instructions, students' conceptions were measured by the Chemistry Conceptions Test (CCT). Data analysis indicated that the CAI group had better conceptual understanding than the control group. Several misconceptions concerning target concepts were identified.98년도 서울대학교 사범대학 발전기금 연구과

Conceptions of Gases and Stoichiometry Held by the Awardees at the National Mathematics-Science Competitions (Chemistry)

Conceptual understanding about stoichiometry, gas laws, and diffusion of 56 middle and high school students, who were awarded at the chemistry division of the 6th National Mathematics-Science Competitions and participated in a summer school of Korean Chemical Society, was studied with five essay type questions and their corresponding multiple choice questions. Misconceptions and the characteristics of problem solving approaches were identified. Students had fairly good understanding on stoichiometry, but exhibited many misconceptions on gas laws and diffusion. Their success rate in the multiple choice question regarding gas laws was less than 70%. For the multiple choice question regarding diffusion, the success rate was significantly lower than that of the corresponding essay type question, and a negative relationship between grade and success rate was observed. Although students often used college level chemistry concepts and algorithmic problem solving to answer these conceptual questions on basic chemistry concepts, many concepts and formulas used were not consistently and hierarchically related to the basic concepts.이 연구는 서울대학교 사범대학 발전기금으로 이루어졌음

High School Students' Views on the Relationship Between Science/Technology and Society, and on the Nature of Science

Among the three dimensions of scientific literacy, 'the relationship between science/technology and society' and the nature of science' have been less emphasized than the acquisition of scientific concepts'. The purpose of this study was to investigate high school students' views on these less emphasized dimensions. Ninety eight 11th-grade students were selected from the science track of two academic high schools, 98 from the nonscience track of the same two schools, and 90 from a science high school. In order to compare students' views, 16 items (8 items for each dimension) were selected from the VOSTS (Views on Science-Technology-Society), and administered in the middle of the second semester. The results indicated that there were no significant differences in students' views on the relationship between science/technology and society. However, in the item concerning 'the influence of science/technology on everyday life', science high school students had more positive views. Concerning the nature of science, science high school students' views were generally more epistemologic and realistic, whereas academic high school students' views were more naive and influenced by logical positivism. This trend was notable particularly in the item concerning 'the values in construction of scientific knowledge' and 'the nature of models'. Sciencism-naive realism, credulous experimentalism, blind idealism, and excessive rationalism-were representatives of these naive views. Educational implications are discussed.이 논문은 1996년 서울대학교 사범대학 발전기금의 지원에 의한 것임

Effects of Learners' Characteristicsz on their Responses to Anomalous Data

The effects of students' preconception, self-checking, and effort on their responses to anomalous data, the degree of cognitive conflict by anomalous data, and conceptual change in studying 'the conservation of mass during the change of states' were studied. A preconception test and a test of response to anomalous data were administered to 159 sixth graders. Among them, 81 students whose preconceptions were consistent with the presented initial theory were selected. Immediately after they had read a scientific explanation, their conceptual change were examined with a researcher-made conception test. The results indicated that students who had the preconceptions consistent with the initial theory exhibited more 'rejection' and less 'theory change' patterns than the others. Significantly more cognitive conflict was also induced for the students who had the preconceptions. More 'theory change' patterns were found for the low self-checking students, and less 'rejection' and more 'theory change' patterns were found for the students investing high effort. However, Mann-Whitney U test indicated no significant differences in the degree of cognitive conflict by the levels of self-checking and effort. In the conception test scores, there were no significant differences by students' preconceptions and by levels of self-checking and effort.본 연구는 서울대학교 사범대학 발전기금 지원으로 이루어졌음

Pre-service Science Teachers’ Difficulties in Teaching Practice: Focused on the Perspectives of Pre-service Teachers and Cooperating Teachers

이 연구에서는 교육실습에서 나타나는 예비과학교사의 어려움을 예비교사와 지도교사의 관점에서 조사하였다. 서울특별시에 소재한 사범대학 화학교육과에 재학중이며 교육실습에 참여한 9명의 예비교사와 이들의 지도교사 2명이 연구에 참여하였다. 교육실습을 관찰하고 문서 자료를 수집하였으며 면담을 실시하였다. 근거 이론의 분석 방법에 따라 수집한 자료를 분석하였다. 분석 결과, 예비교사들은 실험 수업을 준비하고 실행하는 과정에서 어려움을 겪었으며, 이는 사범대학에서 중·고등학교 실험과 관련된 교육이 부족하고 실습 학교의 환경이 낯설기 때문이었다. 예비교사들은 학생 중심 활동에서 나타나는 학생들의 다양한 반응을 접하며 어려움을 겪었고 이에 따라 학생들을 통제하고자 하였다. 지도교사들은 예비교사의 자율성을 보장하기 위해 구체적인 도움을 제공하지 않았고 이로 인해 예비교사들은 어려움을 겪었다. 과학 동아리 활동을 지도해 보는 것은 예비교사들에게 의미 있는 경험이었으나 예비교사와 지도교사 모두에게 부담으로 작용하였다. 연구 결과가 갖는 교육적 함의와 교육실습 개선을 위한 시사점을 논의하였다. In this study, pre-service science teachers' difficulties in teaching practice were investigated from the perspectives of pre-service teachers and cooperating teachers. Nine pre-service teachers who were attending a department of chemistry education at a college of education in Seoul and participated in teaching practice, and two of their cooperating teachers participated in the study. Teaching practice were observed, documentary data were collected, and interviews were conducted. The collected data were analyzed using analysis method of grounded theory. As results of the analysis, the pre-service teachers had difficulties in preparing and executing lessons which include experiments, because education related to experiments in middle and high schools was insufficient at the college of education and environments of cooperating school were unfamiliar to them. They had difficulties in encountering various responses from students in student-centered activities and tried to control students. Cooperating teachers did not provide specific assistance to ensure the autonomy of pre-service teachers, so that pre-service teachers suffered. Guiding science club activities was a meaningful experience to pre-service teachers, but it was a burden on both pre-service teachers and cooperating teachers. Educational implications of these findings were discussed.N

An Analysis of Pre-service Science Teachers’ NOS Lesson Planning and Demonstration: In the Context of ‘Science Inquiry Experiment’ Developed Under the 2015 Revised National Curriculum

In this study, we investigated pre-service science teachers' NOS-PCK by analyzing their NOS lesson planning and demonstration. Four pre-service science teachers participated in the study. They planned and demonstrated NOS lessons in the context of 'Science Inquiry Experiment' developed under the 2015 Revised National Curriculum. Their lessons were observed. All of the teaching-learning materials were collected, and semi-structured interviews were also conducted. The analyses of the result revealed that pre-service teachers mainly referred to the curriculum and textbooks when selecting the NOS learning objectives. However, they felt difficulty because the curriculum and textbooks did not clearly present the NOS to be dealt. Although all of them took explicit approaches, there were not many open and divergent reflective approaches. In addition, they expected that high school students would consider scientific knowledge absolute and would have negative perceptions of NOS lessons. They rarely assessed students' NOS learning, and were reluctant to assess. Finally, most of them had a negative perception that learning NOS is not necessary for all students. On the bases of the results, educational implications for improving the expertise of pre-service science teachers in NOS lessons were discussed.N

The characteristics of lessons using student-centered analogies by pre-service science teachers

© 2020 Korean Chemical Society. All rights reserved.In this study, we investigated the characteristics of lessons using student-centered analogies by pre-service science teachers. Six pre-service science teachers at a college of education in Seoul participated in this study. They practiced lessons using student-centered analogies in teaching practices. We observed their planning lessons and the lessons. Also we interviewed them before and after their lessons. All the data collected were analyzed by using the constant comparative method. There were some cases where they did not clearly guide methods and rules of analogy activities when using physical analogy and role-playing analogy. Also, some of them invited students to predict the outcome of analogy activities. In lessons using role-playing analogy, they gave roles to only a few of students and had a trouble dealing with target concepts. In lessons using self-generated analogy, they had a hard time dealing with unexpected analogies that students generated and provided examples of analogies in order to help students to generate analogies. Educational implications of these findings are discussed.N

Effects of the Characteristics of Anomalous Data on Cognitive Conflict and Conceptual Change in Learning Density

In this study, the effects of the authority level and the number of anomalous data on students' cognitive conflict and conceptual change in studying density were investigated. The subjects were 119 eighth graders in a co-ed middle school. A preconception test, a test of response to anomalous data, and a conception test were administered. Four types of anomalous data varying the authority level (high/low) and the number (one/two) were presented. The results indicated that anomalous data presented at high authority level significantly induced more cognitive conflict than that presented at low authority level. However, no significant difference in the degree of cognitive conflict was found between the number levels of anomalous data. The ANOVA. results indicated that there were no significant differences in the conception test scores due to the characteristics of anomalous data