A longitudinal Study on Effects of instruction Using Systematic Analogy on Changes of Middle School Students' Concepts of Electric Current

체계적 비유 수업을 받은 중학생의 전류 개념의 시간적 변화

The purposes of this study were to investigate the effects of systematic analogy on pupils' concepts changes compared with non-systematic analogy and no analogy using longuitudal study. The subjects were the second year middle school students(N=140), 49 of them were experimental group, using systematic analogy; 47 of them were control group 1, using non-systematic analogy; and 44 of them were control group 2, using no analogy. We have elicited their ideas about electric current three times: pretest, posttest and delayed posttest by P-O-E(Prediction-Observation-Explanation) method. With time, resistant ;rrelevant idea was decreasing dominantly; sequential reasoning idea and scientific idea were increasing; and current consumption idea was rare. Systematic analogy is more effective than non-systematic analogy on pupils' concepts changes of electric current. Systematic analogy is more effective than no analogy in case of simple situation, but we couldn't find significant difference between systematic analogy and no analogy in case of complicated situation.