Journal of Astronomy and Space Sciences

  • 제22권1호
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  • Pages.69-88
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  • 2005
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  • 2093-5587(pISSN)
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  • 2093-1409(eISSN)
한국우주과학회 (The Korean Space Science Society)
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계절 변화에 대한 예비 중등교사의 대안개념의 구조

THE STRUCTURES OF THE ALTERNATIVE CONCEPTIONS OF PRESERVICE SECONDARY TEACHERS ON SEASONAL CHANCES

  • 오준영 (전남대학교 지구과학교육과) ;
  • 박성호 (전주대학교 과학기술학부)
  • Oh, Jun-Young (Department of Earth science Education, Chonnam National University) ;
  • Park, Sung-Ho (School of Science & Technology, Jeonju University)
  • 발행 : 2005.03.01
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⟨ 이전 논문 다음 논문 ⟩

초록

본 연구에서는 예비 중등교사들을 대상으로 '계절 변화의 설명'에 대한 대안 개념과 그 개념에 영향을 주는 요소들을 조사하였다. 본 연구에 참여한 예비교사는 대학교 과학교육학부 2학년 23명, 3학년 23명, 그리고 4학년 28명으로 총 74명이다. 자료 수집은 지필 검사와 개별 면담을 통해 이루어졌다. 연구 결과, 예비 중등교사들은 계절변화 설명에 대한 과학적 개념과 불일치하는 대안 개념들을 가지고 있었으며, '거리 이론'이 그들의 설명에 가장 큰 영향을 미치는 것으로 나타났다. 또한 예비 중등교사들이 갖는 '계절변화'의 대안개념의 구조와 근원을 알아보기 위하여 그 개념들을 형성하는 틀 이론과 특정 이론을 집중적으로 탐색하였다. 끝으로 연구 결과와 관련된 예비 교사교육에의 시사점을 논하였다.

This study was to understand the components that influence preservice secondary teachers' conceptions about 'seasonal changes' We selected 74 university science education students among whom 23 were in the second, 23 in the third, and 28 in the fourth year. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had considerable apparent alternative conceptions, and that the 'distance theory' had most important effects on their alternative conceptions. It can be said that preservice secondary teachers' initial models of the seasonal change have their origin in their belief sets (specific theory) related to 'seasonal change', on the basis of which they can interpret their observations and cultural information with the constraints of a naive frame-work of physics. The structures and possible sources of their alternative conceptions for overcoming these alternative conceptions were also discussed. Implications for preservice science teacher education related to the results were discussed.

키워드

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