Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Elementary Preservice Teachers' Understanding of the Image Observed in a Diverging Lens

오목렌즈로 관찰되는 상에 대한 초등학교 예비교사의 이해

  • Received : 2015.09.30
  • Accepted : 2015.10.13
  • Published : 2015.10.31
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Abstract

The purpose of this research was to investigation of elementary preservice teachers' understanding of the image observed in a diverging lens. To achieve the research purpose, Scientific inquiry activity of 'Observing Objects through a Diverging Lens' in the 2009 Revised Science Curriculum was carried out by 29 junior elementary preservice teachers, and preservice teachers' difficulties were analyzed during scientific inquiry activity. The results were as follows. First, preservice teachers had difficulties in comparing the size of the images. Second, preservice teachers couldn't correctly explain the reason about the changing of the image size according to distance from the lens to the object. Third, preservice teachers couldn't correctly explain the changing of the image size according to distance from the lens to the eyes. Fourth, preservice teachers were classified into five levels according to their conceptions of the image formation by the diverging lens, and most of them stayed in the first level. The result of this research suggests that reformations in text and preservice teachers' education.

본 연구에서는 오목렌즈로 관찰되는 상에 대한 초등예비교사들의 이해를 분석하였다. 연구를 위해 29명의 3학년 초등예비교사들을 대상으로 2009개정 과학교육과정 '오목렌즈로 물체 관찰하기' 탐구활동을 수행하게 하였으며, 탐구활동에서 예비교사들이 겪는 어려움에 대해 조사하였다. 그 결과는 다음과 같다. 첫째, 예비교사들은 상의 크기 비교에 어려움을 나타냈다. 둘째, 렌즈로부터 멀리 떨어진 물체가 더 작게 관찰되는 원인을 옳게 설명하지 못했다. 셋째, 눈과 렌즈사이의 거리가 멀어짐에 따른 상의 크기 변화를 옳게 설명하지 못했다. 넷째, 오목렌즈에 의한 상의 형성 개념을 5단계로 나누었으며, 대부분의 예비교사들은 1단계에 머물러 있었다. 연구결과로부터 초등 예비교사교육에 대한 제고 방안에 대해 논의하였다.

Keywords

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