Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지
DOI QR코드

DOI QR Code

High School Student Perception of the Relationships between Solar and Visible Radiation and between Terrestrial and Infrared Radiation

태양 복사와 가시광선 복사 및 지구 복사와 적외선 복사의 관계에 대한 고등학생들의 인식

  • Lee, Jong-Jin (Daejeon Dongsin Science High School) ;
  • Seo, Eun-Kyoung (Department of Earth Science Education, Kongju National University) ;
  • Ahn, Yumin (Department of Earth Science Education, Kongju National University)
  • 이종진 (대전동신과학고등학교) ;
  • 서은경 (공주대학교 지구과학교육과) ;
  • 안유민 (공주대학교 지구과학교육과)
  • Received : 2022.01.14
  • Accepted : 2022.03.28
  • Published : 2022.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.

이 연구는 '태양 복사'가 '가시광선 복사'로, '지구 복사'가 '적외선 복사'로 상호 대체될 수 있는 개념인가에 대한 문제 인식에서 출발하였다. 이를 위해 각 개념을 어떻게 인식하고 있는지를 드러낼 수 있는 질문지를 통하여 지구과학 I을 이수한 고등학생들의 인식을 조사하고, 이들의 인식에 영향을 미칠 수 있는 교과서의 서술 및 삽화를 분석하였다. 이 연구의 주요 결과는 다음과 같다. 첫째, 조사에 참여한 학생들은 모두 태양 복사를 가시광선 영역에서만 방출되는 복사로 인식하고 있으며, 지구 열수지에서 대류·전도·숨은열을 복사에 의한 에너지 전달로 인식하고 있는 학생들도 약 35%로 나타났다. 둘째, 2015 개정 교육과정의 지구과학 I 6종 교과서를 분석한 결과, 2종에서는 '단파 복사'와 '장파 복사'라는 용어를 도입하지만 이들에 대한 설명이 없었으며, 다른 2종에서는 태양 복사를 각각 '주로 가시광선 형태의 복사' 또는 '파장이 짧은 가시광선 복사'로 서술하였다. 그 밖의 2종 교과서에 있는 태양 복사와 지구 복사에 관하여, 파장 영역에 대한 설명이 없거나 '단파장/장파장'이라는 모호한 용어가 사용되었다. 아울러 2종의 교과서에서 열수지 삽화에 일부 오류가 발견되었다. 따라서 교과서들이 단파 복사와 장파 복사에 관한 정확한 용어 정의 없이 태양 복사와 지구 복사를 설명함에 따라 학습자들은 태양 복사와 지구 복사를 각각 가시광선 복사와 적외선 복사라는 개념으로 인식할 개연성이 있다. 이를 종합해 보면, 교과서에 기술된 불분명한 진술이나 오류가 학생들의 오개념을 유발하거나 재생산할 수 있음을 함의한다. 이 연구에서 논의된 바가 지구의 열수지와 복사 평형에 대한 교수·학습 과정의 유용한 참고 자료로 활용되고, 추후 교과서 집필에서도 합리적인 서술 방안을 제안하는 데 기여할 수 있으리라 기대한다.

Keywords

Acknowledgement

이 논문은 2021년 공주대학교 학술연구지원사업의 연구지원에 의하여 연구되었습니다.

References

  1. Ahrens, C.D., 2008, Essentials of meteorology:an invitation to the atmosphere. Brooks Cole, Utah, USA. 404 p. (translated by Min, K.D., Min, K.H., 2009 Sigmapress)
  2. American Meteorological Society, 2012, Glossary of meteorology. USA, https://glossary.ametsoc.org/wiki/Shortwave_radiation. (September 10th 2020)
  3. Barrass, R., 1984, Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18, 201-206. https://doi.org/10.1080/00219266.1984.9654636
  4. Gilbert, J.K., Osborne, R.J., and Fensham, P.J., 1982, Children's science and its consequences for teaching. Science Education, 66(4), 623-633. https://doi.org/10.1002/sce.3730660412
  5. Gueymard, C.A., 2004, The sun's total and spectral irradiance for solar energy applications and solar radiation models. Solar Energy, 76, 423-452. https://doi.org/10.1016/j.solener.2003.08.039
  6. Han, I.S., Kwon, N.J., and Kwon, J.S., 2001, The effect of student's confidence of misconception upon the conceptual change in a conflict arousing instruction. Journal of the Korean Association for Science Education, 21(4), 689-696. (in Korean)
  7. Hanel, R.A., Schlachman, B., Rogers, D., and Vanous, D., 1971, Nimbus 4 Michelson interferometer. Applied Optics, 10(6), 1376-1382. https://doi.org/10.1364/AO.10.001376
  8. Hoffmann, G., 2007, Principles and working mechanisms of water-filtered infrared-A(wIRA) in relation to wound healing. GMS Krankenhaushygiene Interdisziplinar, 2(2), URL: https://www.researchgate.net/publication/41761571_Principles_and_working_mechanisms_of_water-filtered_infrared-A_wIRA_in_relation_to_wound_healing. (October 2nd 2020)
  9. Hong, J.H., 2020, Study in conceptual understanding of preliminary teachers about the earth radiative equilibrium, Korea. Kongju National University, Chung-Nam, Korea, 99 p. (in Korean)
  10. Kang, D.H., 2001, The patterns of students' conceptions and teachers' teaching practices on dissolution, Korea. Korea National University of Education, Chung-Buk, Korea. 220 p. (in Korean)
  11. Kang, S.R., Seo, E.-K., and Kim, D.Y., 2019, Earth science prospective teachers' perception of the relationship between absolute humidity and dew point temperature. Journal of The Korean Earth Science Society, 40(6), 624-638. (in Korean) https://doi.org/10.5467/JKESS.2019.40.6.624
  12. Kim, J.S., Lee, H,K., Kwon, O.S., Jang, S.K., Kwon, H.J., and Park, H.K., 2019, High school earth science I. YBM, Seoul, Korea, 239 p. (in Korean)
  13. Kook, D.S., 2003, Analysis of 10th grade science textbooks as the cause of misconceptions about the concept of the greenhouse effect. Journal of the Korean Science Education Association, 23(5), 592-598. (in Korean)
  14. Kwon, S.M., Lee, H.N., Jin, M.S., Boo, Y.P., Kim, T.J., and Cho, Y.W, 2019, High school earth science I. Kumsung Publishing, Seoul, Korea, 221 p. (in Korean)
  15. Lee, J.E., Kim, S.D., and Kim, J.H., 2003, Global environmental research and international cooperation; Poster Presentation: Analysis of the types of misconceptions of high school students on Earth's radiative equilibrium. academic presentation paper collection, Autumn, 185-185. (in Korean)
  16. Lee, J.W., Ryu, H.G., Choo, B.S., Moon, M.H., Lee, I.S., Seo, K.W., and Cho, M.A., 2019, High school earth science I. Mirae N, Seoul, Korea, 224 p. (in Korean)
  17. Lee, K.Y., Kim, H.S., Park, J.Y., Lee, S.M., Jung, J.H., and Choi, Y.O., 2019, High school earth science I. Visang Education, Seoul, Korea, 234 p. (in Korean)
  18. Lee, S.K., Park, HJ., and Kim, W.H., 2000, Student's conceptual ecologies concerning motivational beliefs and socio-cultural values in the context of general chemistry learning. Journal of the Korean Chemical Society, 44(3), 266-280. (in Korean)
  19. Lee, Y.J., Park, S.I., Lee, J.K., Jang, H.Y., Kim, Y.G., and Chang, Y.S., 2019, High school earth science I. Kyohaksa, Seoul, Korea, 203 p. (in Korean)
  20. Lutgens, F.K. and Tarbuck, E.J., 2008, The Atmosphere: an introduction to meteorology. Prentice Hall, NY, USA, 605 p. (translated by Ahn, J.B., Kim, J., Ryu, C.S., Park, S.G., Seo, M.S., Lee, H.W., Jung, I.W., and Jung, H.B., 2009, Sigma press)
  21. Ministry of Education, 2015, Science curriculum. Ministry of Education notice No. 2015-74 [Attachment 9].
  22. Ministry of Education, Science and Technology, 2011, Science curriculum. Ministry of Education, Science and Technology Notice No. 2011-361 [Attachment 9].
  23. Novak, J.D. and Gowin, D.B., 1984, Learning how to learn. Cambridge University Press, Cambridge, 199 p.
  24. Nussbaum, J., 1981, Towards the diagnosis by student teachers of pupil's misconceptions: An exercise with student teachers. European Journal of Science Education, 3, 159-169. https://doi.org/10.1080/0140528810030206
  25. NREL (National Renewable Energy Laboratory), 2015, Reference solar spectral irradiance: Air Mass 1.5 [WWW Document]. URL: https://www.nrel.gov/grid/solar-resource/spectra-am1.5.html. (December 10th 2021)
  26. Oh, P.S., Cho, H.G., Oh, S.J., Lee, H.W., Moon, B.K., So, Y.M., Jeon, H.J., and Park, C.Y., 2019, High school earth science I. Chunjae Education, Seoul, Korea, 222 p. (in Korean)
  27. Park, H.J., 1999, Strengthening of conceptual change theory: Conceptual ecology. Journal of Holistic Education, 3(2), 177-187. (in Korean)
  28. Park, K.A., Lee, J.Y., Lee, E.Y., Kim, Y.H., and Byun, D.S., 2020, Analysis of misconception on the north korea cold current in secondary-school science and earth science textbooks. Journal of The Korean Earth Science Society, 41(5), 490-503. (in Korean) https://doi.org/10.5467/JKESS.2020.41.5.490
  29. Sengupta, M., Habte, A., Gueymard, C., Wilbert, S., and Renne, D., 2017, Best practices handbook for the collection and use of solar resource data for solar energy applications: second edition. National Renewable Energy Laboratory(NREL), USA, 233 p.
  30. Sinatra, G.M., 2005, "Warming Trend" in Conceptual Change Research: The Legacy of Paul R. Pintrich. Journal of Educational Psychologist, 40(2), 107-115. https://doi.org/10.1207/s15326985ep4002_5
  31. Storey, R., 1989, Textbook errors and misconceptions in biology: Photosynthesis. The American Biology Teacher, 51, 270-274. https://doi.org/10.2307/4448924
  32. Strike, K.A., 1983, Misconceptions and conceptual change: Philosophical reflections on the research program, contributed paper, International Seminar on Misconceptions in Science and Mathematics, Cornell University, NY, USA.
  33. Wolfson, R., 2017, Energy, environment, and climate. W. W. Norton & Company, NY, USA, 529 p.