Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
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Conceptual Changes in Middle School Students' Understanding of Atmospheric Pressure Direction

중학교 학생들의 대기압 방향에 대한 개념 변화

  • Ji-In Yoo (Department of Earth Science Education, Kongju National University) ;
  • Eun-Kyoung Seo (Department of Earth Science Education, Kongju National University)
  • 유지인 (국립공주대학교 지구과학교육과) ;
  • 서은경 (국립공주대학교 지구과학교육과)
  • Received : 2024.04.10
  • Accepted : 2024.09.10
  • Published : 2024.10.31
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Abstract

This study investigates how the middle school science curriculum influences conceptual changes among students regarding the direction of atmospheric pressure. To achieve this, a conceptual assessment based on pressure-related learning content from middle school grades one and three was administered to grade three students. The analysis revealed that despite having relatively correct concepts about atmospheric pressure and its direction related to molecular motion within containers learned in middle school grade 1 science, many students developed misconceptions that atmospheric pressure acts downward, as they learned Torricelli's experiment in middle school grade 3 science. These findings suggest that the organization of the curriculum and textbook content can significantly influence students' conceptual changes regarding atmospheric pressure. Therefore, when describing Torricelli's experiment in middle school science textbooks, it is proposed to emphasize not only the perspective of weight or one-directional action but also clarify the concept from grade 1 science that atmospheric pressure can act in all directions. Such efforts are deemed beneficial for the internalization and deep understanding of scientific concepts among students. Furthermore, educators who recognize these misconceptions in advance and design instructional models can preemptively minimize learners' cognitive conflicts and confusion. Additionally, the systematic development of strategies and guidelines by responsible institutions is necessary to ensure that accumulated research findings on misconceptions and textbook analysis are reflected in textbook content.

이 연구는 중학교 과학 교육과정이 중학생들의 기압 작용 방향에 대한 개념 변화에 어떤 영향을 미쳤는지를 조사하였다. 이를 위해 중학교 1학년과 3학년의 기압 관련 학습 내용을 토대로 구성된 개념 검사지를 중학교 3학년 학생들을 대상으로 실시하였다. 분석 결과, 중학교 1학년 과학 1에서 학습한 용기 내 분자 운동과 관련된 기압의 개념과 작용 방향에 대해 비교적 정확한 개념을 갖고 있음에도 불구하고, 중학교 3학년 과학 3에서 토리첼리 실험을 학습하면서 기압의 작용 방향이 아래쪽으로 향한다는 오개념을 갖게 되는 경우가 많음을 확인하였다. 이는 교육과정 및 교과서 내용의 구성 방식이 학생들의 기압에 대한 개념 변화에 중요한 영향을 미칠 수 있음을 시사한다. 따라서 중학교 과학3 교과서에서 토리첼리 실험을 서술할 때, 기압을 단순히 무게의 관점이나 한 방향으로의 작용만을 강조하기 보다는 기압이 모든 방향으로 작용할 수 있다는 과학 1의 개념을 다시 한번 명확히 할 필요가 있음을 제안한다. 이러한 노력은 학생들의 과학적 개념의 내면화와 심화된 이해에 도움이 될 것으로 사료된다. 또한, 교수자들도 이러한 오개념을 사전에 인식하고 이를 고려하여 교수-학습 모형을 설계함으로써 학습자의 인지 갈등과 혼란을 선제적으로 최소화할 수 있을 것이다. 한편, 학습자의 오개념 및 교과서 분석 등에 관한 누적된 연구 결과가 교과서 내용에 반영될 수 있도록 책임 있는 기관의 체계적인 전략 및 지침 개발이 필요할 것이다.

Keywords

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