Browse > Article
http://dx.doi.org/10.14697/jkase.2008.28.4.302

The Effect of 4M Learning Cycle Teaching Model based on the Integrated Mental Model Theory: Focusing on Learning Circular Motion of High School Students  

Park, Ji-Yeon (Seoul National University, Department of Physics Education)
Lee, Gyoung-Ho (Seoul National University, Department of Physics Education)
Publication Information
Journal of The Korean Association For Science Education / v.28, no.4, 2008 , pp. 302-315 More about this Journal
Abstract
Circular motion has been one of the most difficult concepts for students to understand. To facilitate for students to form scientific mental models about circular motion, this study developed 4M learning cycle teaching model based on the integrated mental model theory and strategies. For this study, fifty-three eleventh graders at a technical high school in Inchon were taught for 3 class hours. We conducted tests of basic physics concept and mental model of circular motion before, after, and two months after instruction. In results, we found that there were statistically significant improvement in the test of basic physics concept and mental model related with circular motion after instruction. Especially, this teaching model affected learning effectiveness of Correctness and Coherence of mental model.
Keywords
circular motion; 4M learning cycle teaching model; the integrated mental model theory;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 Mestre, J. P.(2004). Is transfer ubiquitous or rare? New paradigms for studying transfer. Proceedings of a conference on Physics Education, Sacramento, California
2 Redish, E. F. (2003). Teaching Physics. John Wiley & Sons, INC
3 구안서, 안병균, 김익균 (1990). 학습 후 고등학교 학생들의 힘과 운동개념 조사. 과학교육연구논총, 7, 79-109   과학기술학회마을
4 박문주(1995). 힘과 운동과의 관계에서 학생의 오개념 변화를 위한 시범에 대한 학생의 반응 분석. 숙명여자대학교 석사학위논문
5 신종호, 신태섭, 이승희, 이경호, 박지연, 송상호(2006). 정신모형 수업이 원운동 정신모형 변화에 미치는 영향. 아시아교육연구, 7(1), 163-187
6 이경호(2007). 왜 학생들은 물리학을 어려워하는가?: 지식 신념틀을 이용한 물리학습의 어려움에 대한 구조적 분석을 향하여. Sae Mulli, 54(4), 284-295
7 Chi, M. T. H. & Roscoe, R. D.(2002). The Processes and challenges of conceptual change. In M. Limon & M. Mason(Eds.). Reconsidering Conceptual Change: Issues in Theory and Practice. Netherlands: Kluwer academic publishers
8 Farnsworth, P. R. (1934). Examinations in familiar and unfamiliar surroundings. Journal of Social Psychology, 5, 128-129   DOI   ScienceOn
9 P. N., Legrenzi, P., & Legrenzi, M. S. (1972). Reasoning and a sense of reality. Brithish Journal of Psychology, 63, 395-400   DOI
10 Bao, L., Hogg, K., & Zollman, D. (2002). Model analysis of fine structures of student models: An example with Newton's third law. American Journal of physics, 70(7), 766-778   DOI   ScienceOn
11 Duit, R.(2002). Conceptual change-still a powerful frame for improving science teaching and learning?. Paper presented at the Third European Symposium on Conceptual Change. Turku, Finland
12 Saunders, W. L., & Jesunathadas, J. (1988). The effect of task content upon proportional reasoning. Journal of Research in Science Teaching, 25(1), 59-67   DOI
13 박지연, 이경호, 신종호, 송상호(2006). 과학수업 후 변하는 것과 변하지 않는 것: 정신모형 이론을 중심으로한 고등학생의 원운동 개념변화 사례 분석. 한국과학교육학회지, 26(4), 475-491
14 오원근, 김재우(1997). 기준계와 운동의 상대성에 대한 중학교 1학년의 개념. 한국과학교육학회지, 17(4), 373-381
15 Leff, H. S. (2002). Acceleration for circular motion. American Journal of Physics, 70(5), 490-492   DOI   ScienceOn
16 정대영 (1990). 고등학생의 힘과 운동에 대한 수업전후 개념 변화. 서울대학교 석사학위 논문
17 Warren, J. W.(1971). Circular motion, Physics Education, 6(2), 74-78   DOI   ScienceOn
18 Perkins, K., Adams, W., Pollock, S., Wieman, C., & Finkelstein, N.(2004). Correlating student attitudes with student learning using the Colorado Learning Attitudes about Science Survey. Proceedings of a conference on Physics Education, Sacramento, California
19 이주현, 송진웅(2006). 원심력에 관한 대학생들의 이해 유형 조사. 한국과학교육학회지, 26(4), 132-142
20 Hestenes, D., Well, M., & Swackhanmer, G.(1992). Force Concept Inventory. The Physics Teacher, 30, March, 141-158   DOI
21 Steinberg, R. N., & Sabella, M. S. (1997). Performance on multiple-choice diagnostics and complementary exam problems. The Physics Teacher, 35, 150-155   DOI   ScienceOn
22 Lee, G., Shin, J., Park J., Song, S., Kim, Y., & Bao, L. (2005). An integrated theoretical structure of mental model: Toward understanding how students form their ideas about science. Journal of the Korean Association for Research in Science Education, 25(6), 698-707
23 Sinatra, G. M. (2002). Motivational, social, and contextual aspects of conceptual change: A commentary. In M. Limon, & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp.187-197). Dordrecht, The Netherlands: Kluwer academic publishers
24 김익균 (1991). 대립개념의 증거적 비판 논의와 반성적 사고를 통한 대학생의 힘과 가속도 개념변화. 서울대학교 박사학위 논문
25 Roth, W., Lucas, K. B., & McRobbie, C. J. (2001). Students' talk about rotational motion within and across contexts, and implications for future learning. International Journal of Science Education, 23(2), 151-179   DOI
26 송진웅, 김익균, 김영민, 군성기, 오원근, 박종원(2004). 학생의 물리 오개념 지도. 서울: 북스힐
27 Meltzer, D.(2004). How do you hit a moving target? Addressing the dynamics of students' thinking. Proceedings of a conference on Physics Education, Sacramento, California