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The Effects of Teaching Methods on Conceptual Change of Atmospheric Pressure in Middle School Students  

Kim, Jong-Hee (Keongsang High School)
Bae, Ju-Hyeon (Department of Earth Science, Busan National University)
Lee, Yong-Seob (Department of Earth Science, Busan National University)
Kim, Sang-Dal (Department of Earth Science, Busan National University)
Publication Information
Journal of the Korean earth science society / v.25, no.4, 2004 , pp. 214-221 More about this Journal
Abstract
The purpose of this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method 3. For Method A, the textbook is used to explain the concept in the view of weight. For Method B, the textbook is used to approach the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, where they were divided into the Method A group and the Method B group. These study was carried out with pre-post on each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The results of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing a meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors,'the direction of atmospheric influence and the reason','the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor,'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.
Keywords
atmospheric pressure; teaching methods; conceptual change; learning achievement;
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