• Title/Summary/Keyword: 화학개념이해

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Preconceptions of Middle School Students Related to (화학 변화 개념에 대한 중학교 2학년 학생들의 선개념 조사 및 선개념 갈등상황 제시를 통한 개념변화 학습이론의 효과 분석)

  • Paik, Seoung Hye;Kang, Dae Hun;Kim, Hye Kyong;Chae, Woo Ki;Kwon, Kyoon
    • Journal of the Korean Chemical Society
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    • v.43 no.2
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    • pp.213-224
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    • 1999
  • Preconceptions of middle school students related to chemical change the students are surveyed. The students are divided into experimental group that are learned by concept change theory teaching model, and control group that are learned by traditional teaching method based on science textbooks. After the planned classes, the tendencies of concept change of the two groups according to students learning motivations are analyzed. New teaching methods, which based on concept change learning model and students learning motivations, developed by this research. And the effects of the new teaching method are testified. As a result, it is proved that most of the students have a lot of preconceptions, and persist the wrong conceptions after the classes. This tendency is same in the control group and in the experimental group.

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The Effects of the Level of Enrichment for Analogies upon Students' Mapping and Conceptual Understanding in Concept Learning about Boyle's Law (보일의 법칙에 대한 개념 학습에서 비유의 부연 수준이 학생들의 대응 관계 이해 및 개념 이해에 미치는 영향)

  • Kim, You-Jung;Kim, Kyung-Sun;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.54 no.2
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    • pp.248-256
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    • 2010
  • This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.

An Exploration of Learning Environment for Promoting Conceptual Understanding, Immersion and Situational Interest in Small Group Learning Using Augmented Reality (증강현실을 활용한 소집단 학습에서 개념 이해 및 몰입, 상황 흥미를 촉진할 수 있는 학습 환경 탐색)

  • Shin, Seokjin;Noh, Taehee;Lee, Jaewon
    • Journal of the Korean Chemical Society
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    • v.64 no.6
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    • pp.360-370
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    • 2020
  • This study explored the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality, according to the level of students' self-regulation. 95 ninth-grade students from a coed high school in Seoul participated in this study. Students were divided into a group of four and each group was randomly assigned to three learning environments that provide one marker and one smart device(1-1), two markers and two smart devices(2-2), and four markers and four smart devices(4-4) for a group. Small group learning using augmented reality was conducted for two class periods about the chemical bonding concept from the Integrated Science subject. Two-way ANOVA results revealed that students in the 4-4 learning environment scored significantly higher than those in the 1-1 or 2-2 learning environment in a conception test. Changes in the learning environment have affected students with a low level of self-regulation. In an immersion test, students in the 4-4 learning environment scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a high level of self-regulation. As a result of situational interest test, students in the 4-4 and 2-2 learning environments scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a low and a high level of self-regulation. Based on the results, the educational implications of the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality are discussed.

An Analysis of Concept Description and Model and Student Understanding About Ionic Compound in Textbooks Developed Under the 2009 Revised National Curriculum (2009 개정 교육과정에 따른 교과서에서 이온 화합물의 설명 개념과 모형 및 학생 이해도 분석)

  • Shin, He Young;Woo, Ae Ja
    • Journal of the Korean Chemical Society
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    • v.60 no.5
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    • pp.362-373
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    • 2016
  • In this study, ionic compound in the science textbooks developed under the 2009 revised national curriculum were analyzed in terms of the scientific concept and model description and the student understanding through the questionnaires. Analysis of textbooks was performed for science2 of middle school and chemistry I & II of high school. Questionnaire was carried out with 194 students including middle school 2nd grade and high school 1st-3rd grade. The results are as follows: First, as a result of analysis of textbooks, scientific concepts and models used to explain the ionic compound showed differences depending on the types of textbooks. In addition, scientific models were provided with or without explanation for the scientific concepts. Second, analysis of the questionnaire showed that students didn’t properly understood scientific concepts and models in the ion formation, stoichiometric ratio between ions.

Effects of Concept Change Teaching MSeoung-HeyPaikodel Considering Students' Learning Motivations (학습자의 학습 동기를 고려한 개념변화 수업 모형의 효과 분석)

  • Paik, Seoung-Hey;Kim, Hye-Kyong;Che, Woo-Ki;Kwon, Kyoon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.19 no.2
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    • pp.305-314
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    • 1999
  • The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

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Students' Comprehension and Interpretation Process of InscriptionsRepresenting the Concept of Atom and Molecule (원자 및 분자 개념을 표상한 시각자료에 대한 중학생들의 이해 및 해석 과정)

  • Noh, Tae-Hee;Yoon, Mi-Suk;Han, Jae-Young
    • Journal of the Korean Chemical Society
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    • v.53 no.3
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    • pp.355-367
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    • 2009
  • In this study, the 9th grade students were interviewed to explore their comprehension and interpretation processes of inscriptions representing the concept of atom and molecule. We used a semiotic model for the interview and the analysis of result. The research result revealed that the students performed structuring processes of interpreting inscriptions successfully, but they had a difficulty with translating processes for attaining the target concept or for connecting an inscription with another inscription. Translating processes of connecting inscription with text showed a different result according to achievement level of each student. On the other hand, all the interviewees showed similar sequences in the processes of interpreting inscriptions. Educational implications of these findings were discussed.

The Problems of Chemistry Teachers' and Pre-service Teachers' Conceptions in the Prediction of Electrolysis Products (전기분해 생성물을 예상하는 과정을 통해 화학교사들과 예비 교사들이 가지는 개념의 문제점에 대한 분석)

  • Park, Jin-Hee;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.48 no.5
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    • pp.519-526
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    • 2004
  • The purpose of this study was to search pre-service teachers?and chemistry teachers?conceptions related to electrolysis process by predicting electrolysis products in NaI solution. A questionnaire developed by the researchers and following interviews were adopted for the research. By the methods, the conceptions of the groups were compared. Also, the relationship between their conceptions and explanations of chemistry II textbooks and general chemistry books was examined. From the analysis, it was found that most of the pre-service teachers had difficulties in using standard electrode potential when they predicted products of electrolysis. Most of the chemistry teachers could use standard electrode potential, but it was difficult to understand water electrolysis in redox reaction. The explanations of chemistry II textbooks also contained misconceptions.

Pre-service Chemistry Teachers' Misconceptions about Motions of Molecular Gases: Translational, Vibrational and Rotational Motion (기체 분자의 운동 방식에 관한 예비 화학 교사들의 오개념: 병진, 진동 그리고 회전 운동)

  • Seo, Young-Jin;Choi, Jin-Kwon;Chae, Hee-K.
    • Journal of the Korean Chemical Society
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    • v.54 no.6
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    • pp.799-808
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    • 2010
  • In this study, we conducted a textbook analysis and a conceptual test in order to investigate misconceptions of preservice chemistry teachers in understanding motions of molecular gases. As a result, we found out that many of the general chemistry textbooks not only introduce motions of molecular gases by explaining basic conceptions and using simple models, but also omit the explanation on center of mass when dealing with rotational motion. The physical chemistry textbooks, however, mainly approach motions of molecular gases in terms of spectroscopy and use various models to explain more intensified concepts, referring the center of mass in rotational motions. Meanwhile, pre-service chemistry teachers' confidence and understanding in the motions of molecular gases were very low and pre-service teachers also had many misconceptions about them. We believe this is because they had a tendency to depend largely on their intuition based on the pre-conceptions and the visual materials in the textbooks.

Analysis on the Characteristics of Academic Achievement of Middle School Students About 'composition of matter': Focusing on the Results of the National Assessment of Educational Achievement (NAEA) (중학생들의 '물질의 구성' 영역 학업성취 특성 분석 : 국가수준 학업성취도 평가 결과를 중심으로)

  • Baek, Jongho;Lee, Jae Bong;Choi, Wonho
    • Journal of the Korean Chemical Society
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    • v.66 no.2
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    • pp.136-149
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    • 2022
  • Chemistry focuses on explaining macroscopic phenomena at the microscopic level with particles, such as atoms or molecules. Explanation using particles are bound to be considered as abstract by students, because it was dealing with invisible objects. For that reason, the science national curriculum presented to middle school students the explanation of the units related to the composition of matter. Therefore, understanding about the composition of matter in middle school students becomes an important basis for learning of chemistry, and it is necessary to investigate their understanding about composition of matter. In this study, students' understanding about 'composition of matter' region, which is first presented to middle school students, was confirmed at an overall level. In this line, this study analyzed the results of the items in the composition of matter region, and analyzed items were used in the National Assessment of Educational Achievement (NAEA) from 2015 to 2019. We analyzed the 9 items presented in the NAEA according to the response rate of options and response rate distribution curve, and explained the characteristics of understanding derived by each achievement level were examined. According to the analyzed results by dividing the conceptions about elements, atoms, and ions, students above the proficient achievement-level had scientific conceptions overall, but students below the basic achievement-level had inconsistent or naive conceptions. Based on the results for each item, this study discussed some implications to be considered or to be improved on teaching-learning for 'composition of matter'.