• Title/Summary/Keyword: physics education

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The Relationship between Learners' Epistemological Beliefs About the Nature of Physics Knowledge and Physics Knowing During Conceptual Change in Mechanical Energy (학습자의 역학적 에너지에 대한 개념변화 중에 살펴본 물리지식과 앎에 대한 인식론적 신념간의 관계)

  • Moon, Seong-Sook;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.24 no.3
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    • pp.499-518
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    • 2004

  • This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.

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Development of a High School Level Physics Curriculum for the Gifted in Science (델파이 조사 방법을 이용한 물리 영재교육과정 구성)

  • Kim, Young-Min;Lee, Sung-Yi;Jeong, Seong-Oh
    • Journal of Gifted/Talented Education
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    • v.12 no.4
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    • pp.46-71
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    • 2002

  • The purpose of this study was to develope a high school level physics curriculum for the gifted in science. The research method for this study was Delphi Survey, which is appropriate for social agreement of experts in a certain area. For the Delphi survey, 11 experts of gifted education in physics field, who consist of 4 physics professors, 3 physics education professors, and 2 science high school teachers, and 2 experts in other institutes, were sampled intendedly. In first survey, free description questions about objectives, contents, teaching methods, and achievement test methods were asked, and their answers were analyzed by frequency. And then, frequent answers were adopted and elaborated. In second survey, they were asked to write numbers according to priority(degree of agreement) for the adopted and elaborated answers in each area. Finally, by analyzing the results of second survey, the physics curriculum for the gifted was developed.

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Analysis of Optics Problems in the Examination for Appointing Secondary School Physics Teachers (중등물리교사임용시험의 광학 문항 분석)

  • Lee, Bongwoo;Son, Jeongwoo
    • Korean Journal of Optics and Photonics
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    • v.28 no.5
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    • pp.187-193
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    • 2017

  • The purpose of this study was to investigate some implications for optics education and improvement of the Examination for Appointing Secondary School Physics Teachers (EASSPT), by analyzing the problems in EASSPT. For these purpose, we analyzed 38 optics problems of the EASSPT from the 16 school years of 2002 to 2017. The results of the analysis are as follows: First, optics problems were presented in 10.8% of the physics subject area, which was least frequently. Second, many problems have addressed specific areas such as Snell's law, image of a single lens, or interference. Few problems were found in many other evaluation areas, including optical instruments and aberrations. Third, compared to other areas, optics problems were presented as relatively easy questions, and the problems were presented in more laboratory contexts than daily-life contexts. In addition, we have discussed implications for EASSPT and in-service physics-teacher training.

  • https://doi.org/10.3807/KJOP.2017.28.5.187 인용 PDF KSCI