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물질의 상태변화에 대한 과학교사의 인식 조사

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Alternative Title
A survey of science teacher's understanding about changes in the state of matters
Abstract
물질의 상태변화와 관련 있는 온도, 열, 증발, 내부에너지 등에 관한 개념을 현직 교사들을 대상으로 설문 조사 후 분석하였다. 설문에 응한 표본 집단의 수는 61명이며, 조사 대상은 실험 및 물리 1정 연수에 참여했던 중등 과학교사이다. 설문 조사 후 다음과 같은 분석 결과를 얻었다.
첫째, 교사들은 온도에 대한 정의를 다양하게 내리고 있으나, 액체의 증발이 냉각 과정임을 바르게 알지 못하고 있었다.
둘째, 교사들은 '열은 두 물체 사이 온도차에 의해 전달된다'라는 개념은 잘 형성되어 있었다. 하지만 열은 물체가 가지고 있는 에너지라는 물리량이 아니라 '에너지의 이동현상'이라는 개념은 미흡하였다.
셋째, 상태변화에서 변하지 않는 물리량과 변하는 물리량에 대한 교사들의 이해가 부족하였다.
교사의 잘못된 과학 개념은 수업을 받는 학생들에게 과학 개념 정립에 방해가 될 수 있다. '교육의 질은 교사의 질을 능가할 수 없다'라는 말이 있다. 따라서 과학 교사는 열물리학의 옳은 개념을 정확히 확립하는 것이 필요하다. 또한, 교수․학습과정에서 학생들의 바른 개념을 가질 수 있도록 교사 스스로 노력하여야 한다. 본 연구 결과를 과학교사 교육 및 교사용 지도 자료로 활용할 경우 교사들의 현장 학습 지도에 유용할 것이다. 또한, 본 연구 결과는 궁극적으로 학생들의 옳은 과학 개념 형성을 위한 교수․학습자료 개발에 유용한 기초 자료를 제공할 것으로 기대된다.
A survey of science teacher's understanding about temperature, heat, evaporation, internal energy, etc. associated with the changes in the state of matters was analyzed.
61 people of sample group responded to questionnaire; the subjects of the survey are middle and high school teachers who participated in teacher's training program of experiment and first-class regular physics. After the survey, the following is obtained from the results of analysis:
First, teachers have a definition of the temperature in their ways, and do not perfectly know that evaporation is the cooling process.
Second, teachers have a good formation of conception that heat is transferred by temperature difference between two matters. However, they have a lack of understanding about the conception that heat is not an energy that material has, but the phenomena of energy transfer.
Third, it seems that teachers have an insufficient comprehension of the changes in the state of matters related to the physical quantity that varies or not.
The wrong understanding of teachers can hinder the formation of science conceptions on students who take a class. There is a saying: "The quality of an education system cannot exceed the quality of its teachers." Science teachers need to set upright concepts of thermal physics. Also, under the teaching process, science teachers who work at schools have to make efforts for self-improvement in order to have student set upright conceptions.
The results of this research will be utilized in the education of science teachers and their guidance materials; I finally look forward to using these as fundamental data useful for developing educational tactics to form upright science conception.
Author(s)
임창민
Issued Date
2009
Awarded Date
2009. 8
Type
Dissertation
URI
http://dcoll.jejunu.ac.kr/jsp/common/DcLoOrgPer.jsp?sItemId=000000004766
Alternative Author(s)
Lim, Chang-Min
Affiliation
제주대학교 교육대학원
Department
교육대학원 물리교육
Advisor
강영봉
Table Of Contents
Ⅰ. 서론 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․1Ⅱ. 이론적 배경 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․3 1. 열과 온도에 대한 이해 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․3 2. 물질의 상태변화에 대한 이해 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․4 3. 선행 연구 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․9Ⅲ. 연구 절차 및 방법 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․14 1. 연구 절차 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․14 2. 연구 대상 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․15 3. 분석 방법 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․15 4. 연구의 제한점 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․19Ⅳ. 연구 결과 및 분석 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․20 1. 설문에 대한 결과 분석 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․20 2. 설문 문항 간 비교 분석 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․40Ⅴ. 결론 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․ 43 참고문헌 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․45 Abstract ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․49 부록 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․51
Degree
Master
Publisher
제주대학교 교육대학원
Citation
임창민. (2009). 물질의 상태변화에 대한 과학교사의 인식 조사
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