새로운 달 위상 모형의 개발과 그 적용
The Development and Application of the New Model of Moon Phases
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참고문헌
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초록
The purpose of this study is to understand the effect of The Model of Phases of the Moon on conception changes for preservice teachers. The researcher interviewed two preservice teachers under the agreement with them on their participation in the research just before he performed a class using The New Model of Phases of the Moon. The post-interview with the same content as the pre-interview was preformed one month later. The main content of the interview is as follows; 'Explain the shape of the Moon by drawing it.', 'Explain the relative different position among the Sun, Earth, and Moon depending on phases of the Moon by drawing them.', 'What do you think of the cause of phases of the Moon?', 'Draw a picture to explain why we always see only one side of the moon.' The results of the research are as follows. First, the class with New Model of Phases of the Moon was able to perceive the relationship of Sun, Earth, and Moon in three-dimensions rather than in two-dimensions and it helped to change their misconception that the Moon's shadow causes the Moon's shape. Secondly, the class with New Model of Phases of the Moon helped preservice teachers understand better the different positional relationships among the Sun, Earth, and Moon depending on the Moon shapes. Third, the class adopting the New Model of Phases of the Moon help preservice teachers form scientific conceptions on the causes of phase change of the Moon. Fourth, the class with the New Model of Phases of the Moon is not appropriate for explaining the reason why only one face of the Moon is seen. Based upon the results above, the researcher realized the limitation of this model and suggested that this model would help learners understand phase change of the Moon and increase space perception ability.
Abstract
The purpose of this study is to understand the effect of The Model of Phases of the Moon on conception changes for preservice teachers. The researcher interviewed two preservice teachers under the agreement with them on their participation in the research just before he performed a class using The New Model of Phases of the Moon. The post-interview with the same content as the pre-interview was preformed one month later. The main content of the interview is as follows; 'Explain the shape of the Moon by drawing it.', 'Explain the relative different position among the Sun, Earth, and Moon depending on phases of the Moon by drawing them.', 'What do you think of the cause of phases of the Moon?', 'Draw a picture to explain why we always see only one side of the moon.' The results of the research are as follows. First, the class with New Model of Phases of the Moon was able to perceive the relationship of Sun, Earth, and Moon in three-dimensions rather than in two-dimensions and it helped to change their misconception that the Moon's shadow causes the Moon's shape. Secondly, the class with New Model of Phases of the Moon helped preservice teachers understand better the different positional relationships among the Sun, Earth, and Moon depending on the Moon shapes. Third, the class adopting the New Model of Phases of the Moon help preservice teachers form scientific conceptions on the causes of phase change of the Moon. Fourth, the class with the New Model of Phases of the Moon is not appropriate for explaining the reason why only one face of the Moon is seen. Based upon the results above, the researcher realized the limitation of this model and suggested that this model would help learners understand phase change of the Moon and increase space perception ability.
참고문헌 (20)
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