중학생의 예상-관찰-설명(POE) 단계의 과학 수업에 의한 에너지 개념의 변화
Middle School Students' Conceptual Changes of Energy with POE Instructions
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본 연구에서는 중학생이 에너지 개념을 학습하는 상황에서 학생들이 가진 직관적인 에너지 개념을 과학적인 개념으로 변화시키는데 효과적인 POE 활용 수업을 받은 결과를 분석하였다. 에너지 개념을 조사하기 위한 도구를 선택 후 설명식 형태로 개발하였고, 연구 대상으로 서울에 있는 중학교 3학년 혼성 학급 중에서 통제 집단(n=52)과 실험 집단(n=50)을 선정하였다. 실험 집단의 학생에게는 예상하고 관찰한 후 예상과 관찰을 비교 설명하는 과제를 풀게 하였다. 예상 관찰 설명 과제를 활용한 수업을 받은 실험 집단의 학생들은 객관식 점수뿐만 아니라 주관식 점수에서도 증가를 보인 결과를 분석하고, 과학적인 에너지 개념으로 변화시킨 수업 방식을 제안하였다.
Abstract
Every school students possessed their own preconceptions that came from everyday life experience before they entered the school classroom. The purpose of this study was to investigate the effect of Prediction–Observation-Explanation (POE) teaching the concept of energy and explore middle school students’ conceptual change of it. The energy concept instrument was developed with 6 items of multiple choices that required explanation of their choices in two contexts. Middle school students were assigned both to control group (n=52) and experimental group (n=50). The experimental group students were given to the POE instructions designed to understand scientific energy concept and to improve their intellectual interest. While some preconceptions about energy were identified in both groups, the experimental group showed more positive results in multiple choice answers and essay answers as well. This result suggests that POE should be an effective teaching strategy to promote middle school students' understanding of and intellectual interest of energy.
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