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계절 변화에 대한 예비 중등교사의 대안개념과 핵심 신념

Preservice Secondary Teachers' Alternative Conceptions and Their Core Beliefs on Seasonal changes

오준영|강용희|임성규
사범대학부속중등교육연구소 (Secondary Education Institute)|2004.12|중등교육연구 (SECONDARY EDUCATION RESEARCH)|제52-2호|pp. 613-642

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참고문헌

키워드

계절변화(seasonal changes)대안개념(alternative conceptions)거리에 따른 계절변화 이론(distance theory)핵심신념(core belief)
주제분류교육학

초록

본 연구는 예비 중등교사들을 대상으로 “계절 변화의 설명”에 대한 대안 개념을 조사하였다. 조사대상은 J대학교 사범대학 과학교육학부 2, 3, 4학년 74명이다. 조사결과 계절변화 설명에 대한 예비 중등교사들의 개념은 과학적 개념과 불일치하는 대안 개념들을 가지고 있었다. 또한 학생들의 대안 개념 중에서 거리 이론은 여전히 상존하고 있다는 사실이 나타났다. 이러한 명백한 불일치는, 어떤 일관성 있는 방향으로, 자신들이 가지고 있는 대안 개념의 핵심신념을 사용한다고 가정함으로서 설명되어 진다고 우리는 주장한다. 따라서 이 논문에서는 예비 중등 교사들의 대안 개념을 극복하기 위해서는, 먼저 그들이 가지고 있다고 가정할 수 있는 핵심신념들을 논의 하고자하는 것이다. 또한, 초, 중등학생들과 중등 예비교사들 사이, 더 나아가 예비교사들 간에도 중요한 차이점이 있다. 따라서 우리는 그들의 대안개념을 같은 선상에서 취급되지 말아야 한다고 제안한다.

Abstract

This article presents the results which investigated preservice secondary teachers' conceptions about seasonal changes(J National University). Samples consisted of 2th-grade, 3th-grade, and 4th-grade preservice secondary science teachers(74). Research method was paper -pencil test, and interviews. Their responses to these questions revealed considerable apparent alternative conceptions, and the study results proved that the item(distance theory) showing a high response rate of preservice secondary teachers' alternative conceptions. Because a great of this apparent inconsistency could be explained by assuming that the students used, in a consistent fashion, a alternative core belief about seasonal changes. This study was also discussed the core beliefs that preservice secondary teachers held to overcome their alternative conceptions. And there are significant differences among preservice secondary teachers' beliefs that deserve attention. I would like to argue that any their alternative conceptions approach must not specify an inclination to one variations.

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