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확률 오개념의 극복을 위한 시뮬레이션의 활용

Using simulation for overcoming probability misconception

이경화|신보미
한국교육과정평가원 (Korea Institute for Curriculum and Evaluation)|2008.05|교육과정평가연구 (The Journal of Curriculum and Evaluation)|제11권 제1호|pp. 205-234

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참고문헌

키워드

시뮬레이션simulation교수학적 상황didactical situation확률 오개념probability misconception
주제분류교육학

초록

시뮬레이션을 활용하면 확률 오개념이 극복된다는 연구가 국외에서 상당수 수행되었다. 그러나 국내에서는 유사한 성격의 연구가 거의 이루어지지 않았다. 국외 관련 연구에서도 시뮬레이션 도입을 통해 확률 오개념의 극복이 가능한가 여부를 고립된 확률 과제 일부에만 초점을 두어 확인하였으며, 시뮬레이션 도입에 기초하여 확률을 지도하는 전략을 전반적인 교수학적 상황으로 재구성하여 실험하지 않았다. 이 연구에서는 확률 오개념의 극복을 목적으로 시뮬레이션을 도입한 선행 연구를 검토함으로써 이를 구체적인 교수학적 상황으로 재구성한 신보미, 이경화(2008)의 연구 결과를 직접 우리나라 학생들에게 적용하여 어떤 현상이 나타나는지 알아보았다. 특히, 이러한 교수학적 상황에서 학생들이 드러내는 특징을 ‘내용 탐구 요소 학습 과정’과 ‘오개념 극복 전략’으로 범주화하여 논의한 후 그 시사점을 도출하였다.

Abstract

Several previous studies suggested that simulation could be a main didactic instrument in overcoming probability misconception. However, they have not described enough how to reorganize probability knowledge as knowledge to be taught in a curriculum using simulation. The purpose of this study is to identify the practical knowledge needed in developing a didactic transposition method of probability knowledge using simulation. According to a probability misconception situation, this study conducted a teaching experiment to analyse the learning process, misconception overcoming strategies. This study summed up educational intention, which was designed to transform probability knowledge into didactic according to the introductory purposes of simulation, into curriculum, lesson plans, and experimental teaching materials to present didactic ideas for new probability education programs in the high school probability curriculum.

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