아동의 ‘부력 현상’에 대한 지식과 추론
Children’s knowledge and reasoning about buoyancy
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이 연구는 부력현상에 대한 아동의 지식과 추론이 연령과 과제에 따라 차이가 있는지, 추론을 통해 아동의 사전지식이 사후지식으로 변화되는지 여부와, 사후지식에 영향을 미치는 변인이 무엇인지 살펴보고자 하였다. 서울과 경기도의 중류층 어린이집 세 곳과 초등학교 두 곳의 4, 6, 8세 아동 각 40명씩 총 120명을 연구대상으로 선정해 ‘무게과제’와 ‘크기과제’를 수행하고 부력현상 사전지식, 추론과 사후지식을 살펴보았다. 수집된 자료는 SPSS 프로그램에서 평균, 표준편차, 반복측정 변량분석, 쌍체t검증, 중다회귀분석을 통해 통계처리되었다. 연구결과 아동의 부력현상 사전지식 수준은 연령에 따라 다르지 않았으나, 크기과제보다 무게과제의 인지 수준이 더 높았다. 아동의 부력현상 추론과 사후지식 수준은 4세보다 6, 8세가 더 높았으며, 크기과제보다 무게과제의 수행 수준이 더 높았다. 부력현상 사전지식은 실험을 통한 추론 과정을 거치면서 4, 6, 8세 모두 지식의 변화가 일어났다. 부력현상 사후지식에 영향을 미치는 요인은 추론이었으며, 무게과제 추론보다 크기과제 추론의 영향이 더 큰 것으로 나타났다.
Abstract
This study aims (1) to investigate the differences in children's knowledge and reasoning skills about buoyancy according to their ages and tasks assigned; (2) to ascertain whether the children's prior knowledge transforms to post knowledge, that is to say, new knowledge, through reasoning skills; and (3) to discover what variables influence the children's post knowledge. Subjects were 120 children divided into forty each from three groups of 4, 6 and 8 year-olds from three preschools and two elementary schools located in middle class residential areas of Seoul and Kyoung-Ki province. Each child's prior knowledge of buoyancy, reasoning skills and post knowledge were observed and recorded. Their performance tasks involved ‘weight’ and ‘size’. Statistical methods used for data analysis were means, standard deviations, repeated measures ANOVA, paired t-test and multiple regression analysis. It is to be noted in the results that follow that the children’s prior knowledge of buoyancy did not differ according to the different age groups although subjects’ prior knowledge level of the ‘weight’ task was higher than the ‘size’ task. Children from age groups 6 and 8 demonstrated better reasoning skills and post knowledge of buoyancy compared to the 4 year old age group; and the performance level on the ‘weight’ task was higher than on the ‘size’ task. Transformative changes in prior knowledge of buoyancy were observed among all the age groups as they engaged in the reasoning tasks of the experiments. In sum, for all the subjects, the variable responsible for post knowledge about buoyancy is reasoning skills; and the effect of ‘size’ task reasoning was found to be stronger than ‘weight’ task reasoning
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