초등학생들의 빛에 대한 이미지 스키마 분석을 통한 개념적 은유 구조 연구
A Study on Elementary Students’ Conceptual Metaphor Structures about Light through Analysis of Their Image Schema
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
본 연구의 목적은 빛에 대한 초등학생들의 이미지 스키마를 통해 이들의 개념적 은유 유형을 분석하는 것이다. 연구 참여자는 경상남도 G시의 한 개 초등학교 6학년 학생 162명이다. 이 연구를 위해 분석틀이 고안되었으며, 그 분석틀은 이미지 스키마 분석틀과 체계적 기능 문법 분석틀이다. 학생들의 빛 개념을 묻는 질문지도 개발되었 다. 연구 결과는 다음과 같다. 첫째, 광원에 대해 학생들은 빛에 대해두 가지의 구조를 가지고 있음을 보였으며, 그 두 가지는 빛이 광원으 로부터 나와 직선으로 공간에 퍼져나간다는 것과 빛이 광원 주위에 정지해 있다는 것이다. 둘째, 물체를 보는 과정에 대한 이해에서는, 학생들은 과학자적 개념을 포함하여 5개의 구조를 나타냈다. 셋째, 빛의 반사에 대한 이해에서는 학생들은 과학자적 개념을 포함하여 4가지의 개념 구조를 나타냈다.
Abstract
The purpose of this study is to analyze elementary students’ conceptual metaphor forms of light through their image schema of light. The participants were 162 6 th grade students from G city, Gyeongsangnam-do. For this study, the analysis framework was developed as image schema analysis and systemic functional grammar analysis. Then, students’ metaphorical expressions of light concepts were analyzed by the framework(image schema analysis and systemic functional grammar analysis). The findings are as follows. First, in the understanding of source of light, students had two structures of light. (a)Light comes out from a light source and goes straight in space. (b)Light is dispersed around a light source. Second, in the understanding of the process to see a material, students had five structures including scientific concept as light came out from a light source approaches the material and reflects off the material, then the light goes into the person’s eyes. Third, in the understanding of reflection of light, students had four structures including scientific concept as light came out from a light source approaches the mirror and is reflected from the mirror.
참고문헌 (36)
- Akerson, V. L., "One course is not enough : Preservice elementary teachers' retention of improved views of nature of science", Journal of Research in Science Teaching, 43(2), pp.194~213 (2006)
- Brewe, E., "Energy as a substance-like quantity that flows : Theoretical considerations and pedagogical consequences", Physical Review Special Topics : Physics Education Research, 7(2), pp.1~14 (2011)
- Buty, C., "Dialogic", authoritative discourse and modelling in high school teaching sequence on optics, 2008, pp.30(12), 1635~1660
- Chu, H. E., "Secondary students’ stable and unstable optics conceptions using contextualized questions", Journal of Science Education and Technology, 23(2), pp.238~251 (2014)
- Some properties and groupings of image schemas, "Cienki, A.", Lexical and syntactical constructions and the construction of meaning, 3~15 (1997)
- Clausner, T. C., "Domains and image schemas", Cognitive linguistics, 10, pp.1~32 (1999)
- Close, H. G., "Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy", International Journal of Science Education, 37(5-6), pp.839~866 (2015)
- Dewell, R. B., "Over again : Image-schema transformations in semantic analysis", Cognitive Linguistics, 5(4), pp.351~380 (1994)
- Dreyfus, B. W., "Ontological metaphors for negative energy in an interdisciplinary context", Physical Review Special Topics : Physics Education Research, 10, pp.1~11 (2014)
- Benjamin W. Dreyfus, "Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors", International Journal of Science Education, 37(5-6), pp.812~838 (2015), Informa UK Limited[DOI]
- Duit, R., "Science education research and practice in Europe", pp.13~38 (2012), Sense
- Duit, R., "Conceptual change : A powerful framework for improving science teaching and learning", International Journal of Science Education, 25(6), pp.671~688 (2003)
- Enghag, M., "From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physic work at university", Research in Science Education, 37, pp.449~467 (2007)
- Evans, V., "Cognitive linguistics" (2006), Edinburgh University Press
- Fetherstonhaugh, T., "Students' understanding of light and its properties : Teaching to engender conceptual change", Science education, 76(6), pp.653~672 (1992)
- Fuchs, H. U., "From Stories to Scientific Models and Back: Narrative framing in modern macroscopic physics", International Journal of Science Education, 37(5-6), pp.934~957 (2015)
- Galili, I., "Learners' knowledge in optics : Interpretation, structure and analysis", International Journal of Science Education, 22(1), pp.57~88 (2000)
- Goldberg, F. M., "Student difficulties in understanding image formation by a plane mirror", The Physics Teacher, 24(8), pp.472~480 (1986)
- Guesne, E., "Children's ideas in science" (1985), Open University Press
- Hoffman, R. R., "Metaphor in science", Cognition and figurative language, pp.393~423 (1980)
- Jeong, J., "A Study of the Validating Evaluation of Science Curriculum Sequence and Instructional Effectiveness with the Application and Hierachical Analysis of Science Conceptions", Journal of the Korean Association for Science Education, 16(1), pp.1~12 (1996)
- Johnson, M., "The Body in the Mind : The Bodily Basis of Meaning, Imagination, and Reason" (1987), Chicago University Press
- Kim, H., "Korean Children’s Conceptions about Light", Journal of the Korean Association for Science Education, 12(2), pp.43~53 (1992)
- 김영민, "은유적 과학 용어들에 대한 고등학생들의 인식 및 이해도 조사", 한국과학교육학회지, 33(4), pp.718~734 (2013), 한국과학교육학회
- 김영민, "과학 개념에 대한 은유적 표현을 통한 영재학급 학생들의 과학 개념 이해도 분석 방법 및 창의성 계발 방법 제안", 과학영재교육, 8(3), pp.107~120 (2016), 한국과학영재교육학회
- 권경필, "초.중학교 학생의 빛의 이동경로에 대한 개념 및 일관성 비교", 새물리, 61(7), pp.643~650 (2011), 한국물리학회
- 권성기, "초등학교 과학 영재와 일반 학생의 물리 오개념 비교", 초등과학교육, 25(5), pp.476~484 (2007), 한국초등과학교육학회
- Lakoff, G., "Metaphors we live by" (1980), University of Chicago press
- Lancor, R., "An analysis of metaphors used by students to describe energy in an interdisciplinary general science course", International Journal Of Science Education, 37(5-6), pp.876~902 (2015)
- 이인호, "렌즈를 지나는 빛의 경로 학습에서 기본 개념을 강화한 초등 과학 영재 수업의 효과", 초등과학교육, 25(5), pp.548~555 (2007), 한국초등과학교육학회
- Marulcu, I., "Can elementary students gather information from concept maps?", International Journal of Environmental and Science Education, 8(4), pp.611~625 (2013)
- Niebert, K., "Understanding Starts in the Mesocosm:Conceptual metaphor as a framework for external representations in science teaching", International Journal of Science Education, 37(5-6), pp.903~933 (2015)
- Niebert, K., "Understanding needs embodiment : A theory‐guided reanalysis of the role of metaphors and analogies in understanding science", Science Education, 96(5), pp.849~877 (2012)
- National Research Council, "Board on Science Education, Division of Behavioral and Social Sciences and Education" (2012), The National Academies Press
- 신선경, "자연과학 텍스트에 나타난 유추와 은유 -개념구조의 사상을 중심으로-", 한국어 의미학, 29, pp.133~152 (2009), 한국어의미학회
- Won, M., "An Analysis of Characteristics of Scientific Metaphors", Journal of Language Science, 6(1), pp.59~80 (1999)