7학년 교과서의 확산현상 기술에 대한 분석과 과학교사들의 확산개념에 대한 이해도 조사
Analysis of Description of Diffusion Phenomena in the 7th Grade Textbook and Diagnosis of Science Teachers' Understanding of the Diffusion Concepts
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초록
We analyzed the description of diffusion phenomena in a 7th-grade textbook, and investigated teachers' understanding and teaching methods on diffusion concepts. The data were collected from textbook analysis, questionnaires from 46 science teachers and interviews with 5 teachers. Based on texts' analysis by definition, example, and representation of the diffusion, we found that most of the representations were macroscopically explained by observing the movement of ink in water and smelling the fragrance of perfume in the air. The analysis of questionnaire and interviews also revealed that the definition and the explanation of the diffusion were too abstract for teachers to understand and teach the concept without further information about the microscopic concept of collision of the matter with the medium. Such examples and models lead science teachers to form indistinctive concepts such as dissolution, effusion, and evaporation. Furthermore, the analytical data showed that teachers' understanding of the diffusion concept has been heavily dependent upon the textbook and the level of the understanding was very similar with that of textual description.
Abstract
We analyzed the description of diffusion phenomena in a 7th-grade textbook, and investigated teachers' understanding and teaching methods on diffusion concepts. The data were collected from textbook analysis, questionnaires from 46 science teachers and interviews with 5 teachers. Based on texts' analysis by definition, example, and representation of the diffusion, we found that most of the representations were macroscopically explained by observing the movement of ink in water and smelling the fragrance of perfume in the air. The analysis of questionnaire and interviews also revealed that the definition and the explanation of the diffusion were too abstract for teachers to understand and teach the concept without further information about the microscopic concept of collision of the matter with the medium. Such examples and models lead science teachers to form indistinctive concepts such as dissolution, effusion, and evaporation. Furthermore, the analytical data showed that teachers' understanding of the diffusion concept has been heavily dependent upon the textbook and the level of the understanding was very similar with that of textual description.
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