화학 개념 학습에서 물리적 비유를 사용한 학생 중심 비유 수업의효과
The Influences of Student-Centered Analogical Instruction Using Physical Analogies in Chemistry Concept Learning
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Abstract
This study investigated the influences of a student-centered analogical instruction using physical analogies upon students' conception and application, retention of conception and application, perceptions of science classroom environment, and perceptions of analogical instruction. Six classes of seventh graders (N=208) at a middle school in Seoul were assigned to the control, the teacher-centered analogy (TCA), and the student-centered analogy (SCA) groups. They were taught about ‘three states of matter’ and ‘motion of molecules’ for 8 class hours. Analysis of the results revealed that the scores of the SCA group were significantly higher than those in the other groups in the conception test, retention test of conception and application, and perception test of science classroom environment. The scores of the SCA group in the application test were also higher than those in the other groups, but there only was a significant difference between the control and the SCA groups. The TCA group performed significantly better than the control group only in the test on the retention of application. In addition, the students in the SCA group exhibited more positive perceptions of the analogical instruction than those in the TCA group. Educational implications are discussed.
참고문헌 (21)
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