플로지스톤설에서 산소설로의 개념 변화 과정에서 변칙 사례와 대안 가설에 대한 과학자들과 학생들의 반응 비교
A Comparison of Scientists' and Students' Responses to Discrepant Event and Alternative Hypothesis in the Conceptual Change Processes from the Phlogiston Theory to the Oxygen Theory
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초록
이 연구에서는 플로지스톤설에서 산소설로의 개념 변화 과정에서 제시된 변칙 사례와 대안 가설에 대한 학생들의 반응을 조사하고, 이를 과학자들의 반응과 비교했다. 변칙 사례와 대안 가설에 대한 과학자들의 반응은 과학사 관련 문헌에서 수집했다. 선개념 검사를 실시하여 연소에 대한 목표 오개념을 지닌 중학교 2학년 학생 148명을 선발했다. 학생들에게 변칙 사례와 대안 가설을 제시하고, 이에 대한 학생들의 반응을 조사했다. 연구 결과, 과학자들과 학생들에게서 유사한 반응 유형이 나타났지만, 동시에 명확한 차이점도 있었다. 과학자들은 변칙 사례의 문제점을 밝히고자 노력하는 경향이 있었지만, 학생들은 자신들의 초기 이론에 대한 신념을 고수하기 위해 변칙 사례를 거부하거나 배제하는 경향이 있었다. 또한, 대안 가설을 접한 후에 자신의 신념을 바꾸는 학생은 일부에 불과했다.
Abstract
In this study, we investigated students' responses to a discrepant event and an alternative hypothesis which had been presented in the conceptual change processes from the phlogiston theory to the oxygen theory, and compared them with scientists' responses. The data concerning scientists' responses to the discrepant event and the alternative hypothesis were gathered from the relevant literature on the history of science. Subjects were 148 eighth graders who possessed the target misconception about combustion through a preconception test. After having been presented with the discrepant event and the alternative hypothesis, students were asked to respond to the test of response to discrepant event. Although similar types of responses were obtained from both scientists and students, there was also a clear difference. Scientists tended to focus on explaining the problems of the discrepant event, whereas students tended to ignore and/or exclude the discrepant event in order to maintain their previous beliefs. Only a few students were also found to change their beliefs after having been presented with the alternative hypothesis.
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