7th - 12th Grade Students, Pre-service Teachers and Science Teachers' Views on the Dissolution of Salt in a Liquid
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers’ colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the ‘space conception’. A conception of dissolution phenomenon as ‘hydration through attraction of solvent and solute’ was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the ‘hydration’ conception was not firmly established in the student teachers’ cognition. Therefore, it can be inferred that the conceptions of dissolution as ‘hydration’ were transformed into the conceptions of dissolution as ‘space’ after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.
Abstract
In this study, a survey was conducted of students in grades 7 through 12, student teachers enrolled in their senior year at teachers’ colleges, and science teachers. Subjects were surveyed on their conceptions of phenomenon related with dissolution, saturation, and extraction. The models and analogies used by student teachers and science teachers to explain dissolution were sought. The highest percentage of students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. The models or analogies used by the highest percentage of science teachers were similar. They generally conceived of dissolution phenomenon through what we call the ‘space conception’. A conception of dissolution phenomenon as ‘hydration through attraction of solvent and solute’ was held by more student teachers than science teachers; there were some differences, however, according to their academic background. The percentage of teachers professing this view decreased when they attempted to explain the process of extraction of matter in a solution after other matter had dissolved or after the solution was cooled, indicating that the ‘hydration’ conception was not firmly established in the student teachers’ cognition. Therefore, it can be inferred that the conceptions of dissolution as ‘hydration’ were transformed into the conceptions of dissolution as ‘space’ after teaching dissolution phenomenon as practicing teachers. This finding should be considered in teacher-training courses.
참고문헌 (23)
- Abraham, M.E., "Understanding and misunderstanding of eighth graders of five chemical concepts found in textbooks", Journal of Research in Science Teaching, 29(2), pp.105~120 (1992)
- Abraham, M.E., "A cross-age study of the understanding of five chemistry concepts", Journal of Research in Science Teaching, 31(2), pp.147~165 (1994)
- Anderson, C.W., "Matter and Molecules. Teacher’ Guide: Science Book, Institute for Research on Teaching, College of Education", pp.121~122 (1988), Michigan State University
- Blanco, A., "Pupil’ view on how stirring and temperature of dissolution of solid in a liquid: a cross-age study 12 to 18", International Journal of Education, 19(3), pp.303~315 (1997)
- Brady, J.E., "General Chemistry: Principles and Structure", pp.420~444 (1995), John Wiley & Sons
- Duit, R., "The psychology of learning science", pp.65~85 (1991), Lawrence Erlbaum Associates
- Ebbing, D.D., "Chemistry", pp.450~475 (1993), Houghton Mifflin Company
- Ebenezer, J.V., "Rational conceptual change in solution chemistry", Science Education, 66(4), pp.623~633 (1995)
- Harrison, A.G., "Teaching with Analogies: A Case Study in Grade 10 Optics", Journal of Research in Science Teaching, 30(10), pp.1291~1307 (1993)
- Jones, M.G., "Exploring the development of conceptual ecologies:communities of concepts related to convection and heat.Journal of Research in Science", Journal of Research in Science Teaching, 37(2), pp.139~159 (2000)
- 강대훈, "용해 현상에 대한 학생들의 개념유형 및 교사들의 지도 실태", 대한화학회지, 48(4), pp.399~413 (2004), 대한화학회
- Kang, D.H., "A Study on teaching practices of dissolution in the secondary schools", Journal of the Korean Chemical Society, 44(5), pp.460~469 (2000)
- Kang, D.H., "The cognition and attitude of 9th grade students about science education", Chemical Education, 25(4), pp.207~220 (1998)
- Kang, S.H., "A study of the teaching strategy based upon the required logical thinking level of chemistry contents in middle school and the cognitive level of those students", Chemical Education, 23(4), pp.267~275 (1996)
- Kim, J.H., "An analysis of science textbooks and internet sites related to diffusion and dissolution on the view point of particle theory, and development of computer-assisted instruction program", Journal of the Korean Chemical Society, 44(6), pp.611~624 (2000)
- Lee, W.S., "The influence of task context (everyday and scientific context) on the achievement of particulate nature of matter", Chemical Education, 23(6), pp.451~461 (1996)
- Noh, T.H., "High school students’conceptions regarding change of states and dissolution and the relationships with logical reasoning ability", Chemical Education, 23(2), pp.102~112 (1996)
- Paik, S.H., "Classification of physical change and chemical change", Chemical Education, 27(1), pp.78~80 (2000)
- Paik, S.H., "Survey of high school student and chemistry teacher perceptions and analysis of textbook contents related to the effect of water vapor in the air on evaporation and boiling", Journal of Korea Association Research in Science Education, 25(7), pp.773~786 (2005)
- Paik, S.H., "A research of students’perceptions on teaching styles of ‘cience’ Course in high school", Journal of Korea Association Research in Science Education, 25(3), pp.411~420 (2005)
- Park, J.H., "An analysis of high school chemistry teacherss’and students’conceptions on electrode potential", Journal of Korea Association Research in Science Education, 26(2), pp.279~290 (2006)
- Park, J.Y., "The preconceptions of middle school students for dissolution and their conceptual change through a newly developed class strategy", Chemical Education, 23(6), pp.436~450 (1996)
- Strike, K., "A revisionist theory of conceptual change", pp.147~176 (1992), SUNY Press