초등학생들의 과학 선 그래프 작성 및 해석 과정 분석
Analysis of Children's Constructing and Interpreting of a Line Graph in Science
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine elementary school students' characteristics and difficulties in drawing and interpreting a line graph, and to present educational implications. Twenty five students(4th grader: 6, 5th grader: 9, and 6th grader: 10) at an elementary school participated in this study. We used a student's task which was about graphing on a given data table and interpreting his/her graph. The data table was on heating 200mL and 500mL of water and measuring their temperature at regular time intervals. We collected multiple source of data, and data analyzed based on the sub-variables of TOGS. The some results of this study are as follows: First, five children (20.0%), especially two of 10 sixth graders (20.0%), could not construct a line graph about a given data table. Second, twenty students (80.0%) had the ability on ‘Scaling axes’ and on ‘Assigning variables to the axes’, however, only a student understood why the time is on the longitudinal axis and the temperature is on the vertical axis. Third, in the case of ‘Plotting points’, twelve children (48.0%) could drew two graphs on a coordinate. Fourth, in the case of ‘Selecting the corresponding value for Y (or X)’, twenty student had little difficulty. on ‘Describing the relationship between variables’, seventeen students (68.0%) understood the relationship between time and temperature of water, and the relationship between temperature and amount of water. Finally, eleven students (44%) had the ability on ‘Interrelating and extrapolation graphs.’ Educational implications are also presented in this paper.
Abstract
The purpose of this study was to examine elementary school students' characteristics and difficulties in drawing and interpreting a line graph, and to present educational implications. Twenty five students(4th grader: 6, 5th grader: 9, and 6th grader: 10) at an elementary school participated in this study. We used a student's task which was about graphing on a given data table and interpreting his/her graph. The data table was on heating 200mL and 500mL of water and measuring their temperature at regular time intervals. We collected multiple source of data, and data analyzed based on the sub-variables of TOGS. The some results of this study are as follows: First, five children (20.0%), especially two of 10 sixth graders (20.0%), could not construct a line graph about a given data table. Second, twenty students (80.0%) had the ability on ‘Scaling axes’ and on ‘Assigning variables to the axes’, however, only a student understood why the time is on the longitudinal axis and the temperature is on the vertical axis. Third, in the case of ‘Plotting points’, twelve children (48.0%) could drew two graphs on a coordinate. Fourth, in the case of ‘Selecting the corresponding value for Y (or X)’, twenty student had little difficulty. on ‘Describing the relationship between variables’, seventeen students (68.0%) understood the relationship between time and temperature of water, and the relationship between temperature and amount of water. Finally, eleven students (44%) had the ability on ‘Interrelating and extrapolation graphs.’ Educational implications are also presented in this paper.
참고문헌 (19)
- 교육과학기술부, "초등학교 과학 3-1 교사용지도서" (2010), 금성출판사
- 김명호, "초등학생의 그래프 작성·해석 능력과 과학 탐구 능력에 관한 연구", 석사, pp.2001
- 김유정, "고등학생들의 과학 그래프 작성 및 해석 과정에서 나타난 오류", 한국과학교육학회지, 29(8), pp.978~989 (2009), 한국과학교육학회
- 김진선, "초등학교 5학년 학생들의 그래프 작성 및 해석 능력과 논리적 사고력과의 관계", 석사, pp.2009
- 김태선, "고등학생들의 과학관련 그래프 해석 능력", 석사, pp.1998
- 김태선, "중고등학생들의 과학관련 선 그래프의 정보 이해과정 분석", 박사, pp.2003
- 김태선, "중고등학생들의 과학 그래프 작성 및 해석 능력", 한국과학교육학회지, 22(5), pp.768~778 (2002), 한국과학교육학회
- 문충식, "힘과 운동 관련 선 그래프 해석과 이해에 관한 학생들의 오류 유형 검사 도구의 개발", 한국물리학회지, 17(2), pp.166~176 (1999)
- 오영재, "초등학생들의 과학 그래프 작성과 해석 능력 조사", 석사, pp.2005
- 이재희, "초등학생의 그래프 능력과 논리적 사고력, 과학탐구능력 및 과학에 관한 태도와의 관계", 석사, pp.2000
- Åberg-Bengtsson, L., "What lies behind graphicacy? : Relating students’ results on a test of graphically represented quantitative information to formal academic achievement", Journal of Research in Science Teaching, 43(1), pp.43~62 (2006)
- McKenzie, D. L., "The construction and validation of the Test of Graphing in Science (TOGS)", Journal of Research in Science Teaching, 23(7), pp.571~579 (1986)
- Padilla, M. J., "An examination of the line graphing ability of students in grades seven through twelve", School Science and Mathematics, 86(1), pp.20~26 (1986)
- Roth, W. M., "Knowing and interacting: A study of culture, practice, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor", Cognitive and Instruction, 13(1), pp.73~128 (1995)
- Roth, W. M., "Graphing: Cognitive ability or practice?", Science Education, 81(1), pp.91~106 (1997)
- Roth, W. M., "Inscriptions: Toward a theory of representing as social practice", Review of Edu cational Research, 68(1), pp.35~59 (1998)
- Rutherford, F. J., "Science for all Americans" (1990), Oxford
- 김태선, "중고등학생들의 과학관련 선 그래프의 정보 이해과정 분석", 박사, pp.2003
- Wu, H. -K. & Krajcik, J. S., "Inscriptional practices in two inquiry-based classrooms: A case study of seventh graders' use of data tables and graphs", JOURNAL OF RESEARCH IN SCIENCE TEACHING, 43(1), pp.63~95 (2006), JOHN WILEY SONS INC