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  • 09월 20일 16시 이후 : 초록수정 불가능, 일정확인 및 검색만 가능

제126회 대한화학회 학술발표회 및 총회 The Effect of the Explanatory Method of Process Viewpoint on Scientific Concept Learning

등록일
2020년 8월 4일 20시 19분 12초
접수번호
0003
발표코드
EDU.P-534 이곳을 클릭하시면 발표코드에 대한 설명을 보실 수 있습니다.
발표시간
10월 21일(수) 16:30~17:00
발표형식
포스터
발표분야
Chemistry Education
저자 및
공동저자
Sungki Kim, Seounghey Paik1,*
Korea Institute for Curriculum and Evaluation, Korea
1Department of Chemical Education, Korea National University of Education, Korea
According to Chi, most of the scientific concepts belong to a process viewpoint. However, the concepts of process viewpoint consider two or more interactions at the same time, so the learning burden is greater than the concepts of matter viewpoint which consider only one object. Therefore, students tend to consider the concepts of process viewpoint as matter viewpoint. When learning the scientific concepts, learning with wrong viewpoint leads misunderstanding of scientific concept. Nevertheless, textbooks tend not to focus on the viewpoints. Therefore, this study examined the effect of students' scientific concept learning when the explanatory method of process viewpoint for floating and sinking phenomena explicitly is introduced. To this end, we investigated the effect on 44 students in the second year of middle school. As a result of the study, it was found that learning level about scientific concept has risen. Therefore, we would like to propose the introduction of an explanatory method with an explicit process viewpoint.

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