|
Type |
Poster Presentation |
Area |
Chemistry Education |
Room No. |
Exhibition Hall 2 |
Time |
4월 18일 (목요일) 11:00~12:30 |
Code |
EDU.P-490 |
Subject |
Applying Systems Thinking For Depth Understanding of Scientific Model |
Authors |
Sungki Kim, Seounghey Paik1,* Gwangju Science Academy for the Gifted, Korea 1Department of Chemical Education, Korea National University of Education, Korea |
Abstract |
Learning the scientific model in classroom is to learn the thought of the scientist who discovered the model, but for decades science education has only presented the results of the discovered scientific model and hindered the true understanding of the model. This education can not be a sustainable education for the future. And genuine education about scientific models requires understand of process of model creation by scientists in terms of generation of models. It is not easy for students to understand this because most of the science models are feedback relationships that have an effect between elements rather than being explained by linear relationships of elements. Among the many models covered in the chemistry class, the Brönsted-Lowry model is the most reported that students have difficulty learning the model. In many countries these difficulties have been reported constantly, but it is still difficulties because of model’s nature. Understanding the Brönsted-Lowry model requires a comprehensive understanding of the interaction of the various elements. It is the systems thinking to look at and explain the entire system from the mutually independent action of these various individual elements. This paper aims to enhance the understanding of the model by applying systems thinking to the Brönsted-Lowry model, which requires an explanation of the whole system through understanding the complex relationships of various factors. The results of this study are expected to provide a discussion on how to use systems thinking for sustainable chemistry education. |
E-mail |
mcarey2000@nate.com |
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