Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Theoretical Investigation on Molecular Diffusion and Conceptual Change of Preservice Teachers by Inquiry Experiment

분자확산에 대한 이론적 고찰과 탐구실험을 통한 예비교사의 개념변화

  • Received : 2009.09.01
  • Accepted : 2009.12.01
  • Published : 2010.02.28
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Abstract

The scope of this study is: (1) to review or summarize the theoretical explanations of diffusion; (2) to investigate the preservice teachers' understanding of diffusion utilizing the inquiry experiment of diffusion that was developed in this study. The data was collected through questionnaires given to 41 preservice teachers in 3 universities and interviews with 20 subjects from this population, who conducted the inquiry experiment. During the experiment, the data was collected from the students' reports and 3 small groups' audio/video recordings. To understand preservice teachers' conceptions, reports, audio/video recordings, questionnaires and interviews were analyzed and discussed with co-workers. The results follow: (1) The differences between effusion and diffusion as well as equal-pressure experiment and equal-flux one on diffusion were discussed; (2) Most preservice teachers understood effusion and diffusion connected to Graham's law of diffusion by rote and have misconceptions about the diffusion process; (3) They observed two kinds of diffusion experiments (equal-pressure and equal-flux) by inquiry experiment, but the majority of them failed to find conceptual differences between these experiments. After the inquiry experiment, about 40% of the samples modified their conceptions about diffusion.

이 연구에서는 확산을 이론적으로 정리하고, 확산에 관한 탐구실험을 개발하여 예비교사의 확산에 대한 이해를 조사하였다. 이 탐구실험을 수행한 3개 대학의 41명을 대상으로 설문조사를 하였고, 이 중 20명이 면담에 참여했다. 탐구실험을 수행하는 과정에서 3개 모둠에서 6명의 실험과정을 녹음, 녹화하였다. 예비교사의 개념에 대한 이해를 돕기 위해 면담과 녹음자료의 전사본, 보고서와 설문지, 확산에 대한 시험 답안지를 분석하였으며, 공동연구자와 결과에 대해 논의하였다. 연구결과는 다음과 같다. 첫째, 분출과 확산 그리고 확산 중 등압확산과 등유량확산에 대해서 논의하였다. 둘째, 예비교사들은 분출과 확산 등을 Graham의 확산속도법칙에 의해 기계적으로 이해하고 있었으며 대부분의 학생들이 확산에 대한 오개념을 가지고 있는 것으로 조사되었다. 셋째, 탐구실험과정에서 예비교사들은 등압 및 등유량의 두 가지 확산실험에 대해 직접 관찰하였으나, 대부분의 경우 두 실험의 개념적 차이를 구별하는데 실패하였다. 탐구실험 후, 확산에 대한 개념의 수정이 이루어진 예비교사는 약 40%였다.

Keywords

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