Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects on Particulate Concept Formation Based on Abductive Reasoning Model for Elementary Science Class

귀추적 추론 모형을 적용한 초등 과학 수업의 입자 개념 형성 효과

  • Received : 2016.11.01
  • Accepted : 2017.02.13
  • Published : 2017.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze the effects on particulate concept formation based on abductive reasoning model for elementary science class. For this study, an author selected two groups in the sixth grade. One group is an ordinary textbook-based control group (N=26) and the other group is an abductive reasoning model-based treatment group (N=26). After twelve lessons, the scores of Concepts Test for Gas were analyzed by t-test and two-way ANOVA. The result of t-test showed both the control and treatment groups have higher score than before they take the lesson. But after the lesson, an author found out that the treatment group had higher score than that of the control group. And compared to the number of particles expressed, the number of the treatment group were higher than that of the control class. The two-way ANOVA result revealed that the interaction effect between their cognitive level and treatment was not significant. And regardless of the level of cognition, the scores of treatment group are higher than those of control group. Therefore, abductive reasoning model-based elementary science class were found to be more effective for particulate concept formation. Based on the results, an author concluded that abductive reasoning model is very effective in teaching particulate concepts to elementary students.

이 연구의 목적은 초등학교 6학년 1학기 4. 여러 가지 기체 단원에서 입자 개념을 학습할 때 효과적인 방안을 제시하여 현장의 교사와 학생들에게 도움을 주고자 하는 것이다. 연구자는 입자 개념을 도입하는 효과적인 방법으로 귀추적 추론법에 주목하였다. 실험집단(N=26)은 귀추적 추론 모형(Kim, 2003)을 바탕으로 재구성된 총 열두 차시 수업을 실시하였으며 비교집단((N=26)은 일반적인 교과서의 순서와 내용대로 수업을 실시하였다. 입자 개념을 살펴보기 위하여 기체 개념 이해도 검사를, 입자라는 추상적 실체를 다루는 단원이므로 인지 수준을 알기 위하여 GALT 검사를 실시하였다. 연구 결과 첫째, 처치 후 두 집단의 효과 차이를 알아본 독립표본 t 검정에서 21점 만점에 비교집단의 기체 개념 이해도 평균은 10.76, 처치집단의 기체 개념 이해도 평균은 14.65이며 t 통계값 2.890, 유의확률은 0.006으로 유의수준 .05에서 유의한 차이가 있는 것으로 나타났다. 또한 기체 개념 이해도 검사지에 입자로 표현한 횟수를 살펴보았는데 일반 집단 53회, 실험집단 114회로 두 배 이상 차이가 나타났다. 둘째, 학생들의 인지 수준과 처치 유무의 상호작용 효과에 대한 이원분산 교차설계 검증을 하였는데 상호작용 효과는 없었고, 실험집단이 인지 수준에 관계없이 비교집단보다 점수가 모두 높게 나타났다. 연구 결과를 통하여 귀추적 추론 모형을 적용하여 입자 개념을 다룬 수업의 효과를 확인할 수 있었다.

Keywords

References

  1. Adadan, E., Irving, K., & Trundle, K. C. (2009). Impacts of multi-representational instruction on high school students’ conceptual understandings of the particulate nature of matter. International Journal of Science Education, 31(13), 1743-1775. https://doi.org/10.1080/09500690802178628
  2. Cho, H., Jeong, S., & Yang, I. (2008). The Development of the Analytic Coding Frames on the Abductive Reasoning in Scientific Inquiry. The Journal of The Korean Earth Science Society, 29(7). 586-601. https://doi.org/10.5467/JKESS.2008.29.7.586
  3. Han, J., Lee, J., Kwack, J., & Noh, T. (2006). The Effects of Drawing and Analyzing Pictures in Concept Learning of the Particulate Nature of Matter: A Comparison Based on Student Visual Learning Style. Journal of the Korean Association for Science Education. 26(1), 9-15.
  4. Jeong, S., Choi, H., & Yang, I. (2011). An Analysis of Abductive Reasoning on the Inquiry of Scientists and Elementary School Gifted Children in Science. Journal of the Korean Association for Science Education, 31(6), 901-919.
  5. Jeong, D., Lee, H., Jeong, S., Oh, C., & Park, K. (2007). A Survey of Elementary School Students' Conceptions of Gas and an Analysis on the Type of Alterative Conceptions of Gas. Journal of Korean Elementary Science Education, 26(4), 359-371.
  6. Kang, S., Park, J., & Noh, J. (1998). A Comparative Analysis of the GALT Full Version and Short Version Used in the Science Education Researches. Journal of the Korean Association for Science Education, 18(3), 399-413.
  7. Kim, C.-J.(2003). Preparing teachers for systems science methodology. In V. J. Mayer (Ed.), Implementing global science literacy, (pp. 255-266). Columbus, OH: The Ohio State University.
  8. Kim, D., & Kim, H. (2012). International comparison of contents about particle Concept in national science curricula. Journal of Korean Elementary Science Education, 31(2). 164-176.
  9. Kim, J. (2008). Education Research and Statistical Method. Seoul: Wonmisa Publication Co.
  10. Kim, S. (2002). A Study on the relationship between the ratio of the view of particulate nature of matter and cognitive developmental level. Kongju National of Education. Master's Thesis.
  11. Kim, Y. (1988). Comparative study about elementary 6th children's cognitive development level with "science" textbook content level. Ehwa Woman University, Master's Thesis.
  12. Kwon, D., & Kwon, S. (2000). Elementary school students conceptions of buoyance related with cognitive levels. Journal of the Korean Association for Science Education, 19(1), 131-143.
  13. Kwon, Y., Jeong, J., Kang, M., & Yang, I., (2002). A Process of Creative Knowledge-Generation in Scientific Explanation. The Journal of Creativity Education. 5(1), 5-18.
  14. Lawson, A. E. (1995). Science teaching and the development of thinking. wadsworth publishing company.
  15. Lawson, A. E. (2000). How do humans acquire knowledge? And what does that imply about the nature of knowledge?. Science & Education, 9(6), 577-598. https://doi.org/10.1023/A:1008756715517
  16. Lee, H., Yang, I., & Kwon, Y. (2008). A Study on the Abductive Thinking in the Processes of Biologists’ Science Knowledge Generation. Journal of Korean Biology Education, 36(2), 189-202.
  17. Lee, S., Choi, C., Lee, G., Shin, M., & Song, J. (2013). Exploring Scientific Reasoning in Elementary Science Classroom Discourses. Journal of the Korean Association for Science Education, 33(1), 181-192. https://doi.org/10.14697/jkase.2013.33.1.181
  18. Maeng, S., Park, M., Lee, J., & Kim, C. (2007). A Case Study of Middle School Students' Abductive Inference during a Geological Field Excursion. Journal of the Korean Association for Science Education, 27(9), 818-831.
  19. Ministry of Education a. (2015). Elementary School 3-2 Science Textbooks in the 2009 revised Korean National. 94-105.
  20. Ministry of Education b. (2015). Elementary School 3-2 Teacher's Guidebook in the 2009 revised Korean National. 320-335.
  21. Ministry of Education c. (2015). Elementary School 3-2 Work Book Experiment and Observation in the 2009 revised Korean National. 51-53.
  22. Ministry of Education d. (2015). Elementary School 6-1 Science Textbook in the 2009 revised Korean National. 108-137.
  23. Ministry of Education e. (2015). Elementary School 6-1 Teacher's Guidebook in the 2009 revised Korean National. 338-387.
  24. Ministry of Education f. (2015). Elementary School 6-1 Work Book Experiment and Observation in the 2009 revised Korean National. 62-77.
  25. Noh, T., Lim, H., & Woo, K. (1995). A Comparison of Middle and High School Students’ Conceptual Understanding in Stoichiometry and Gas State. Journal of the Korean Association for Science Education, 15(4), 437-451.
  26. Oh, P. (2005). A Theoretical Study on Abduction as an Inquiry Method in Earth Science. Journal of the Korean Association for Science Education, 25(5), 610-623.
  27. Oh, P. (2006). Rule-Inferring Strategies for Abductive Reasoning in the Process of Solving an Earth-Environmental Problem. Journal of the Korean Association for Science Education, 26(4), 546-558.
  28. Oh, P. (2016). Roles of Models in Abductive Reasoning: A Schematization through Theoretical and Empirical Studies. Journal of the Korean Association for Science Education, 36(4), 551-561. https://doi.org/10.14697/jkase.2016.36.4.0551
  29. Paik, S., Ryu, S., Kim, D., & Park, K. (2001). The Problems of Science Textbook Contents Related to Element and Atom in the Viewpoint of Science History. Journal of the Korean Chemical Society, 45(4), 357-369.
  30. Snir, J., Smith, C. L., & Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education, 87(6), 794-830. https://doi.org/10.1002/sce.10069
  31. Yoo, S., Koo, I., Kim, B., & Kang, D. (1999). The Study of Students’ Misconception about the Properties of Gas in Secondary School. Journal of the Korean Chemical Society, 43(5), 564-577.
  32. Yoon, H., & Woo, A. (2007). Misconception regarding Gas Properties: Comparative Studies between High School and College Students. Journal of the Research Institute of Curriculum & Instruction at Ewha Woman University, 11(2), 567-582.

Cited by

  1. 문제의 구성을 강조한 프로그램에서 나타난 탐구 문제와 과학적 추론의 관련성 탐색 -삼투 현상 탐구 활동을 중심으로- vol.40, pp.1, 2017, https://doi.org/10.14697/jkase.2020.40.1.77