Korean High School Students Understanding of Matter Transformations

국문 초록 (Abstract)

이 연구는 고등학생들이 물리적, 화학적, 생화학적 물질변화과정의 설명에 있어서 어떻게 물질보존의 법칙을 이해하고 적용할 수 있는가에 초점을 맞추었다. 환경과학적 과정의 이해를 위해서는 시스템 내 또는 시스템 간의 물질변환에 관한 설명과 함께, 거시적 물질변화 현상에 대한 미시적 원자·분자론적 모델을 사용할 필요가 있다. 대부분의 학생들은 이러한 설명체계의 일관성을 유지하는데 어려움을 겪고 있었으며, 이는 특히 기체 상태의 물질변화에서 두드러졌다. 고체나 액체물질과 달리 기체물질에 대한 학생들의 설명체계는 1) 질량(기체를 물질로 취급하지 않으며, 결과적으로 기체의 질량은 무시하는 경향), 2) 화학적 성분 물질(기체를 생성원인이나 종류에 무관하게 공기 혹은 산소로 간주하는 경향), 3) 물질-에너지관계(에너지의 생성조건이나 형태에 대해 물질로 간주하며, 물질-에너지 변환을 고려하지 않는 경향)에 관한 문제에서 특히 부족하였다. 학생들이 근본적인 과학적 원리를 이해하고 적용하는 능력은 시스템의 구조적인 특성에 대한 이해와 물리적, 화학적, 생화학적 물질변화 과정의 복잡성에 따른 차이가 있었다. 학생들이 과학적 물질과정에 대한 미시적·거시적 설명체계에서 물질변환의 과정을 이해하기 위해서는 과학과 교육과정에 과학적 현상의 구조와 과정으로서의 환경과학적 시스템과 과정이 도입되어야할 필요성이 있다.

다국어 초록 (Multilingual Abstract)

This study focuses on how high school students can connect the idea of the conservation of matter in explaining physical, chemical, and biochemical changes in environmental systems. Understanding environmental processes requires accounting for the flow of matter within and between systems and using atomic-molecular models to describe macroscopic processes. Most students were unable to do this consistently, especially for transformations between gases and solid or liquid substances. Students attributed three characteristics to solids or liquids but not always to gases: a) mass, (students tend to treat gas as nothing and therefore having little or no mass), b) chemical identity, (students tend to refer to gas as air or oxygen no matter what the actual gas is or wherever it comes from), and c) matter-energy distinction, (students tend to consider the conditions or forms of energy as matter rather than as transformation of matter-energy). Students’ abilities to apply fundamental principles depended on the complexity of structures and processes of the systems. It is suggested that science curriculum incorporate environmental systems and processes as the conditions and processes of scientific event, enabling our students to understand matter transformations in both micro- and macroscopic explanations of scientific processes.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. INTRODUCTION
• Ⅱ. CONCEPTUAL FRAMEWORK
• Ⅲ. METHODS
• Ⅳ. RESULTS
• Ⅴ. DISCUSSION
• Ⅵ. LIMITATIONS & IMPLICATIONS
• 국문초록
• REFERENCES

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