Energy 槪念形成과 學習指導에 關한 硏究 = A Study on the Concept Formation of Energy and Teaching Method
저자
발행기관
晋州敎育大學校 科學敎育硏究所(SCIENCE EDUCATION CENTER CHINJU NATIONAL UNIVERSITY OF EDUCATION)
학술지명
권호사항
발행연도
1975
작성언어
Korean
KDC
374.4
자료형태
학술저널
수록면
9-30(22쪽)
제공처
소장기관
For this study, a experiment school (No. of student: 591), inquired schools (No. of studert 2,214) and 180 teachers were participated.
○Contents of the study is as table 1. Table Ⅰ
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Concept Basic concept Unit School year
level
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Ⅵ 6. Energy is accompanied with chemical ○Chemical change 6
change of matter.
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Ⅴ 5. An energy changes into another ○Exchange of energy 5
energy.
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Ⅳ 4. Light is one kind of energy. ○Properties of light
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Ⅲ 3. Heat brings a change of substance. ○Heat and change of 4
substance 3
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Ⅱ 2. Electricity has energy. ○Electric circuit 3
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Ⅰ 1. Earth receives energy from the sun. ○Light and shadow 2
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Basic concept : Energy is always accompanied with natural penomena.
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○Major subjects of the study.
1) Is it possible to decide the knowledge order of energy concept by the analysis and investigation for the relation between recognition development progress of student and scientific concept formation of student about heat, light, electricity, sound, dynamic (potential and kinetic) and chemical energy?
2) What is the answer for the problem of present teaching method for energy concept formation in primary school science?
Data for the study are as follows : Table Ⅱ
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School year 2 3 4 5 6
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Unit Light & Electric Properties Exchange Chemical Average(%)
Subject\ shadow circuit of light of energy change
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Experiment 71.71% 59.58 65.97 74.83 67.56 69.13
(116) (120) (118) (118) (119) (591)
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Inquired 66.24 46.33 52.82 55.89 57.25 55.71
(414) (461) (431) (452) (450) (2,214)
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* Figures in parenthesis is the number of students.
Difference of the means of two populations on table Ⅱ is 13.43%.
And it is recognized that experiment school subject is prior in score to that of inquired school and the experiment application is significant.
Table Ⅲ
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Unit 2 3 4 5 6
-------- Ability ----------------------------------------------------------- Average(%)
Light & Electric Properties Energy Chemical
Subject shadow circuit of light exchange change
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Scientific 86.68 69.58 68.26 75.50 70.00 74.00
concept
Experi- -----------------------------------------------------------------------------------
Scientific 73.75 58.17 78.09 73.05 81.26 72.86
ment attitude
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Scientific 69.50 72.77 72.62 74.06 57.94 57.79
ability
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Scientific 73.58 59.95 51.49 60.96 58.76 60.95
concept
Inquired -----------------------------------------------------------------------------------
Scientific 64.84 44.17 57.17 62.05 67.43 59.13
attitude
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Scientific 57.11 43.83 52.01 59.16 52.89 53.00
ability
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Difference of mean scores in scientific concept formation is 13.05%, for scientific attitude, 13.73% and for scientific ability, 4.79%, according to the table Ⅲ above.
Score of experiment school is prior to that of inquired school and it means that students grow up and progress under the influence of educational environment.
A little difference of mean scores in scientific ability is considered as a result of systematic and intensive teaching.
The result of inquired school for light and shadow unit, is 66.24%. This is recognized that student's experienced concrete thinking, which was made already before when he did not attend a school yet, was cohered with his daily life and it brought active to learn and improvement of formation.
46.23% of electricity circuit unit is concluded that student are not enough to think yet for practical operation of it.
Energy concept formation of student, found out from this study, is the order of Sound energy →Light energy →Electric energy →Movement energy → Heat energy →Chemical energy.
Study results for problem 2) are 51.31% in mountain & farm village, 54.71% in fishing village, 55.29% in suburb and 68.57% in urban area.
This data may indicate a problem of environment and education.
Table Ⅳ.
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School Location Mountain & Fishing Suburb Urban area Total
year Unit farm village village
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2 Light & shadow 59.09 67.83 57.68 97.38 66.24(414)
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3 Electricity circuit 43.06 44.17 47.16 52.29 66.33(467)
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4 Properties of light 51.27 52.59 56.45 55.27 52.82(431)
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5 Energy & exchange 55.35 63.91 57.34 65.88 55.89(452)
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6 Chemical exchange 49.80 45.05* 60.84 71.96 57.25**(450)
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Total 51.31 54.71 55.29 68.57
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It is emphasized to formulate experimental process and materials and carriculum involving, selection of teaching materials for location, selection of concept suitable to recognition progress of student, precise experimental guidance, step by step with-out jump, series, and order.
○Response of the teachers who participated in primary school science course, are 76.11% as difficult, 54.45% as too much curriculum but teaching time short.
Teacing activities which have the student fully understood through lesson guidance of reliable predicting results for unknown matter, are required.
The study results are summarized as follows :
1) In concept formation about energy, light, sound, heat and chemical energy was fixed but electricity & dynamic energy was infixed and weak.
2) An order of energy concept recognition, considering growth and progress of student, is sound-light-electricity-dynamic-heat-chemical energy.
3) Results of lesson for energy concept indicates attitude and ability are poor, regardless of school year and location.
4) Responses of primary school teachers for the science are that curriculum is difficult but destination is hopeful and teaching material is short.
5) They want individual examination, such as test of experimental process with material.
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