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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 43, Number 6
JKCSEZ 43(6)
December 20, 1999 

Conceptions and Conceptual Types of High School Students about Molecular Kinetic Theory of Gases

기체분자운동론에 대한 고등학생들의 개념 및 개념유형
In-Young Cho, Hyun-ju Park, Byung-Soon Choi

노인영, 박현주, 최병순
기체분자운동론에 관한 고등학새들의 개념 및 개념유형에 대하여 반구조화된 심층면담과 오디오·비디오 기록을 분석하여 고찰하였다. 학생들은 학교학습 이전에 이미 다양한 개념들을 가지며, 개념망의 조직화와 정교화수준에 따라 세 가지 개념유형 즉, 피상적 용어사용, 부분적 의미형성, 인과적 의미형성으로 구분되었다. 이러한 개념유형은 학생들이 과학에 대해 이해하고 사고하는 방식, 개인 개념의 안정성, 학교 지식과 일상적인 지식의 분리 경향, 그리고 맥락에 따른 의미형성에 영향을 주었다. 이것은 학생들의 과학적 지식의 본성에 대한 이해 부족과 학습에 대한 주체의식 및 능동적인 참여의 제한으로 인한 결과로 해석된다. 이는 과학적 의미형성을 위해서 학생의 사고의 가치가 인정되고, 적극적인 토론과 합의의 기회가 주어져야함을 시사한다.

The purpose of this study was to investigate high school students' conceptions and conceptual types on molecular kinetic theory of gases. Data was collected by a series of semi-structured and in-depth interviews, and has been analyzed. This study showed that the students came to science classes with various prior conceptions of many disciplinary topics. Their conceptual types of their prior knowledge were distinguished as superficial terms-speaking, partial sense-making, and causal sense-making by the degrees of organization and elaboration of conceptual networks. These conceptual types had influence on the ways students understand and think of science, a stability of their conceptions, a tendency to distinguish school science from everyday science, and building a meaning of concept in contexts. It was referred that the students didn't have proper understanding on the nature of scientific knowledge and had been limited their participations as active learners. Therefore, in order for students to experience conceptual change, they must have opportunities of manifesting their own thinking, taking part in discussions, and promoting their motivations and metacognition of knowing and learning science.

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