5 Z 4, pp. 479∼487
ú
n Þ] K ¡w ] K ¡t ô p §8 ý Ê Ý] K ¡[ c p ¤{ EÊ ÝX N Ë; c" e < gS c Ü R ì Åß Ã Å; c 6 X ¢ T A 0
» ø ¶ B® £ · + ä Q \ 8 ; · ¡4 w H£ Ó · » ¸# Ò
Ø
æ· ¡ ¤ @ / < Æ § Ó ü t o §¹ ¢ ¤ õ , ' õ AÅ Ò 361-763
(2010¸ 2 Z 4 18{ 9 ~ Ã Î6 £ §, 2010¸ 3 Z 4 10{ 9 Ã º& ñ : r ~ Ã Î6 £ §, 2010¸ 5 Z 4 12{ 9 > F S X & ñ )
s
½ ¨ H × æ < Æ § õ < Æ Ã Ð½ ¨ à º\ O \ " f ] jr ) a \ @ /ô Ç < ÆÒ q t[ þ t _ s K \ ¦ · ú Ðl 0 Aô Ç כ s .
×
æ < Æ § 1 < Ƹ 20" î \ > §õ " f\ ] jr ) a à н ¨ Ö ¸1 l x` ¦ à º' > " f < ÆÒ q t[ þ t \ > Ö ¸1 l x \ Å Ò# Q
` ¦ ó ø ÍZ > > ô Ç õ , < ÆÒ q t[ þ t É r 7 á x5 Å q ` ¦ ¸ ú ó ø ÍZ > t ë ß , ¸ É r ¸ ú ó ø ÍZ > t 3 l w 9, : x ] j
É r _ ó ø ÍZ > t 3 l w H כ Ü ¼ Ð z ¤ . : £ ¤ y 7 á x5 Å q _ + þ AI ¸ _ ó ø ÍZ > \ % ò ¾ Ó` ¦ p
u H כ ` ¦ · ú à º e . : x ] j _ d É r z ´+ « > ¸½ ¨ ¸| \ % ò ¾ Ó` ¦ ~ à ÎÜ ¼ 9, < ÆÒ q t[ þ t _ ó ø ÍZ >
É
r ? /6 x _ > r& h כ Ü ¼ Ð z ¤ . GALT ü < q §ô Ç õ , p + þ A$ í é ß > _ < ÆÒ q t[ þ t É r ¸ _ ó
ø ÍZ > \ ? /6 x _ > r$ í ` ¦ Ðs ¦, õ ¸l é ß > _ < ÆÒ q t[ þ t É r 7 á x5 Å q ë ß ` ¦ ó ø ÍZ > H ì ø Í , + þ A$ í é ß > _ < Æ Ò q
t[ þ t É r ¿ º ` ¦ ¸ ú ó ø ÍZ > t ë ß # y ? /6 x _ > r& h e ` ¦ Ð# ï r .
Ù þ
d # Q: õ < Æ Ã Ð½ ¨, 7 á x5 Å q , 1 l qw n , : x ] j
Middle-school Students’ Understanding on the Variables of Inquiry Activities
Jong Ju Kim · Mi Sook Cheong · Won Kun Oh · Ik Gyun Kim ∗
Physics Education, Chungbuk National University, Cheungju 361-763 (Received 18 February, 2010 : revised 10 March, 2010 : accepted 12 May, 2010)
The purposes of this study were to investigate students’ understanding of the experiment variables in secondary-school science inquiry activities. The results showed that the students understood the dependent variables well, but the operational variables less, and the controlling variables the least.
It showed also that the type of dependent variable affected the students’ understanding of how to find the operational variables. Students’ recognition of the controlling variables was influenced by experimental apparatuses, experimental conditions, etc. Especially, when they were confronted with various controlling variables, they usually understood only a small number of controlling variables.
These result show that students’ recognition of the variables is content-dependent. Comparing the answers with the results of spell out the poor performance of the students in finding the controlling variable showed the content-dependency in finding the operational variables. The intermediately- performing students usually recognized the dependent variables well, but they showed a lower ratio than the poorly-performing students in recognizing the operational variables. The well-performing students usually recognized the operational variables and the dependent variables very well, but they also experienced a content-dependent recognition of the controlling variables.
PACS numbers: 01.40.Fk
Keywords: Scientific inquiry, Dependent variables, Independent variables, Controlling variables
∗
