A Study on the Effect of the New Teaching Strategy Facilitating Reflective Thinking in the Learningof the Particulate Nature of Matter  






  

Printed in the Republic of Korea

     

   

−
  −

 

 

(2000. 2. 14  )

A Study on the Effect of the New Teaching Strategy Facilitating Reflective Thinking in the Learning

of the Particulate Nature of Matter

Do Wook Kim

Department of Science Education, Kongju National University of Education, Kongju 314-711, Korea

Received February 14, 2000)

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ABSTRACT. The purpose of this study was to design the new teaching strategy based on the particulate model facilitating the reflective thinking (RE-PM) in the learning of the particulate nature of matter, and to investigate the effect of the new teaching strategy in compare with the traditional teaching strategy (TS-PM) after treating with new teaching strategy on preliminary teachers of elementary school. The problems of traditional teaching strategy are as follows: 1) Most of students didn't think the particulate model connected with practical material.

2) Most of students have a tendency of the rote memory on learning of the traditional particulate model. 3) The ratio of changing the view of continuous matter into the view of particulate nature of matter was very low, after learning the particulate model using of the traditional teaching strategy. The new teaching strategy facilitating the reflective thinking was more effective on the understanding of particulate nature of matter and the driving of moti- vation than the traditional teaching strategy in the learning of the particulate nature of matter.

 

   

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 ! 'g ž³ : 4 , -./)

 k)(C2:  -./ !Y - 

)01 k) #$  '] jiv¯ S 4A (Fig. 8).

 *+ ,- .  ! "#$(TS- PM), / +0 123+ 4 . 

 ! "#$(RE-PM) 5, 6"

1) 78 9:; <=2> (RE-PM)

 HI K  -./ q8ra V9 N

78 9:; <=2> (RE-PM) 

 HI K  -./ q8ra V9 N;

Table 8 2 @A. ý B13, B14, B15 J

 N; J N  P]  -./

 q8 : 4 u01 vwxA. ]ŸJ N 7 Fig. 7. Âõ)p  ;Û ¢8 4Âô(TS-PM) Ž.

Fig. 8. ð pX ñò^}p :; ;Û ^ó ¢

8 4 Âô(RE-PM) Ž.

Table 8. RE-PM 4 Âô œl 9 ¢
 13 •

/

-.01  B13  B14  B15 C

C & D D

0 (0 0.0) 0 (0 0.0) 32 (100.0)0

00 (000.0) 00 (000.0) 32 (100.0)

00 (000.0) 00 (000.0) 32 (100.0) C: >¤ À


C&D: >¤ À Á>¤ Àa Â);¬

D: Á> ¤ À
(¢¤ À)

 B13: 0X k^ 4öa ÷+—& [ ‰øa ùú g Q^F?

 B14: ûr))Ë WF# K£X k^ 4öa ÷ +—& [ ‰øa ùúg Q^F?

 B15: ü3X k^ 4öa ÷+—& [ ‰øa ù úg Q^F?

8 9:; <=2>   ] 

-./ q8 ¯ Ó cd L  

u ž!‰A.

2) 78 9:; <=2> (RE-PM)

 HI K, ‘  Ge   (TS-PM) 78 9:; <=2> jG

Ge   (RE-PM) | i ~]

k) ]l t L]…: PQ g?’ J

N; Table 9 2 @A.
J P íg

]:  Ge    žA 7 8 9:; <=2>: jG Ge  

] L]…:
 @A.

78 9:; <=2> (RE-PM) 

 HI K, ‘TS-PM RE-PM | i  ~]

t ¨p4g?’ J
N; Table 9 2

@A.
J P | 84.4%g   Ge

    žA 78 9:; <=2>

jG Ge   ] t ¨p4A:

 @A.

78 9:; <=2> (RE-PM) 

 HI K, ‘TS-PM RE-PM | i  ~]

 Ys Ó t L]…: PQ g?’

J
N 
J P | 84.4%g 

  Ge   žA 78 9 :; <=2> jG Ge   ]

t L]…:
 @A.

78 9:; <=2> (RE-PM) 

 HI K, ‘P ¯  g±I¯ h

T TS-PM RE-PM | i ~ ¼= >g?’

J
N 
J P | 96.9%g 78

 9:; <=2> jG Ge  

 ¼= >A:
 @A.

78 9:; <=2> (RE-PM) 

 HI K, ‘ý 10(TS-PM RE-PM | i ~

 ¼= >g?’ J
 ]³) J  N

; Table 10 2 @A. RE-PM~ ¼=  ]³1 “TS-PM M -W   T ŎY i¦dv RE-PM [dH? M- @ Éd¯ h n MP  GY Y µA.”, “ƒ ¯ TS-PM H? g±ÂAn -. k k)01 ô¯hi É6 u MP  PQS ` u]A.”, “RE- PMH? g±A´ M- /2O PQS 4 u ]A.”, “M- @ +2O g±Af1 ƒ]

t ÂB× MJ G C¯ l f1 t Y

01 YsBA.”, “TS-PM_ DU k) ]Œ

Y] i  ,]v 2€% , ¼ Z] 

³1dv MP ¼ iY $]… †] ƒ ] ^_ E F: 4 u —A. ¥Ÿv RE-PM 1 Édn $] G H] ƒ. MP  ÏIS 40­ JK gL¯, ³M¯ PQS 4A.”, “TS- PM ]Œ n I|J N ! MP Z]

h% & u —A.
y; ²J 1 pg 4 A.” D] 40­, ]ŸJ N_ RE-PM ~]

 ~ žA L]… u ž!‰A.

‘78 9:; <=2>   ] 

Œ -./ q8 Ó aO] hg?’ J

P
N ‘aO] hA’…:
J P]

100%1, ]ŸJ N 78 9:; <=2>

  ] Π-./ q82>

Ó L  ~ u01 l 4A.

   

      

  !, " #$ % & ' ()*+

, -./  -./01 #$23 4 516   01 78 9:;

Table 9.  6-9 +, -. /(4w9)

5(%)

  TS-PM ×ý@" RE-PM

 6

 7

 8

 9

0(0.0) 5(5.6) 5(5.6) 0(0.0)

0(0.0) 0(0.0) 0(0.0) 1(3.1)

32(100) 27(84.4) 27(84.4) 31(96.9)

TS-PM: Âõ¤  ;Û ¢8 4Âô

RE-PM: ð pX ñò^}# :; ;Û ¢8

4 Âô

 6: Âõ¤  ;Û ¢8 4Âô(TS-PM)

 ð pX ñò^}# :; ;Û ¢8 4 Âô(RE-PM) þ ™ ÿ
) ‚)g  )rp

<U@#*?

 7: TS-PM RE-PM þ ™ 4 ÿ
)  ºk!#*?

 8: TS-PM RE-PM þ ™ ÿ
) ¢8& K‹@

#h  )rp <U@#*?

 9: a *  <MA ¢8& *HlA 

& [ TS-PM RE-PM þ ™ ÿ
& ˆ@#*?

<=2>    :? @A. :?B 78 9:; <=2>    CD

 EF9; G01 HIJ K, 78 9:;

<=2>    L;  

   F  @A.

    01 1) 

Table 10.  10( 9 +, -.)0) +, <M-./

-.01 234(5) % -.01 234(5) %

0 1 2 3 4 5 6 7

2 7 4 2 1 1 1 1

6.3 21.90 12.50 6.3 3.1 3.1 3.1 3.1

08 09 10 11 12 13 14 15

1 2 5 1 1 1 1 1

3.1 6.3 15.60

3.1 3.1 3.1 3.1 3.1 0-N-.

1-TS-PM# \c
& ?—& [ E K DW RE-PM CDœ² \
  'DA ˜ \<= ;K@K ¾".

-  MA TS-PMœ² *Hn"˜
# € ‚a ÓA '( b& \<= <Uq 4 6& b)". RE- PMœ² *H \
 ^_ <Uq 4 !& b)".

- \
&  ¼^_ *HT  A  n  ÷\, ;& mA g T  |Ka K‹B".

2-TS-PM# )t)K [  ) ;¤ ;; > )Ô ò". ‰ŠW RE-PM )t)K# @W \<= 

?@#
£X *$p *Hl˜ n    K 0  )".

- \c
& og 4w@K [ :;<=  ¬3X *$p
£X Q# O& *$A   kX ™

4 !& b x".

- :;M& ) )oa   kX ™ 4 !p
M&  [   <Ug 4 !# & $RA † b x".

3-1& Q“˜  y )g@p K‹q 4 !". )MA# £
& )o@# b) K‹  F m& b)". çf  5@# bQ" ;)r3 1& *$p ‚& 5@# b) ".

4-$”S$ „  1& õg )Ô  K [ )g@K* M". \c¤   ¢t¤ <U

& * 4 !3‘ $3g ,".

5-TS-PM# N ‚ )t¤ K7) M  >)W ^$ >ˆ qo) 0DW \<=ˆ `K „)r

# 4w) )M  Ð& !p !# b x". ‰ŠW RE-PMa „) " #) ® \<= $q 4 !a¥ %&

*'A, 0(A <Uq 4 !". TS-PM )t¤ ˜ lþ, )@“ \<= o) P# b x". Ò*X Œ, 8

f k* !".

6-\º 
 *| ÷+, & QJ& [ k+& ™,".

7-p ‚& -  @#Wrp ™,"

8-W <U) >¤
)r# b& Ó 4 !p, W
 +, Q# U3X "HA . ,"p <U—".

9-TS-PM x 71a 'D# b Q" RE-PM ÿ
a @˜ \c
£ ÷+r# b)  *'A ™/ò". TS-PM

 1f& WL0p, RE-PM \c{ /   ¾p ºk!& b x".

10-$”S$  TS-PM ÿ
& )o, „& g". F1 '( RE-PM ÿ
& ?@¥, TS-PM  ÿ
+Ÿ RE- PM ÿ
& 3¢,"˜ Q" )r <U@¥, RE-PM ÿ
a ‚& 1^ó 9 TS-PM ÿ
& \^,"˜ 

". TS-PMQ"# RE-PM) Ò* !  $Ô& 2 ™«¥   ÷\@A ¤%^3 4 !& b x". ‰…h RE-PM

& 'Dp TS-PM3 M ) & )@". RE-PMÿ
a $3@˜ Çþ)  y¥ kX 4p ºk!A 4w 5@

r <U,". RE-PM x) q CD :;<= ¢ ‚& <Ug 4 !p, ¢M) 6A “
) )Ô 7#$X ¾A  )gq 4 !& b x". TS-PM& @# b Q" RE-PM ÿ
& —& [  k(p ‰ ^ef @p 8W#

b) Rr ¼> K‹ m& b)".

11-RE-PM ÿ
3 ¾$# I& b)". RE-PM  CD \c Q)# ") ð${ ú ;Û  4 6# 7•X 

/^}# b3 9 b)".

12-TS-PM ÿ
 ;)p `A ™/$p :r ºk* 2@". ð˜ RE-PM ÿ
 \
& 3¢a )g* ¾

p kž  ¤ 4w) † 4 !& b)".

13- k^»¼X 8& õ@“ c^@# b) )g* 4;q b)".

14- TS-PM ‰ª ·K%)r# <U) ". RE-PM
£ 1¬X Q“  ‰ :*X ÷+@K [ )M& *H<

[  K‹) Fr <U,".

15- TS-PM x ÿ
Q"# k^»¼{ ½^»¼X ^ c^@“ *Hl# b)  & b x".

 M- N2O PQ % R  , 2)

 'S T UVW XY  ' 9 Z  [\] ^_, 3)  `] 'J K a , -./  -./01 #$2>

% R  P Fb] cd ^_, 4) -.  'S T  Ge01 ' f1 -. J 9 :g  Ge Jhi 4i jG Ge01 /2>% R  D] 4A.

78 9:; <=2>   -' 

 ?_  Ge01 2h  

  -'  Ў jG Ge 

Ge N2O 7018 ' %V , 4

 /Äh ¼k) Gß©Z ! , -./

  -./01 #$23 4aˆ :?J u]A.

  Ge (TS-PM)  

 78 9:; <=2> jG Ge 

(RE-PM)   L; FJ N RE-PM 

] k)]lmn, opmn,  -./ q8 ra, Ysmn  t L u01 vwxA.

78 9:; <=2> (RE-PM)  

 HI K, ‘TS-PM RE-PM | i ~ ¼=

>g?’ J ý , RE-PM~ ¼=  ]³1 “TS-PM_ M -W   T ŎY i¦dv RE-PM [dH? M- @ Éd¯ h n MP  GY Y µA.”, ƒ ¯ TS-PMH

? g±ÂAn -. k k)01 ô¯hi É 6 u MP  PQS ` u]A. “RE-PM H? g±A´ M- /2O PQS 4 u]

A.” D] 4Ó, ]ŸJ N]  

 29_ jG Ge    ~]

  Ge(M€M Ge)  ‚Jhi 9:

 u] ƒ„…,   †2‡ 'J 

 jG Ge /2O 9:S 4aˆ l ‰A

 u]A.

;J  N ($) D $

 1¥    -' J 5

16 ® #$g Î} ­, 78 9:; <=23 4  (RE-PM  )] žA L

  01 Z 40f1, RE-PM

  J Å¿Ç ]l– Z ~? J % , – P¢] Î} A u 29JA.

   

1.

, 1992, 12, 35.

2.
      


;   , : 1991.

3. Novick, S.; Nussbaum. J. Science Education 1978, 65, 187.

4. Novick, S.; Nussbaum, J. Science Education 1981, 62, 273.

5.   ! "
#$  %&;  

 , : 1989.

6.  '(, )(, (*+  ! "
#$

 %&;   , : 1991.

7. ; ;

,- 1996, 15, 305.

8. Anderson, C. W.; Berkheimer, G. D. Matter and Mol- ecules. Teacher’s Guide: Science Book; Institute for Research on Teaching, College of Education, Michigan State University: Occasional Paper, 1988; No 121, 122.

9. ; 
 1997, 17, 313.

10. ; ;
!; "#$


1998, 18, 161.

11. ; ;
!
 1999, 19, 128.

12.  ./ !0* 12
345 6% 

;   , : 1997.

13. %&' Anderson 789: ;<1 ,- 6=

>!$ ? @AB  C; (    , )*(: 1997.

14. "+; ,; &-;
;
 D EF "

 G H I ?J; )*( ./

01 234: 1999.

15.
56 "K LMN OP QR SFN &'T U

: 1991.

16. Morris, J. GCSE Chemistry; Unwin Hyman: 1989.

17.789 [\ 1989, 7, 1.