Ì
ö8 ý X c l Ó Þ; c å ¾ Ë X ¢ w Õ ×6 ] K ¡t ô p §8 ý ‘ ¹ Å] k ùX ì Ä ß Ã ÅÅ k ÄV ê s½ Û (TPS)’ Ä Z ØV Ä
+ ä
÷ 7 B<
∗"
fÖ ¦» 1 Ñ1 l x í1 p x < Æ §, " fÖ ¦ 153-032
ö
¶ B . > ] ï B
"
fÖ ¦ @ / < Æ § Ó ü t o §¹ ¢ ¤ õ , " fÖ ¦ 151-742 (2002¸ 3 Z 4 8{ 9 ~ à Î6 £ §)
: r ½ ¨\ " f H j Ë µ_ 6 x \ ' aô Ç §¹ ¢ ¤ @ / < ÆÒ q t[ þ t_ ‘ + þ A& h d © S ! (TPS: Typically-Perceived- Situation)’` ¦ ì r$ 3 % i . ¸¿ º 40" î _ §¹ ¢ ¤ @ / < ÆÒ q t[ þ t` ¦ @ / © Ü ¼ Ð Õ ªo l Ê ê [ O " î ~ ½ Ód _ [ O ë H t \ ¦
6 x K TPS\ ¦ ¸ ô Ç Ê ê, s \ ¦ C â , 6 x Å Ò^ , 6 x @ / © , 6 x, 6 x õ 1 p x \ Ä »+ þ A o ¦ y Ä
»+ þ AZ > ¸\ ¦ ì r$ 3 % i . §¹ ¢ ¤ @ / < ÆÒ q t[ þ t É r j Ë µs 6 x ¦ e H © S ! õ ' aº # / B N, 1 l x , à ºY U 1
p
x_ Ó ü t ^ \ ¦ © $ * ` ¦§ 4 . Õ ªo ¦ Å Ò Ð C â Ü ¼ Ð H { 9 © ` ¦, 6 x Å Ò^ Ð H ^ \ ¦, 6 x
@
/ © Ü ¼ Ð H Ã ºY Uü < ° ú É r כ ` ¦, 6 x Ü ¼ Ð H { © l l \ ¦, 6 x õ Ð H Ï ã J Ql \ ¦ + þ A& h Ü ¼ Ð d
¦ e 6 £ § s z ¤ . ¢ ¸, ' aº ) a © & h â + « >Ü ¼ Ð H { 9 © \ " f É r & ñ ½ ©& h Y V\ ¦ [ þ t% 3 .
s
Qô Ç õ [ þ t` ¦ 7 á x½ + ËK ^ ¦ M :, j Ë µ_ 6 x õ ' aº # §¹ ¢ ¤ @ / < ÆÒ q t[ þ t É r @ /^ & h Ü ¼ Ð { 9 © \ " f ì ø Í 4
¤ ÷ & H â + « >\ _ K + þ A$ í ) a ‘ { 9 © s z ´+ « >z ´ C â \ " f ^ \ ¦ 6 x K / B N s à ºY Uü < ° ú É r כ ` ¦ x 9
{ © l H © S ! ’` ¦ TPS Ð t ¦ e 6 £ §` ¦ · ú Ã º e % 3 . t } Ü ¼ Ð s Qô Ç ì r$ 3 õ \ ¦ ½ ÓÜ ¼
Ð Ó ü t o > h¥ Æ < Æ_ þ v \ " f TPS_ ½ ¨^ & h Ö ¸6 x ~ ½ Óî ß ` ¦ ] jî ß % i .
PACS numbers: 01.40.Gm
Keywords: +þA&h d©S!, TPS, j˵_ 6 x,§¹¢¤@/<ÆÒqt
I. " e  ] Ø
<
ÆÒ q t[ þ t É r Ñ þ t © I \ " f < Æ_ þ v \ e t · ú §Ü ¼ 9 [1], < Æ Ò q
t[ þ t s s p · ú ¦ e H כ s < Æ_ þ v \ " f × æ כ ¹ [2] H Ò q t y
É r ½ ¨$ í Å Ò_ _ S X í ß õ 8Ô ¦ # Q 1970¸ @ / s Ê ê > h¥ Æ
\
@ /ô Ç | ¾ Ó_ ½ ¨\ ¦ 8 ú ¤µ 1 Ïr ( . Õ ªo ¦ > h¥ Æ \ @ / ô
Ç ½ ¨ õ » ¡ ¤& h ÷ & " f # Q t : £ ¤$ í õ < Êa :
x& h < Æ_ þ v~ ½ ÓZ O Ü ¼ Ð H > h¥ Æ s ¸ ú o t · ú § H H
z ´s · ú 94 R M ® o [3–5].
<
ÆÒ q t[ þ t_ > h¥ Æ s ° ú H : £ ¤$ í [ þ t õ ' aº # , ´ ú § É r
½
¨ [ þ t É r @ /Â Òì r_ > h¥ Æ s [ j © õ © ñ 6 x H â + « >
_
õ Ð Ò q t è ß H כ \ 1 l x_ ¦ e [3]. s Qô Ç
>
h¥ Æ [ þ t É r t 5 Å q& h 6 x` ¦ : x K l @ /\ ¦ + þ A$ í ¦ | [ þ t
`
¦ K $ 3 H õ & ñ ` ¦ u " f y © o ) a . Õ ªo ¦ Õ ª 6 x
É
r 1 l x& h s ¦ Á º_ d & h à ºï r \ " f { 9 # Qè ß . Newellõ Simon [6] % i r < ÆÒ q t[ þ t_ > h¥ Æ \ H _ ¸| s ] j r
÷ & s \ Â Ò½ + Ë H : r s Á º_ d & h s ¦ 1 l x& h Ü ¼ Ð
∗E-mail: [email protected]
í
ß Ø ¦ ÷ & H : £ ¤$ í s e 6 £ §` ¦ t & h ô Ç e . â + « >\ _ K + þ A
$ í
÷ & ¦ 1 l x& h Ü ¼ Ð 6 x ÷ & 9 f ' a& h s H : £ ¤$ í É r < ÆÒ q t [
þ
t_ > h¥ Æ ` ¦ | ¦ > Ä »t r v H _ " é ¶ s l ¸
[3]. " f | ¦ô Ç > h¥ Æ _ ´ òõ & h o\ ¦ Æ Ò
½
¨ l 0 AK " f H 7 £ ¤, ´ òõ & h õ < Æ > h¥ Æ < Æ_ þ v` ¦ Æ Ò½ ¨ l
0 AK " f H Å Ò# Q @ / © s Å Ò] jü < ' aº # < ÆÒ q t[ þ t s
7 £ ¤y & h Ü ¼ Ð * ` ¦ o > ÷ & H Ò q ty ` ¦ · ú Ð H כ s 9 כ
¹½ + É כ s .
ô
Ǽ # , < ÆÒ q t[ þ t_ > h¥ Æ s õ < Æ& h > h¥ Æ õ Ø Ô> + þ A$ í
÷
& H X <\ H § _ ¸ ú 3 l w ) a > h¥ Æ \ ¸ " é ¶ s e 6 £ § s t
& h ÷ &# Q M ® o . < ÆÒ q t[ þ t_ > h¥ Æ \ ' aô Ç § _ d s
' a d  Ò7 á ¤, y © _ \ @ /ô Ç t 2 ; y © ¸ 1 p x ¸ < ÆÒ q t[ þ t_
¸ ú
3 l w ) a > h¥ Æ + þ A$ í _ ô Ç " é ¶ s t ë ß [7], 1 l x r \ > h¥ Æ
^
\ @ /ô Ç § _ ¸ ú 3 l w ) a > h¥ Æ % i r ¢ ¸ É r " é ¶ Ü ¼ Ð t
&
h ÷ &# Q : r כ s . Duit [4] H § §õ " f ¸ ú 3 l w ) a & ñ
Ð\ ¦ ] j/ B N ¦, ` É r & ñ Ð\ ¦ ¸ ú 3 l w K $ 3 9, t u > ç ß
|
Ä Ì > " fÕ ü t < ÊÜ ¼ Ð+ D h Ðî r ‘ ¸> h¥ Æ (misconception)’` ¦ Ä
»µ 1 Ï < ÆÒ q t_ ± ú ¨ É r > h¥ Æ d ¦` ¦ t 5 Å q > ô Ç ¦ t
&
h ô Ç e . § % i r < ÆÒ q tõ Ä » ô Ç ¸ ú 3 l w ) a > h¥ Æ ` ¦
-232-
t ¦ e H & h É r Wandersee 1 p x [5] \ _ K " f ¸ t & h
)
a e Ü ¼ 9, ² D G ? /\ " f ¸ § \ Vq § \ ¦ @ / © Ü ¼ Ð ô
Ç ½ ¨[ þ t \ " f ¸A Â Ò' t & h ÷ &# Q ¸ ¦ e [8–12].
§¹ ¢ ¤ @ / < ÆÒ q t É r î r © A \ í1 p x < ÆÒ q t[ þ t` ¦ t ¸K
H \ Vq § s " f, 1 l x r \ @ / < Æ\ " f Ó ü t o > h¥ Æ < Æ_ þ v
`
¦ Ã º' K H < ÆÒ q ts l ¸ . " f Å Ò# Q @ / © s
Å Ò] jü < ' aº # §¹ ¢ ¤ @ / < ÆÒ q t[ þ t s 7 £ ¤y & h Ü ¼ Ð * ` ¦ o
> ÷ & H Ò q ty ` ¦ ¸ H כ É r, Ê ê\ § Ð" f í1 p x < Æ Ò q
t[ þ t_ Ò q ty ` ¦ K $ 3 ¦ ó ø Íé ß H X < s [ þ t_ # Q " Ò q ty s
% ò ¾ Ó` ¦ p } 9 Ã º e H \ @ /ô Ç l í& h & ñ Ð\ ¦ ] j/ B N
H ô Ǽ # , & ³F < ÆÒ q tÜ ¼ Ð" f ` ¦ É r Ó ü t o > h¥ Æ ` ¦ < Æ_ þ v½ + É Ã
º e ¸2 ¤ s [ þ t` ¦ t ¸ H X < ¸ l í& h & ñ Ð\ ¦ ] j/ B N
½ +
É Ã º e ` ¦ כ s . s \ : r ½ ¨\ " f H ‘ + þ A& h d © S !
(TPS: Typically-Perceived-Situation)’` ¦ < ÆÒ q t[ þ t s *
`
¦ o > ÷ & H 7 £ ¤y & h Ò q ty _ ô Ç 7 á x À Ó Ð _ p f ± ¦ × æ כ
¹$ í ` ¦ 7 H_ ô Ç Ê ê, z ´] j Ð Ó ü t o ì r _ l : r > h¥ Æ × æ
’j Ë µ_ 6 x’ \ ' a # §¹ ¢ ¤ @ / < ÆÒ q t[ þ t s t ¦ e H TPS\ ¦ ¸ # ì r$ 3 % i .
II. T Â ] ØX ì Ä À X Ø8 ý: ö n ÚP 4 G È] K ¡ ø p ©; c" e ¹ Å] k ùX ì Ä ß
à ÅÅ k ÄV ê s½ Û (TPS)8 ý 8 ýQ
·
ú ¡" f / å LÙ þ ¡1 p w s , < ÆÒ q t[ þ t_ > h¥ Æ É r { 9 © & h â + « >
\
l " é ¶ 9 f ' a& h e s t & h ÷ &# Q M ® o . Duit [4] H < ÆÒ q t
> h¥ Æ _ Å Òכ ¹ l " é ¶ × æ ¿ º t \ ¦ y y & h © õ { 9 ©
# Q Ð [ þ t% 3 . & ³ © õ @ / " f { 9 # Q H ‘y y
&
h © ` ¦ í < Ê ¦ e H { 9 © _ â + « >[ þ t’ É r _ d ½ + É # t
\ O s < ÆÒ q t > h¥ Æ _ Å Òכ ¹ô Ç H" é ¶ s H כ s . < ÆÒ q t [
þ
t É r \ P , èo , y n C, j Ë µõ î r1 l x, è, d Ó ü t õ 1 l xÓ ü t_ $ í © 1
p
x` ¦ f ] X â + « > > ÷ & ¦, s Qô Ç â + « > É r < ÆÒ q t > h¥ Æ _
H" é ¶ s ) a . { 9 © & h > h¥ Æ [ þ t É r { 9 © â + « >[ þ t \ _ K t t
÷ & ¦, { 9 ì ø Í& h Ü ¼ Ð { 9 © & h © S ! s ' aº | ¨ c M : B Ä º $ í /
B
N& h s . s [ þ t É r © î ß & ñ & h ¸_ þ v` ¦ Ðs 9 õ < Æ Ã º
\ O
` ¦ : x K " f o÷ &l ¸ B Ä º # Q§ > .
¢
¸, Andersson [13] É r < ÆÒ q t_ @ /î ß d ¦ \ @ /ô Ç ´ ú § É r
½
¨ õ [ þ t \ " f / B N: x& h כ ¹ è\ ¦ µ 1 ßy ¦ r ¸ % i H X
<, < ÆÒ q t[ þ t_ > h¥ Æ s f ' a& h s ¦ B Ä º é ß í H K " f 1 l x& h Ü
¼ Ð µ 1 Ï & ³÷ & H : £ ¤f ç ` ¦ t ¦ e ¦ t & h ô Ç e .
: r ¸, \ P , l , F g < Æ, % i < Æ 1 p x_ " f Ð É r % ò % i \ 2 ;
<
ÆÒ q t[ þ t_ [ O " î õ K $ 3 _ / B N: x& h Ù þ ` ¦ Õ ª H ‘ õ Ö ¦_
â
+ « >g 1 J(experiential gestalt of causation)’ s ¦ " î " î
%
i . õ Ö ¦_ â + « >g 1 J É r B Ä º # Q 2 ; r ] X Â Ò' + þ A$ í ) a .
#
Q 2 ; s [ þ t É r Â Ò ¸_ Qo | à Ì` ¦ ë ß t ¦, © è ß y ` ¦ }
@
/l Ð x 9 # î ` ¦ ~ t l ¸ " f õ Ö ¦_ â + « >g 1 J
`
¦ + þ A$ í ô Ç . õ Ö ¦_ â + « >g 1 J É r < ÆÒ q ts Å Ò [ j © ` ¦ Ã Ð Ò
o ¦ 7 £ x " f 8¹ ¡ ¤ S X © ) a . ¢ ¸, < ÆÒ q t[ þ t_ > h¥ Æ É r
¸ ú
É r â + « >Ü ¼ Ð + þ A$ í ) a õ Ö ¦_ â + « >g 1 J \ _ K [ O " î ) a
. ‘ ¸§ 4 ` ¦ 8 ´ ú §s × ¦ à º2 ¤, @ / © \ H 8 H ´ òõ 6 x ô
Ç ’ , ‘" f - | Ã Ð_ @ /' ô Ç | Ã Ð_ @ /' Ð
8 H ´ òõ \ ¦ · p ’ü < ° ú É r õ Ö ¦_ â + « >g 1 J` ¦ < ÆÒ q t [
þ
t É r # Qw n = M :Â Ò' ¸ ú É r â + « >` ¦ : x K + þ A$ í ¦, { 9 é ß + þ A
$ í
) a õ Ö ¦_ â + « >g 1 J É r É r © S ! ` ¦ ó ø Íé ß H X < 6 x
)
a . \ V\ ¦ [ þ t # Q ‘Á º Ö ¦ Ã º2 ¤ 8 H ´ òõ \ ¦ · p ’ H õ Ö
¦_ â + « >g 1 J É r, 1 l x{ 9 ô Ç z ´ 2 ; 8\ { | ° ú É r ª _ Ó ü t_ Z } s
Ä »o ½ ¨_ þ t` ¦ V , % 3 ` ¦ M : Ð û Z½ ¨_ þ t` ¦ V , % 3 ` ¦ M : 8 Z
} s ` ¦ ° ú כ s H \ V © ` ¦ > ô Ç . : £ ¤Z > y  Ò& h
+ þ Ad & h Æ Ò : r s z ´ »~ Ã Îg Ë > ÷ & H כ s m , é ß í Hô Ç õ
Ö ¦ \ _ K ¦ô Ç H כ s .
s
ü < Ä » ô Ç ] X H` ¦ diSessa [14]_ ½ ¨\ " f ¸ ^ ¦ Ã º e
. Õ ª H t d ^ > \ ¦ | ¾ Ó_ & ³ © : r& h íî ß (p-prims : phenomenological primitives) s ) a © I \ í& h ` ¦
´ ú
2 X l Õ ü t % i . & ³ © : r& h íî ß É r / B N: x ÷ & H & ³ © [ þ t_ þ
j èô Ç_ Æ Ò © Ü ¼ Ð" f ^ ~ Ã Î [ þ t f ] X & h y y
&
ñ Ð[ þ t õ # 3 Å Ò > h¥ Æ ° ú É r Æ Ò © & h ' a¥ Æ s \ > r F
¦, { 9 é ß + þ A$ í ÷ & | Ã Ð[ þ t Ð # F K Õ ª[ þ t_ â + « >` ¦ l
%
3 ¦ K $ 3 > K Å Ò H t כ ¹ è_ " é ¶ & h s ¦ þ j è ô
Ç_ l % 3 כ ¹ ès . 7 £ ¤, & ³ © : r& h íî ß É r y y « Ñ 7 £ ¤ y
& h Ü ¼ Ð þ j èô Ç_ Æ Ò © o\ ¦ 5 g / B N ) a כ Ü ¼ Ð" f É r
&
³ © [ þ t` ¦ [ O " î H d ¦` ¦ ½ ¨$ í ô Ç . s Qô Ç & ³ © : r& h í î
ß É r 8 s © _ [ O " î ` ¦ 9 כ ¹ Ð t · ú § H " é ¶+ þ AÜ ¼ Ð" f l 0
p
x 9, < ÆÒ q t[ þ t É r s Qô Ç & ³ © : r& h íî ß Ü ¼ Ð & ³ © õ & ñ
Ð\ ¦ K $ 3 ô Ç . r ´ ú K " f < ÆÒ q t[ þ t É r â + « >\ _ K + þ A$ í
)
a ¼ # o÷ & ¦ f ' a& h " é ¶+ þ A\ _ K " f ¦ô Ç H כ s
.
<
ÆÒ q t[ þ t_ > h¥ Æ É r © S ! \ _ > r H : £ ¤$ í s e 6 £ § ¸ Ë ¨ ï
r y t & h ÷ &# Q M ® o . Dreyfusü < Jungwirth [15] H q ó ø Í& h
¦ _ þ v ' a_ µ 1 ϲ ú s { 9 © & h © S ! Ü ¼ Ð s 0 p xô Ç\ ¦
·
ú Ð ¤ . s [ þ t É r ¿ º t © S ! 7 £ ¤, { 9 © & h © S ! õ Ò q
tÓ ü t < Æ& h © S ! \ " f < ÆÒ q t[ þ t s 7 H o & h < Ê` ¦ 1 l x1 p x
>
µ 1 Ï| ½ + É Ã º e H t \ ¦ : x K s 0 p x$ í ` ¦ % i .
õ H Õ ªX O t · ú § H כ s % 3 . < ÆÒ q t[ þ t É r { 9 © & h © S !
\ " f 7 H o & h < Ê` ¦ ¸ ú µ 1 Ï| t 3 l w % i . { 9 © & h
© S ! ' aº כ ¹ è[ þ t É r 7 H o & h õ ] j ÐÂ Ò' # Á # Q >
H ´ òõ \ ¦ t ¦ e ¦, s כ s < ÆÒ q t[ þ t Ð # F K Å Ò] j\
| 9
× æ t 3 l w > Ù þ ¡l M :ë H s . < ÆÒ q t[ þ t_ ¦ H ? /6 x
\
Á º ' a ¦ © S ! \ 1 l qw n & h s l Ð H ? /6 x õ © S ! \ _
> r& h s H כ s s [ þ t_ : r s .
]
jr ) a © S ! _ ² D G è& h : £ ¤f ç \ < ÆÒ q t[ þ t_ > h¥ Æ s
% ò ¾ Ó` ¦ ~ Ã Î H H & h ` ¦ t & h ô Ç â Ä º ¸ e % 3 . \ V\ ¦ [ þ t
#
Q, Driver 1 p x [1] É r < ÆÒ q t[ þ t s \ P õ : r ¸\ ' aº ) a © S ! ` ¦ l
Õ ü t ¦ K $ 3 H X < e # Q" f Ó ü t ^ _ $ í | 9 ` ¦ | \
'
a f ± (# Q " כ É r ° ú l M :ë H \ d n = Ã º e ), Ó ü t ^ _
ô Ç $ í | 9 ` ¦ É r $ í | 9 \ ' a f ± H( # Q " כ É r F K5 Å q Ü ¼ Ð ë ß
[ þ t # Q& l M :ë H \ \ P ` ¦ ÐÄ »ô Ç ) : £ ¤$ í s e 6 £ §` ¦ Ð# Å
Ò% 3 . ¢ ¸, d ô Ç | ` ¦ É r | õ ' a f ± (# Q
"
כ É r ä ¼ 0 > . Õ ªA " f \ P ½ + É Ã º e ), Ó ü t ^ \ ¦
É
r Ä » ô Ç © S ! \ ' a f ± H( / B N# î 5 Å q \ · ú À Òp ³ o u s e l
M :ë H \ · ú À Òp ³ o u Ü ¼ Ð ë ß [ þ t # Q 6 x l H > á ¤° ú s 1 l x
½ +
É כ s ) : £ ¤$ í ¸ e % 3 . s Qô Ç õ [ þ t É r © S ! \ í
<
Ê ) a כ ¹ [ þ t s < ÆÒ q t_ > h¥ Æ \ % ò ¾ Ó` ¦ p u ¦ e 6 £ §` ¦ Ð
#
Å Ò H כ s . ² D G ? /_ ½ ¨\ " f ¸ < ÆÒ q t > h¥ Æ _ © S ! _
> r$ í ` ¦ Ð# Å Ò H ½ ¨ õ [ þ t [16,17] s Ð ¦÷ &# Q M ® o .
ô
Ǽ # , © S ! õ ' aº # Donaldson [18] É r Å Ò# Q © S ! s
< ÆÒ q t[ þ t \ > # Qb G> s K ÷ & H \ , 6 £ § \ U ·¸ n q s
D h 4 R e # Q < ÆÒ q t _ ¶ ú ©\ f ] X & h Ü ¼ Ð ' aº ) a
© S ! õ É r | à Ð[ þ t \ _ K ] jr ) a © S ! ` ¦ ½ ¨ì r t É r
e . White [19] % i r © S ! \ @ /K Ò q ty ½ + É M : Å Ò_ K
½ + É ½ ÓÜ ¼ Ð z ´] j © S ! (real context)õ d ) a © S !
(perceived context), Õ ªo ¦ © S ! _ Ì o ' a& h 8 £ ¤ õ Å Ò
'
a& h 8 £ ¤ ` ¦ ½ ¨ì r H כ s × æ כ ¹ < Ê` ¦ t & h % i . 7 £ ¤,
½
¨ < Ê É r § _ ¸ H © S ! ( © S ! 1)õ Õ ª כ s ³ ð & ³
)
a © I ( © S ! 2), Õ ªo ¦ s \ ¦ > hZ > x + « > < Ê É r < ÆÒ q ts Ã
º6 x # d ô Ç © I ( © S ! 3) s \ H © { © ô Ç s
e
` ¦ Ã º e H כ s . Õ ªo ¦ s Qô Ç s × æ כ ¹ô Ç s Ä
» × æ H, x + « > < ÆÒ q t\ > z ´] j& h % ò ¾ Ó` ¦ p u H
כ
É r © S ! 1s © S ! 3s l M :ë H s [20]. " f ´ ò õ
& h õ < Æ > h¥ Æ < Æ_ þ v` ¦ 0 AK " f H < ÆÒ q ts d ¦ e
H, 6 £ § \ U ·¸ n q s D h 4 R e H © S ! ` ¦ H כ s 9 כ
¹½ + É כ s .
כ
¹ @ /, < ÆÒ q t_ > h¥ Æ _ : £ ¤$ í ` ¦ ¦ 9½ + É M :, < ÆÒ q ts 7 £ ¤ y
& h Ü ¼ Ð * ` ¦ o > ÷ & H Ò q ty _ { 9 7 á x Ü ¼ Ð" f ‘ + þ A& h Ü ¼ Ð
d ¦ e H © S ! ’` ¦ H כ s Ó ü t o > h¥ Æ < Æ_ þ v \
"
f 9 כ ¹½ + É כ s . Õ ªo ¦ s Qô Ç 9 כ ¹$ í É r > h¥ Æ s Ä »
$ í
\ H ô Ç # 3 Å Ò o\ _ K + þ A$ í ÷ & ¦, Ä » $ í _ ó ø Íé ß É r
d Å Ò^ \ > 7 £ ¤y & h Ü ¼ Ð * ¸Ø Ô H @ /³ ð& h Y Vü <_ q
§\ _ K 1 l x& h Ü ¼ Ð Ã º' ÷ & 9, É r כ \ q K : £ ¤Z > y
$ * ¸Ø Ô H Y V e H : £ ¤$ í , 7 £ ¤ ‘ + þ A$ í ´ òõ ’
> r F ô Ç H > h¥ Æ _ { 9 ì ø Í& h : £ ¤$ í [21–23]\ ¸ H
\
¦ ¿ º ¦ e . Ó ü t : r, õ < Æ > h¥ Æ < Æ_ þ v \ " f § _ % i ½ + É` ¦
¦ 9½ + É M :, s Qô Ç 9 כ ¹$ í É r § _ â Ä º\ ¸ ð ø Ít
Ð & h 6 x| ¨ c כ s . Å Ò# Q @ / © s Å Ò] jü < ' aº # §
[ þ t s 7 £ ¤y & h Ü ¼ Ð * ` ¦ o > ÷ & H Ò q ty É r Ó ü t o > h¥ Æ < Æ _
þ
v t ¸\ " f < ÆÒ q t[ þ t_ Ò q ty ` ¦ K $ 3 ¦ ó ø Íé ß H X < % ò
¾ Ó` ¦ p } 9 כ s l M :ë H s .
: r ½ ¨\ " f H d Å Ò^ , 7 £ ¤ < ÆÒ q ts § 1 p x s ‘ + þ
A& h Ü ¼ Ð d ¦ e H © S ! ’` ¦ ‘ + þ A& h d © S ! (TPS:
Typically-Perceived-Situation)’ Ü ¼ Ð " î " î ¦, ‘ Ó ü t, y
&
ñ , > h¥ Æ , © S ! 1 p x õ ° ú É r # Q " @ / © \ @ /K " f < Ê É r Õ ª ü
< ' aº K " f Ò q ty ½ + É M : 7 £ ¤ r & h s ¦ 1 l x& h Ü ¼ Ð * ¸Ø Ô
H © S ! Ü ¼ Ð" f, ' aº ) a à º´ ú § É r © S ! [ þ t` ¦ @ /³ ð H Æ Ò ©
o ) a " é ¶+ þ A © S ! s Å Ò# Q Ð o| Ã Ì\ " f © & h ] X ô Ç כ Ü
¼ Ð × þ ÷ & ¸2 ¤ î ß & ñ o ) a : r Ðl © S ! (TPS_ & ñ _ \
"
f 6 x ) a ‘" é ¶+ þ A’õ ‘ : r Ðl ’ H 6 x # Q H y y > h¥ Æ \ ' a ô
Ç " é ¶+ þ A ¸+ þ Aõ : r Ðl ¸+ þ A\ " f 6 x ÷ & H 6 x # Q\ ¦ 4 R
: r כ s . " é ¶+ þ A É r Æ Ò © o ) a כ ¹ & ñ Ð\ ¦, : r Ðl H > hZ >
Y V\ ¦ _ p ô Ç . " é ¶+ þ A ¸+ þ Aõ : r Ðl ¸+ þ A É r Á º% Á s # 3 Å
Ò Ð ³ ð © ÷ &Ö ¼ \ " f Ð É r { 9 © ` ¦ 2 [ ¦ e l
H t ë ß , ¸¿ º > h¥ Æ \ ' aô Ç ¦ & h ' a& h , 7 £ ¤ 9 כ ¹Ø æì r
¸| \ _ ô Ç â > S \ & ñ s H ' a& h _ ô Ç> \ ¦ F G4 ¤
"
f 1 p x © ô Ç s : r s . s [ þ t \ @ /ô Ç 7 H_ H Howard [22]
& ³& ñ [23]s [ jy À Ò ¦ e .)’Ü ¼ Ð & ñ _ ? /§ 4 .
TPS H Donaldson [18]_ ½ ¨ì r` ¦ Ø Ô , 6 £ § \ U ·
¸ n
q s D h 4 R e # Q < ÆÒ q t _ ¶ ú ©\ f ] X & h Ü ¼ Ð ' aº ) a
©
S ! \ ¾ ú . 7 £ ¤y & h Ü ¼ Ð * ¸Ø Ô H © S ! s l M :ë H s
. ¢ ¸, White [19]_ ½ ¨ì r` ¦ Ø Ô , > hZ > x + « > < Ê É r
<
ÆÒ q ts à º6 x # d ô Ç © S ! ( © S ! 3)\ ¾ ú . < ÆÒ q t_ Qo 5 Å q \ " f + þ A& h Ü ¼ Ð d ÷ &# Q e H © S ! s l M :ë H s
. " f < ÆÒ q t_ TPS\ ¦ H כ É r < ÆÒ q ts z ´] j
èt ¦ e H > h¥ Æ \ ' a K 7 á § 8 Ø æz ´ ¦ Ä »6 xô Ç & ñ Ð
\
¦ % 3 H ô Ç ~ ½ ÓZ O { 9 Ã º e . z ´] j Ð í1 p x < ÆÒ q t W 1 " î ` ¦ @ /
© Ü ¼ Ð ô Ç Y V ½ ¨\ " f TPS < ÆÒ q t[ þ t_ > h¥ Æ ÷ rë ß m
õ _ â + « >s & ñ " f& h Ö ¼, , : £ ¤& ñ > h¥ Æ s @ / ©
\
U ·> ' aº ÷ &# Q e H ½ ¨^ & h © S ! 1 p x \ ' aô Ç & ñ Ð\ ¦ ] j /
B
N ¦ e 6 £ § s l ¸ % i [24].
² D G, TPS H Õ ª כ s 7 £ ¤y & h Ü ¼ Ð * ¸Ø Ô H Ò q ty _ { 9 7
á
x Ü ¼ Ð" f < ÆÒ q t[ þ t_ > h¥ Æ s ° ú H : £ ¤$ í ` ¦ q §& h ¸ ú {
? / ¦ e Ü ¼ 9, 1 l x r \ < ÆÒ q t[ þ t_ > h¥ Æ \ ' a K 7 á § 8 Ø æz ´
¦ Ä »6 xô Ç & ñ Ð\ ¦ % 3 H ô Ç ~ ½ ÓZ O { 9 Ã º e H & h \ " f ´ ò õ
& h Ó ü t o > h¥ Æ < Æ_ þ v` ¦ 0 AK ¦ 9÷ &# Q ½ + É _ × æ כ
¹ô Ç כ ¹ è ¦ ½ + É Ã º e ` ¦ כ s .
III. ì Å U ê s0 n É
§¹ ¢ ¤ @ / < ÆÒ q t[ þ t s t ¦ e H TPS\ ¦ ¸ l 0 AK ,
: r ½ ¨ H â · ¡ ¤ \ èF ô Ç ô Ç §¹ ¢ ¤ @ / < Æ §_ õ < Æ §¹ ¢ ¤ õ ,
í ß §¹ ¢ ¤ õ , z ´õ §¹ ¢ ¤ õ 3 < Ƹ < ÆÒ q t[ þ t × æ Á º Ü ¼ Ð ³ ð| 9
)
a 40" î ` ¦ @ / © Ü ¼ Ð Ã º' ÷ &% 3 . ¸ H r ç ß ] jô Ç ~ ½ Ód
_ > h~ ½ Ó& h " fÕ ü t+ þ A [ O ë H` ¦ 6 x % i . r ç ß ] jô Ç ~ ½ Ód _
[ O
ë H É r d o < Æ ì r \ " f 7 £ ¤y & h Ü ¼ Ð * ¸Ø Ô H @ /³ ð& h
Y V\ ¦ l 0 AK 6 x ÷ & H ~ ½ ÓZ O × æ s [23].
TPS\ ¦ ¸ l 0 Aô Ç [ O ë H É r “‘Ó ü t ^ \ j Ë µs 6 xô Ç
’ H ´ ú ` ¦ [ þ t% 3 ` ¦ M :” H H ] j\ ¦ ] jr ô Ç Ê ê, ' Í P
:, © $ * ¸ É r Ó ü t ^ , Ñ ü t P :, © $ * ¸Ø Ô H © S !
, ! Ó P :, © © U · É r â + « >` ¦ " fÕ ü t ¸2 ¤ ½ ¨$ í % i
. : £ ¤ y © $ * ¸Ø Ô H © S ! \ @ /K " f H r ç ß ] jô Ç î
ß \ © S ! ` ¦ Õ ü tô Ç Ê ê 0 p xô Ç [ j > Õ ªa Ë >Ü ¼ Ð
?
/ ¦ [ O " î ` ¦ » · ¡ s ¸2 ¤ % i . Õ ªa Ë >Ü ¼ Ð ? /> ô Ç
כ
É r Õ ü tô Ç 6 £ x² ú \ " f H × ¼ Q t · ú §` ¦ Ã º ¸ e H [ j ô
Ç © S ! ` ¦ l 0 AK " f% i . [ O ë H \ " f ' Í P : Â Òì r õ Ñ
ü
t P : Â Òì r_ © ½ Ó Õ ü t \ @ /K " f H y y 15 íü < 30 í_ r
ç ß ] jô Ç` ¦ ¿ º% 3 . Õ ªo ¦ ` ¦ Õ ª2 £ §` ¦ Ò q ty t ´ ú ¦
*
¸Ø Ô H @ / Ð 6 £ x² ú ½ + É כ ` ¦ \ ¸ n q t r ( . r ç ß ] j ô
Çõ ¸ n q t H 0 p xô Ç @ / © < ÆÒ q t[ þ t s 7 £ ¤y & h Ü ¼ Ð *
`
¦ o H כ ` ¦ 6 £ x² ú ½ + É Ã º e > l 0 Aô Ç כ s % 3 .
@
/ © < ÆÒ q t[ þ t_ 6 £ x² ú É r / B N: x ÷ & H כ ¹ è\ ¦ i ( v Y > t Ä
»+ þ AÜ ¼ Ð # 3 Å Ò o % i . é ß , © $ * ¸ É r Ó ü t ^ _
â
Ä º\ H ½ ¨^ & h & ñ Ð\ ¦ ? /l 0 AK # 3 Å Ò o \ O s
>
hZ > 6 £ x² ú _ ¸\ ¦ ì r$ 3 % i . # 3 Å Ò o à º' ) a â Ä º
\
H @ / © < ÆÒ q t[ þ t_ 6 £ x² ú ? /6 x` ¦ / å L& h ½ ¨^ & h s ¦ Ø æ z
´ > l Õ ü t l 0 A # Ä »+ þ A " î g A ¸ 0 p xô Ç ô Ç ½ ¨^ & h s
¦ { 9 © & h 6 x # Q Ð Õ ü t % i . © $ * ¸ É r © S !
_ â Ä º\ H C â , 6 x Å Ò^ , 6 x @ / © , 6 x, 6 x õ
_ # 3 Å Ò Ð ¾ º# Q Ä »+ þ A o ô Ç Ê ê, y Ä »+ þ AZ > ¸\ ¦ ì r
$
3 % i ¦, 7 á x½ + Ë& h Ä »+ þ A` ¦ r > : x ¸ ì r$ 3 ~ ½ ÓZ O [25]Ü ¼
Ð ì r$ 3 % i . © © U · É r â + « >\ @ /ô Ç 6 £ x² ú % i r
#
3 Å Ò o ô Ç Ê ê\ y Ä »+ þ AZ > ¸\ ¦ ì r$ 3 % i .
IV. ì Å + s ÇÊ Ý õ m Í À X Ø8 ý
1. X ê s ¹ Å$ [ + a~ ¾ª À W ¥ ö n Ú= k
: r ½ ¨_ @ / © Ü ¼ Ð & ñ ) a §¹ ¢ ¤ @ / < ÆÒ q t[ þ t É r ’Ó ü t ^ \ j Ë
µs 6 xô Ç ’ H ´ ú ` ¦ [ þ t% 3 ` ¦ M : © $ * ¸ É r Ó
ü
t ^ Ð 8 ú x 174 > h_ > hZ > @ / © ` ¦ 6 £ x² ú % i . s × æ × æ4 ¤
)
a â Ä º\ ¦ ¦ 9 6 £ x² ú ) a @ / © É r 6 £ § õ ° ú s 8 ú x 74 > h
% i .
|
t , ¦Á º× ¦, / B N, / B N l , § à Ì, l , ^ ¶_ O , } 9 ô Ç ³ ð
, Á º ¸} , o , ² ú , ¸Ø ÔA , [ t, 1 l xÓ ü t, ÐÖ ¿ , o ¸ B H, o
# Q , , ¹ 1 ϧ 4 , } © u , Qo , 3 l w, Ó ü t, , 3 ', C , C
à Ô, ! QÛ ¼, # 4 , Z > , q ' l , c ± , õ , | Ã Ð(3 l u), © ,
< H, L ö f é # Qo , à ºY U, Û ¼x & , 9 , \ P , 6 x à º^ o =, Ä ºí ß , _
, 1 l x , $ 3 , , © è ß y , $ Ö ¦, , Å Ò" 3 ,
Table 1. The objects which were mentioned as the first things appeared in minds in relation to the situation where force is being acted (ranking 1 ∼5).
Ranking Object Frequency (%)
1 ball 9.2
2 auto-mobile 6.4
2 cart 6.4
4 spring 5.8
5 chip of wood 4.6
Å
Ò 0 A, × æ§ 4 , t ½ ¨, t ½ ¨ : r, t Ï @@ /, t Ä º> h, ¹ 1 Ïf °, Õ þ , Õ þ
© , Æ Ò, » ¡ ¤ ½ ¨, s # Q, I Ý ¶ ¸, à ̽ ¨, : x Á º, ¼ 1 Ï, K $ , Û æ ,
9
: x, ' $ í , ó ¡ o c + v ' , Ê ë@ / : r, f ° s
[ þ t × æ \ H Ó ü t ^ ¦ Ðl # Q 9î r @ / © ¸ í < Ê÷ &# Q e
% 3 Ü ¼ , @ / © < ÆÒ q t[ þ t_ 6 £ x² ú ` ¦ Ø æz ´y K $ 3 ô Ç H _
¸\ " f ì r$ 3 \ í < Êr ( . ¢ ¸, Ä » ô Ç # 3 Å Ò Ð Ó ü { 9 Ã º e
H â Ä º\ ¸ @ / © < ÆÒ q t[ þ t s 6 £ x² ú ô Ç 6 x # Q ^ \ ¦ þ j@ / ô
Ç × æ r # ì r$ 3 % i . 6 £ x² ú ô Ç ¸ Z } É r Ó ü t ^ 10 A Â
Ò' 50 A t H Table 1 õ ° ú .
@
/ © < ÆÒ q t[ þ t s © $ * ` ¦ 2 ; Ó ü t ^ H / B N, 1 l x , Ã
ºY U, 6 x à º^ o =, Á º ¸} _ í H Ü ¼ Ð ´ ú § ¤ . [ O ë H_ ~ ½ ÓZ O s
>
h~ ½ Ó& h " fÕ ü t+ þ As % 3 ¦, # 3 Å Ò\ ¦ [ O & ñ t · ú § É r G > hZ > 6
£
x² ú y y _ ¸\ ¦ ì r$ 3 ô Ç õ e ` ¦ ¦ 9½ + É M :, ^ 6 £ x
² ú
× æ ‘/ B N’ s 9.2 %\ ¦ t ô Ç H כ É r © { © y Z } É r q Ö ¦ s
¦ ^ ¦ Ã º e . ¢ ¸, © 0 A ¸ $ Á > h_ Ó ü t ^
^
6 £ x² ú _ 32.4 %\ ¦ t ¦ e % 3 H X <, s H < ÆÒ q t[ þ t s
‘Ó ü t ^ \ j Ë µs 6 xô Ç ’ H ´ ú ` ¦ [ þ t% 3 ` ¦ M :, q §& h + þ
A& h Ü ¼ Ð * ` ¦ o > ÷ & H Ó ü t ^ [ þ t s e 6 £ §` ¦ Ð# ï r .
2. X ê s ¹ Å$ [ + a~ ¾ª À W ¥ V ê s½ Û
© $ * ¸Ø Ô H © S ! É r @ / © < ÆÒ q t[ þ t s Õ ü tô Ç ? / 6
x õ Õ ªa Ë >, Â Òô Ç [ O " î ` ¦ 7 á x½ + Ë # ì r$ 3 % i . C â , 6
x Å Ò^ , 6 x @ / © , 6 x, 6 x õ _ # 3 Å ÒZ > Ð y y r Y >
t Ä »+ þ AÜ ¼ Ð ì r À Ó | ¨ c à º e % 3 H X <, Õ ª õ H Table 2 ∼6õ ° ú .
Table 2 H < ÆÒ q t[ þ t_ 6 £ x² ú ` ¦ C â # 3 Å Ò Ð Ä »+ þ A o ô Ç כ s
. @ / © < ÆÒ q t[ þ t s © $ * ` ¦ 2 ; © S ! É r Å Ò Ð { 9 © Ò q
t Ö ¸(65 %)` ¦ C â Ü ¼ Ð ¦ e % 3 . : £ ¤ y Å Ò \ " f ~ 1
>
] X ½ + É Ã º e H { 9 © (45 %) C â s © ´ ú § ¤ . õ
Á º\ " f õ b # Qt H © S ! õ ° ú s z ´] j Ð ] X l
# Q§ > â + « >` ¦ î ß K K ® o t ë ß , © © 5 Å q \ " f Ò q ty K ^ ¦ Ã
º e H { 9 © Ò q t Ö ¸, 7 £ ¤ © © { 9 © ` ¦ C â Ü ¼ Ð ô Ç â Ä º ¸ 15
% e % 3 . z ´+ « >z ´` ¦ C â Ü ¼ Ð H â Ä º ¸ 32.5 % e
Table 2. The background types of TPS in relation to the situation where force is being acted.
Background Type Frequency (%) Examples
Familiar 40.0 at rooftop, in kitchen
Everyday Life Imaginary 15.0 at Leaning Tower of Pisa, under an apple tree Sports 5.0 at playground with kicking a ball
Laboratory 32.5 in a school laboratory, on a laboratory table
Celestial 5.0 in outer space(the earth, the moon, and stars)
etc. 2.5 in the case of no information of background
Table 3. The agency types of TPS in relation to the situation where force is being acted.
Agency Type Frequency (%) Examples
Human body 40.0 situation where someone push or pull with hands
The earth 27.5 situation where the earth is pulling me
Human body & situation where a box on the ground is pushed with a
The earth 12.5
hand against friction
Bus 7.5 situation where a bus moves abruptly
etc. 12.5 situation where magnets attract each other
Table 4. The object types of TPS in relation to the situation where force is being acted.
Object Type Frequency (%) Examples
Cart-like 20.0 cart, auto-mobile
Ball 17.5 soccer ball
Box-like 15.0 box, chip of wood
Spring-like 10.0 spring, rubber band
Apple 7.5 apple
Handle-like 7.5 handle in a bus, passengers in a bus
Human body 7.5 human body (except for the bus passengers)
Wall 5.0 wall
etc. 10.0 magnet, water
Table 5. The action types of TPS in relation to the situation where force is being acted.
Action Type Frequency (%) Examples
Push 25.0 pushing a stationary cart with a hand
Push Pull 30.0 pulling a cart with a spring attached
or Sum of Push pushing a box on ground using a hand against
Pull and Pull 22.5
friction
Impact 5.0 hitting pots and pans with fist
Resisting handle struggling to stay stationary when the bus
(with inertia) 7.5
moves abruptly
etc. 10.0 blasting
%
3 H X <, s H j Ë µs 6 x H © S ! \ ' aô Ç §¹ ¢ ¤ @ / < ÆÒ q t[ þ t _ TPS & ñ ½ © < Æ § §¹ ¢ ¤ \ " f â + « >Ù þ ¡% 3 ~ © S ! õ ¸ ' a º
÷ &# Q e 6 £ §` ¦ Ð# ï r .
ô
Ǽ # , C â Ä »+ þ A_ õ H ñ÷ & H © S ! õ Õ ª × þ s
Ä »\ ' aô Ç l > r ½ ¨ [26,27]ü < H è É r õ \ ¦ Ð
#
ï r . ¦1 p x < ÆÒ q t[ þ t` ¦ @ / © Ü ¼ Ð ô Ç þ j& ñ ¸ n q [26]_ ½ ¨
\
Ø Ô , > h¥ Æ \ è s e l H t ë ß
^
& h Ü ¼ Ð < ÆÒ q t[ þ t É r Û ¼ íÞ Ô, Ô q tÁ ºl , { 9 © Ò q t Ö ¸, Ò q tÓ ü t ^ ,
& ³ © , z ´+ « >z ´ © S ! _ í H Ü ¼ Ð ñ ¦ e % 3 . Õ ª Q
: r ½ ¨\ " f H { 9 © õ ' aº ) a TPS © ´ ú § ¤
Table 6. The result types of TPS in relation to the situation where force is being acted.
Result Type Frequency (10 %) Examples
Move with rolling 22.5 situation where a stationary cart is pushed to a roll Move with
sliding 17.5 situation where a cart on the ground is pulled Changing
Position Fall 15.0 situation where an apple falls from tree situation where a handle slants when bus
Lean 7.5
moves abruptly
situation where a kicked-up ball falls and Projectile motion 5.0
bounces in a parabolic motion Changing
Shape 15.0 situation where a pan gets crushed
Changing situation where a person pushes a wall and
Nothing 10.0
there is no change
situation where someone is standing with fists
etc. 7.5
clenched
. # 3 Å Ò_ s \ ¦ y î ß 8 ¸, Û ¼ íÞ Ô © S ! s Ô q t Á
ºl © S ! s : r ½ ¨\ " f H © @ /& h Ü ¼ Ð & h t
· ú § ¤ . ¢ ¸, z ´+ « >z ´ C â % i r þ j& ñ ¸ n q [26] ½ ¨_ 10.1
% Ð ¸ Z } ¤ . s H Å Ò# Q ½ Ó3 l q × æ \ " f × þ
¸2 ¤ ô Ç l > r ½ ¨_ ~ ½ ÓZ O õ : r ½ ¨\ " f 6 xô Ç ~ ½ ÓZ O _
s \ l H ¸ e ` ¦ כ s 9, ½ ¨ @ / © _ § î õ
<
Æ_ þ v â + « >_ s \ ¸ l H e ` ¦ כ s .
#
l \ ¢ ¸ ô Ç t Æ Ò : r 0 p xô Ç " é ¶ É r ’ ñ÷ & H © S !
’õ TPS H Õ ª : £ ¤$ í © " f Ð \ ¦ Ã º e H & h s . 7 £ ¤,
@
/Â Òì r_ ñ÷ & H © S ! s Õ ªX O > × þ ) a d o & h s Ä »
H ‘ F p ’e l M :ë H s % 3 [25, 26]. Õ ª Q TPS H F p e
l M :ë H \ × þ ÷ &# Qt H כ s m , ¸ ú É r â + « > 5 Å q
\
" f î ß & ñ o÷ &# Q 7 £ ¤y & h Ü ¼ Ð * ¸Ø Ô H © S ! s . Ô q t Á
ºl © S ! É r < É ª p \ ¦ = å J à º e ` ¦ t ¸Ø Ôt ë ß , î ß & ñ o÷ &# Q e
# Q 7 £ ¤y & h Ü ¼ Ð * ¸Ø Ô H © S ! É r u ´ à º e . ð ø Í
t
s Ä » Ð, & ñ ½ © Ã º\ O \ " f j Ë µ_ 6 x õ ' aº ) a z ´+ « >` ¦ t 5
Å
q& h Ü ¼ Ð â + « >K : r §¹ ¢ ¤ @ / < ÆÒ q t[ þ t_ â Ä º z ´+ « >z ´` ¦ C â Ü
¼ Ð H TPS_ ¸ l > r ½ ¨\ " f z ´+ « >z ´ © S ! _
¸ Ð © @ /& h Ü ¼ Ð Z } É r כ ¸ [ O " î s | ¨ c à º e .
Table 3 õ Table 4 H < ÆÒ q t[ þ t_ 6 £ x² ú ` ¦ y y 6 x Å Ò^ ü
< 6 x @ / © # 3 Å Ò Ð Ä »+ þ A o ô Ç כ s .
@
/ © < ÆÒ q t[ þ t É r 6 x_ Å Ò^ Ð H ^ (40.0 %)\ ¦ ©
´
ú §s 6 £ x² ú % i ¦, t ½ ¨(27.5 %), ^ ü < t ½ ¨ 1 l x r \ j Ë
µ` ¦ 6 x H â Ä º(12.5 %) í H Ü ¼ Ð 6 £ x² ú % i . s H
@
/ © < ÆÒ q t[ þ t s j Ë µs 6 x ¦ e H © S ! ` ¦ * ` ¦w n = M :, j Ë
µ_ 6 x " é ¶ Ü ¼ Ð | à Ð_ j Ë µõ × æ§ 4 ` ¦ © $ * ` ¦ o
¦ e 6 £ §` ¦ Ð# ï r . 6 x_ @ / © Ü ¼ Ð H % i < ÆÃ ºY U
1 l x ° ú É r ‘ Ã ºY U ° ú É r כ (20.0 %)’õ / B N(17.5 %), ©
Á º ¸} ° ú É r ‘ © ° ú É r כ (15 %)’ 1 p x` ¦ ´ ú §s 6 £ x² ú
% i . s H × æ4 ¤ 6 £ x² ú ` ¦ ) 6 x # ¸ % i ~ · ú ¡ ‘
© $ * ¸Ø Ô H Ó ü t ^ ’\ @ /ô Ç õ ü < ¸ q 5 p wô Ç כ s % 3
.
Table 5 ü < Table 6 É r y y 6 x # 3 Å Òü < 6 x õ # 3 Å Ò
Ð Ä »+ þ A o ô Ç כ s .
@
/ © < ÆÒ q t[ þ t_ 6 £ x² ú ` ¦ 6 x # 3 Å Ò Ð Ä »+ þ A o ô Ç õ ,
‘x 9 { © l l (72.5 %)’ Ä »+ þ As Z 41 p x y ´ ú § ¤ . 7 £ ¤, Ó ü t
^
\ ¦ x 9 (22.5 %) { © l l (30.0 %), < Ê É r ¿ º t s © _ x 9 ¦ { © l H j Ë µ_ ½ + ˧ 4 \ _ ô Ç 6 x` ¦ © $ * ` ¦ o
¦ e % 3 . 6 x õ Ä »+ þ AÜ ¼ Ð H ‘0 Au ô Ç (67.5
%)’ Ä »+ þ As Z 41 p x y ´ ú § ¤ H X <, : £ ¤ y Ï ã J Qç ß (22.5 %) p
ã ¼ Q4 Rç ß (17.5 %) ´ ú § É r & h É r j Ë µ_ 6 x õ ' aº
#
t ³ ð s Õ þ © 0 Aü < ° ú s ¨ î © \ " f_ 0 Au o
\
¦ © $ * ` ¦ o ¦ e 6 £ §` ¦ Ð# ï r .
s
© _ õ \ " f # 3 Å ÒZ > Ð © ¸Ã º Z } É r Ä »+ þ A
`
¦ ¸½ + ËK Ð , “ { 9 © C â (40.0 %)\ " f ^ (40.0
%)\ ¦ s 6 x K Ã ºY U ° ú É r כ (20.0 %)` ¦ { © " f(30.0 %) Ï ã J
Q> (22.5 %) H © S ! ”s © Z } É r ¸\ ¦ Ð > :
x s % 3 . s H © & h þ j > : x Ü ¼ Ð" f, { 9 º _ > h Z >
> : x × æ Z } É r ¸\ ¦ Ðs H > : x õ H s e ` ¦ Ã º e
. z ´] j Ð > : x ¸ ì r$ 3 ~ ½ ÓZ O [24]` ¦ 6 x K ì r$ 3 K : r
õ , 6 £ § õ ° ú s 6 £ x² ú ô Ç < ÆÒ q t[ þ t s q §& h ´ ú §6 £ §` ¦ · ú Ã º e
% 3 .
· <z ´+ « >z ´< ^ <Ã ºY U ° ú É r כ <x 9 l <Ï ã J Qç ß >>
>>> (10.0 %)
· <z ´+ « >z ´< ^ ü < t ½ ¨< © ° ú É r כ <x 9 { © l l
_ ½ + Ë<p ã ¼ Q4 R ç ß >>>>> (7.5 %)
Fig. 1. The students’ impressive experiences in relation to the situation where force is being acted.
· < { 9 © <! QÛ ¼<! QÛ ¼ < H¸ ú s ° ú É r כ <! Qw l <l î
r >>>>> (7.5 %)
· < © © { 9 © <t ½ ¨< õ <{ © l l <b # Q >>>>>
(7.5 %) 7
£ ¤, z ´+ « >z ´\ " f ^ \ ¦ s 6 x K Ã ºY U ° ú É r כ ` ¦ x 9 # Q Ï
ã
J Q> H © S ! ` ¦ + þ A& h Ü ¼ Ð d ¦ e H < ÆÒ q t [
þ t(10 %) s © ´ ú § ¤ . ¢ ¸, z ´+ « >z ´\ " f © \ ¦ p H © S !
s ! QÛ ¼ î ß \ " f < H¸ ú s l Ä º H © S ! , õ Á º
\
" f b # Qt H © S ! ` ¦ + þ A& h Ü ¼ Ð d ¦ e H < ÆÒ q t [
þ
t s q §& h ´ ú § ¤ .
3. X ê s ß Ã ÅV ê s ¿ k Ð Æ W ¥ ß O Ë] M ö
‘Ó ü t ^ \ j Ë µs 6 x H © S ! ’õ ' aº ) a © & h â + « >
É
r ß ¼> & ñ ½ © Y Vü < g Ë : Y V Ð ì r À Ó | ¨ c à º e % 3 . & ñ ½ ©
Y V H s p · ú ¦ e \ V8 £ ¤ H F S X ÷ & H
Y V\ ¦ ´ ú ¦, g Ë : Y V H _ \ V8 £ ¤ õ H É r õ
¸Ø ¦ ÷ & H Y V\ ¦ ´ ú ô Ç . s ¿ º Ä »+ þ A_ â + « > É r r
Y V { 9 # Qè ß C â \ Y > t Ð ì r À Ó | ¨ c à º e % 3 H X
<, Õ ª õ H Fig. 1 õ ° ú .
@
/ © < ÆÒ q t[ þ t É r ‘Ó ü t ^ \ j Ë µs 6 x H © S ! ’õ ' aº
#
Å Ò Ð ‘ { 9 © \ " f É r & ñ ½ © Y V(30.0 %)’ ©
&
h s % 3 ¦ % i . \ V\ ¦ [ þ t # Q 6 £ § õ ° ú É r â + « >s .
â
: à º% ò © 4 ¤ó ø Í\ " f Ø ¦µ 1 Ï H כ Ð # 4 ` ¦ µ 1 Ï Ð
" f · ú ¡Ü ¼ Ð 8 ¸ ú y ¤ .
© " î : Ó ü tÛ æ ` ¦ ë ß t [ j> 1 A% 3 8m Û æ s ' 4 R
! Q§ 4 .
½ Ó : Y O o ~ t l \ ¦ ½ + É M :, % 6 £ § / B N \ Å Ò H j Ë µs & h Ü ¼
/ B N É r Z } s ¢ ¸ H Y O o t 3 l w ¦ × æ§ 4 ` ¦ ~ à Π/ B I
Ð b # Q .
¿
º P : ´ ú § É r 6 £ x² ú É r < Æ_ þ v s à º\ O \ " f É r g Ë :
&
h Y V(12.5 %)ü < B ^ \ ¦ : x K " f É r g Ë :& h Y
V(12.5 %) q §& h ´ ú § ¤ . \ V\ ¦ [ þ t # Q 6 £ § õ ° ú É r â +
« >s .
I
" é ¶: ( t è ß õ < Æ Ã º\ O r ç ß \ : r) á Ôd s $ 3 \ x 9
2 ; .
F
ñ: \ ¦ ÐÛ ¼ Ã º_ 40 m á Ôo ( s · · · ·, è0 A UFO Õ ' w s * ¸ É r .
© : | Ã Ðs ² ú ° û ó ø Í 0 A\ ` ¦ y ¤ H X < ¸ ² ú ° û s L :t t
· ú § H כ ` ¦ Ð ¦ l Ù þ ¡% 3 ~ l % 3 s e .
^ & h Ü ¼ Ð g Ë : Y V Ð H & ñ ½ © Y V\ ¦ © U ·> Ò q t y
¦ e H §¹ ¢ ¤ @ / < ÆÒ q t[ þ t s ¸F K 8 ´ ú § ¤ . ¢ ¸, Ò q t Ö ¸ Å
Ò \ " f ¥ y ` ¦ Ã º e Ü ¼ " f s p · ú ¦ e H \ ¦ F
S X r & ï r â + « >` ¦ 6 £ x² ú ô Ç â Ä º © ´ ú § ¤ . s Q ô
Ç õ H < É ª p \ v ¦ l ô Ç â + « > Ð H Ò q t Ö ¸ 5 Å q \ " f \ V 8
£
¤ 0 p x ¦ ì ø Í4 ¤ ) a â + « >s §¹ ¢ ¤ @ / < ÆÒ q t[ þ t \ > 8 U · É r
© ` ¦ z l ¦ e 6 £ §` ¦ Ð# Å Ò ¦ e .
V. + s Ç Â ] Ø õ m Í < g ¹ Å
: r ½ ¨\ " f H Ó ü t o ì r _ l : r > h¥ Æ × æ ’j Ë µ _
6 x’` ¦ @ / © Ü ¼ Ð K " f, s ü < ' aº # §¹ ¢ ¤ @ / < ÆÒ q t[ þ t s
t ¦ e H TPS\ ¦ ¸ # ì r$ 3 % i . §¹ ¢ ¤ @ / < Æ Ò q
t[ þ t É r ‘j Ë µ_ 6 x’ õ ' aº ) a Ó ü t ^ Ð / B N, 1 l x , Ã ºY U 1 p x
`
¦ + þ A& h Ü ¼ Ð d ¦ e % 3 . ' aº © S ! Ü ¼ Ð H z ´+ « >
z
´\ " f ^ \ ¦ s 6 x K Ã ºY U ° ú É r כ ` ¦ x 9 # Q Ï ã J Q>
H © S ! ` ¦ + þ A& h Ü ¼ Ð d ¦ e H â Ä º q §& h ´ ú §
¤ . C â , 6 x Å Ò^ , 6 x @ / © , 6 x, 6 x õ # 3 Å ÒZ >
Ð H y y ‘ { 9 © ’, ‘ ^ ’, ‘Ã ºY Uü < ° ú É r כ ’, ‘{ © l l ’,
‘Ï ã J Qç ß ’\ ¦ + þ A& h Ü ¼ Ð d ¦ e % 3 . ¢ ¸, ' aº ) a
© & h â + « >Ü ¼ Ð H { 9 © \ " f É r & ñ ½ © Y V\ ¦ [ þ t
% 3 .
s
Qô Ç õ [ þ t` ¦ 7 á x½ + ËK ^ ¦ M :, @ /^ & h Ü ¼ Ð §¹ ¢ ¤ @ / < Æ Ò q
t[ þ t É r j Ë µ_ 6 x õ ' aº # { 9 © \ " f ì ø Í4 ¤ ÷ & H â +
« >\ _ K + þ A$ í ) a ‘ { 9 © s z ´+ « >z ´ C â \ " f ^
\
¦ 6 x K / B N s à ºY Uü < ° ú É r כ ` ¦ x 9 { © l H © S ! ’
`
¦ TPS Ð t ¦ e % 3 .
§¹ ¢ ¤ @ / < ÆÒ q t[ þ t s s © _ TPS\ ¦ t ¦ e H : r É r Ó
ü
t o > h¥ Æ < Æ_ þ v ~ ½ Óî ß õ ' aº # & h # Q ¸ ¿ º t _ ½ ¨
^
& h ] jî ß ` ¦ ¦ e . ' Í P :, §¹ ¢ ¤ @ / < ÆÒ q t` ¦ @ / © Ü ¼
Ð H Ó ü t o à º\ O \ " f ] jr ÷ & H © S ! s \ Vr H s © _ TPS ¦ 9 ) a כ s # Q ½ + É 9 כ ¹ e . < Æ_ þ v õ & ñ
\
" f 6 xô Ç \ Vr [ þ t` ¦ 2 ;¸ n q ¦ × þ ô Ç < ÆÒ q t[ þ t s Õ ª X O
t · ú § É r < ÆÒ q t[ þ t Ð õ < Æ& h > h¥ Æ Ü ¼ Ð o H & ñ
¸ 8 ( H l > r ½ ¨ õ [28] H < ÆÒ q t[ þ t \ > 2 ;¸ n q ô
Ç © S ! s \ Vr _ ] jr 9 כ ¹ < Ê` ¦ ´ ú K Å Ò ¦ e . ¢ ¸, Strike ü < Posner [29]\ ¦ q 2 ©ô Ç ´ ú § É r õ < Æ > h¥ Æ < Æ_ þ v ½ ¨
[ þ t É r < ÆÒ q t[ þ t_ Ô ¦ë ß 7 á ¤` ¦ Ä »µ 1 Ͻ + É Ã º e H, Õ ªA " f t
° ú
1 p x` ¦ Ä »µ 1 Ͻ + É Ã º e H g Ë : Y V_ ] jr × æ כ ¹ < Ê` ¦ % i [ O
¦ e . " f §¹ ¢ ¤ @ / < ÆÒ q t[ þ t` ¦ @ / © Ü ¼ Ð H Ó ü t o
à º\ O \ " f ¸ M : Ð H 2 ;¸ n qô Ç © S ! s \ Vr , M : Ð H
g Ë :& h © S ! s \ Vr ] jr | ¨ c 9 כ ¹ e . Õ ª X <
s
Qô Ç 2 ;¸ n qô Ç < Ê É r g Ë :& h © S ! õ \ Vr H < Æ_ þ v _ TPS ¦ 9÷ &# Q ½ + É כ s . 7 £ ¤y & h Ü ¼ Ð * ¸Ø Ô H < Æ _
þ
v _ TPS H Å Ò# Q © S ! õ \ Vr \ @ /ô Ç þ j í_ ó ø Íé ß
\
' a # ½ + É כ s l M :ë H s .
Ñ ü
t P :, í1 p x < ÆÒ q t` ¦ @ / © Ü ¼ Ð H Ó ü t o à º\ O \ " f ] jr
÷
& H © S ! s \ Vr H s © _ TPS\ ¦ ¦ 9 # F Ð
)
a כ s # Q ½ + É 9 כ ¹ e . ë ß , §¹ ¢ ¤ @ / < ÆÒ q ts t
¦ e H TPS § ÷ &# Q" f ¸ Ä »t ) a , § [ þ t s Ã
º\ O r ç ß × æ \ Á º_ d & h Ü ¼ Ð ] jr H © S ! s \ Vr [
þ
t É r s © _ TPSü < U · É r ' aº s e ` ¦ כ s . 7 £ ¤, / B N s
à ºY U ° ú É r כ ` ¦ x 9 { © l H © S ! ` ¦ ] jr l / 'Ö ¦
כ
s . Õ ª Q s Qô Ç © S ! s \ Vr í1 p x < ÆÒ q t[ þ t \
>
2 ;¸ n q < Ê É r g Ë :& h Y V Ð ~ Ã Î [ þ t # | 9 Ã º e
`
¦ t H _ ë H s . í1 p x < ÆÒ q t[ þ t_ â + « > É r \ Vq § §
_ â + « >õ \ ¦ Ã º e ¦, " f í1 p x < ÆÒ q t[ þ t_ TPS H
\
Vq § § _ TPSü < H \ ¦ Ã º e l M :ë H s . ´ ò õ
& h > h¥ Æ < Æ_ þ v` ¦ 0 AK © S ! õ \ Vr \ ¦ ] jr H כ s
, § [ þ t É r _ TPS Á º_ d & h Ü ¼ Ð µ 1 Ï & ³÷ & ¦ e
H כ É r t \ ¦ Ð ¦, < ÆÒ q t[ þ t_ TPS\ ¦ ¦ 9ô Ç
© S ! õ \ Vr \ ¦ ] j/ B N K ½ + É 9 כ ¹ e .
: r ½ ¨ H ½ ¨_ @ / © s 40" î Ü ¼ Ð" f ½ ¨ õ \ ¦ { 9 ì
ø Í o H X <\ èç ß _ ô Ç> \ ¦ | 9 Ã º e . Õ ª Q q 2
¤ è½ © ¸s | , : r ½ ¨ §¹ ¢ ¤ @ / < ÆÒ q t[ þ t_ TPS > r F
\ ¦ S X ¦ @ /^ & h TPS_ ¸_ þ v` ¦ l Õ ü t ¦ e Ü ¼ 9 s \ É r r & h ` ¦ ] jî ß ¦ e H & h \ " f, Õ ªo ¦ s
Ê ê 7 á § 8 H ½ © ¸_ ½ ¨\ l í\ ¦ ] j/ B N½ + É Ã º e H & h
\
" f Ó ü t o > h¥ Æ < Æ_ þ v \ _ p e H l # \ ¦ ½ + É Ã º e ` ¦ כ Ü
¼ Ð l @ /ô Ç .
Y c
p w à U Ø ô
[1] R. Driver, E. Guesne and A. Tiberghien, Children’s Ideas in Science (Open University Press, Philadel- phia, 1985).
[2] D. P. Ausubel, Educational Psychology: A Cogni- tive View (Holt, Rinehart and Winston, New York, 1968).
[3] M. Z. Hashweh, European Journal of Science Edu- cation 8, 229 (1986).
[4] R. Duit, in the Psychology of Learning Science, edited by S. M. Glynn, R. H. Yeany and B. K. Brit- ton (Lawrence Erlbaum, NJ., 1991), p. 65.
[5] J. H. Wandersee, J. J. Mintzes and J. D. Novak, in Handbook of Research on Science Teaching and Learning, edited by D. L. Gabel (Macmillan Pub- lishing Company, New York, 1994), p. 357.
[6] A. Newell and H. Simon, Human Problem-Solving (Prentice-Hall, Englewood Cliffs, NJ., 1972).
[7] J. Stepans, in the Psychology of Learning Science, edited by S. M. Glynn, R. H. Yeany and B. K. Brit- ton (Lawrence Erlbaum, NJ., 1991), p. 89.
[8] S.-G. kwon and S. Pak, Mulli Kyoyuk 7, 63 (1989).
[9] J. S. Kwon and S. Y. Ahn, Mulli Kyoyuk 7, 26 (1989).
[10] D. S. Kim, Mulli Kyoyuk 7, 10 (1989).
[11] S.-G. kwon and S.-J. Choi, Journal of Korean Ele- mentary Science Education 23, 131 (2004).
[12] H. C. Lee and S.-H. Jung, Journal of Korean Ele- mentary Science Education 23, 141 (2004).
[13] B. Andersson, European Journal of Science Educa- tion 8, 155 (1986).
[14] A. A. diSessa, Cognition and Instruction 10, 105 (1993).
[15] A. Dreyfus and E. Jungwirth, European Journal of Science Education 2, 301 (1980).
[16] M. J. Lee, C.-J. Kim and S. U. Choe, Journal of Ko- rean Association for Research in Science Education 13, 257 (1993).
[17] D. S. Kim and G. Y. Lee, Mulli Kyoyuk 13, 73 (1995).
[18] M. Donaldson, in Making Sense: The Child’s Con- struction of the World, edited by J. Bruner and H.
Haste (Methuen, London, 1987), p. 97.
[19] R. White, Research in Science Education 15, 92 (1985).
[20] J. Song, Journal of Korean Association for Research in Science Education 17, 273 (1997).
[21] E. Rosch, C. B. Marvis, W. Gray, D. Johnson and P.
BoyesBraem, Cognitive Psychology 7, 573 (1976).
[22] E. W. Howard, Concepts and Schemata (Cassell Ed- ucational, London, 1987).
[23] H. J. Shin, Concepts and Categorization (Acanet,
Seoul, 2000).
[24] Y.-J. Jung and J. Song, An Analysis of the Fea- tures of ‘Typically-Perceived-Situation (TPS)’ for in Depth Understanding of Students’ Ideas: The Case of Four Elementary School Students’ TPSs Related to the Action of Force (Submitted for publication).
[25] J. Bliss, M. Monk and J. Ogborn, Qualitative Data Analysis for Educational Research; A Guide to Uses Systematic Networks (Croom Helm Ltd., London, 1983).
[26] J.-S. Choi, Taegu University Master’s Thesis, 1994.
[27] J.-S. Choi and J. Song, Research in Science Educa- tion 26, 341 (1996).
[28] K. Jo, Seoul National University Master’s Thesis, 2000.
[29] K. L. Strike and G. J. Posner, European Journal of Science Education 4, 231 (1982).
Analysis of Pre-Service Elementary Teachers’
‘Typically Perceived Situations’ Related to the Actions of Forces
Yong-Jae Jung
∗Seoul Top-Dong Elementary School, Seoul 153-032 Jinwoong Song
Department of Physics Education, Seoul National University, Seoul 151-742 (Received 8 March 2002)
The purpose of this study was to analyze the pre-service elementary teachers’ ‘typically perceived situations (TPSs)’ with respect to the topic of the action of a force. This study investigated 40 pre-service elementary teachers’ TPSs with a drawing-and-explanation type of questionnaire, and categorized their TPSs into different types with frequency according to the background, the object, the agency, the action, and the action result. The objects that first went through their minds in relation to situations where a force was being applied, were found to be a ball, an automobile, a cart, etc. Also, their TPSs frequently included familiar everyday life scenes, such as the background, the human body as an the agency, cart-like things as objects, pulling as the action, and rolling as the result of the action. Thus, their most representative TPS was ‘the situation where a person pused a cart-like object to cause it to roll in a school laboratory’. In addition their most impressive experiences in relation to the topic of the action of a force were normal, familiar everyday life experiences. From these results, we could conclude that many pre-service elementary teachers had TPSs that had been formed by repeated experience during everyday activities, such as a person pushing or pulling a ball or a cart-like object to cause it to roll in the background of a school laboratory or a familiar everyday-life scene. Finally, effective ways of applying the ideas of TPSs to the conceptual learning of physics are discussed.
PACS numbers: 01.40.Gm
Keywords: Typically-Perceived-Situation, TPS, Actions of force, Pre-service elementary teachers
∗E-mail: [email protected]
