Students’ Thought Patterns on Problem and Problem Solving in the Course of General Chemistry

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(1)Journal of the Korean Chemical Society 2002, Vol. 46, No. 6 Printed in the Republic of Korea.

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(3) . (2001. 8. 16 ). †. Students’ Thought Patterns on Problem and Problem Solving in the Course of General Chemistry Sun-Kyung Lee* and Hyun-Ju Park† Department of Science Education, Dankook University, Seoul 140-714, Korea † Division of Science Education, Chosun University, Gwangju 501-759, Korea (Received Augsut 16, 2002). . ‘ !’" # $% & '() *+" , -./01. ,2" 34# # ) 95) 678 9:; 7, <= >?, @*A, BC# D E F7 8G% HI1. HJ 8G KLMN CO P OQR S 7 OQTU1. !" )>, !" # $ CV WX *YZ N[ \, & C *Y7 N[ \, ]^ *Y7 N[ \ E) 7_ ` ab:; cde1. fg# abh O) 678"i jFM:; cde:k, &) <lm n" o pi 8qr$ s \:; tuTU1. X *Y , , &" # v+ w)I1. : <lx, <lm, <l, $]^ ABSTRACT. This study was to explore students’ thought patterns on problem and problem solving in the course of general chemistry. The participants were 9 students taking the course of general chemistry in a university in Seoul. Data were collected from various sources; three individual interviews, classroom observations, and essays written by students. Data were all transcribed and then analyzed circularly in constant component analysis. As the results of this study, six thought patterns of students in the context of learning general chemistry were presented. These thought patterns were common and existed important component within most of students’ conceptual ecologies about learning chemistry. Implications of chemistry and science learning related to this results were discussed. Keywords: Conceptual Change, Conceptual Ecology, Conception, Thought Pattern. &) *+ & y" # Cz ), N {|}q) ~ M:; ) o} Z1. Cz) *+", ) &h &8) {MN [ C y:;, . [h T \ CT \:; zJ1. # &8) NM y {|M p3 &" op# ?#1. , MN - &h &8` &) z ` k, , &8" # O# ` v pJ1. & <lx; <lx " 1. 2. 550.

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(30) . 557. Table 4. Differences the way of solve a problem between scientists and students Statements Junho Minsu Jinyoung Namwoo Kyungmin Dowhon Seokmyung Yunhye Inhyuk. The characteristic that both understand the problem matter more precisely by solving a problem, but scientists are active while learners are more passive(inactive) in a problem solving situation. ... ... ... The way scientists solve a problem is a creative procedure to be based on accumulating a scientific knowledge. For students, problem-solving is to find a certain way of how scientists solve a problem. Scientists solve a problem by applying various kind of knowledge. Students solve a problem by applying a formula. Scientists solve a problem in order to solve the basics of nature. Students solve a problem in order to get a superficial answer. ... Scientists are active problem solvers. Students solve the very easy and simple problems.. 8X ) ! 7g ` >", ¯ ` 81$ \h óM:; 8 [) J, ç ü, <NMN ç × >", /1 Å¡" s| $" Þ \:; tu s1. g# ) $]^h A", v# $] ^ 1 *Y s1. 8X ) !) C $¸ ´ Ò; 1Ë1$ î3# C ñ`; C 8` 1Ë1$ # h ¦ä «ÒM:; ) !h 8) ! 1 Ë1$ #1. f ] &", % W`| ¡ zZ \:; {MN * ²" s$,. ; % |$ ! ó ©) !7" s1$ \:; Y s1. 8X ) !" # $) Úù p , ª; cdn> 1µ $1(Table 4).. 6. Y () @A Z ? L[ \, ]^ Y< _ () `ab @A # $ c d ; . h ` #h \ N # h \N% ¶ |ü:; â|% $ sU1. #h () K# j[ MS % 5% W` s y ® ¸ #1 \1. "i #h Ï 7g ` < l °q% ®$ j[ E Q`. ; vnZ MS s \, fq$ 7g ` nS ~ F¤TZ s \ )I1. h # 1 2002, Vol. 46, No. 6. ¿ si z # #h ; zI1. X ;, h j[c â|# n S | M:; MS7 Ð0 s # h ; /01. # M:; h 8) ½ ª« s$ yq s ;,

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(34) M , [# h ?] c· . Table 5 The characteristics of good- or bad- problem-solving Good Junho Minsu Jinyoung Namwoo Kyungmin Dowhon Seokmyung Yunhye Inhyuk. Bad. reasoning memorizing essay or thinking algebra explain, and various memorizing answers application & creativity apply to equations thinking memorizing thinking memorizing interpretation & reasoning apply to equations understand a principle calculation ... .... +| , Q" s â| $h... ) % ! © <l) ¡ ` C(Intelligibility) ´¼#1. h â|´ ½ % #h ; W`$ % p $¯°MN % Dp; I´, ó M:; 8X ) ÉOJ \:; /01 (]^ 5). \h h X f ! y", ` C" o} ¾, <C îSC $Â c © s \ ) s1. ) # X h " # Úù ª; cdn> 1µ $1(Table 5).. " % F , ì !" *# $% jFMN aC +" 7_ `; O sU1. ó ", ) !" # ) $]^ h ) <lm n" ¨4$ s \:; tu J1. $]^h " #M$, vc C M) & ¼ª" )¨ \:; Q s1. ü% j# O) h % y) " #J % I1. "i 'v ", #h CM ¿' &" ~ ¢ `² Ì jM pN:; BS| ", #h CM (| ¡ , v" c[´# ]^) ½ ¸ 5$, , h ''> 8 i v , ¹ nS" *# W`% i T \ 1. fq$ O) h 1É# " > Journal of the Korean Chemical Society.

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(37) ´, «ÒM:; zZ ^m" Ð & #y7 $ © cd Ç1. 1v , @ ]^) ÈÉh & $% p| " !8"i hi 3 . ?Ê ìi ´ú1$ 7Ë1. , h â| ´:; j[ MS7 3 vÌ sWø C J ` 1$ >,W W` ;, P¶ $ © /I1. f ! $]^ 6", Y s, ) !h 8) ! OqTZ {M$ ü Í 1$ *J1$ Y s1. ó ` ì v+h & *YJ &8) $ & L©, fq$ v $h M W n", ©M:; ^CTZ &) '(" Î qJi 8q$ s1 +1. aá, ó ", .ó ì !" # $]^.

(38) . 560. h ", ½ Z M ë{ $h M Û{" # <l C y ® y ë{:; z s1. X *Y , ë{ " sZ, ) ¥NM y ®TZ¸ k, !" # ) y)X f" ¤J ë{) C Dpq 7rÚ1.. #$% 1. von Glasersfeld, E. Syntheses, 1989, 80, 121-140. 2. Eylon, B.-S.; Linn, M. C. Review of Educational Research, 1988, 58, 251-301. 3. Demasters, S. S.; Good, R. G.; Peebles, P. Science Education, 1995, 79, 637-666. 4. Hesse, J. J.; Anderson, C. W. Journal of Research in Science Teaching. 1992, 29, 277-299. 5. Posner, G. J.; Strike, K. A.; Hewson, P. W.; Gertzog, W. A. Science Education, 1982, 66, 211-227. 6. Pintrich, P. R.; Max, W. M.; Boyle, R. A. Review of Educational Research, 1993, 63, 167-199. 7. Tyson, L. M.; Venville, G. J.; Harrison, A. G. Science Education, 1997, 81, 387-403. 8. Strike, K. A.; Posner, G. J. In Philosophy of science, cognitive psychology, and educational theory and prac-. tice; Duschl, R. A.; Hamilton, R. J., Eds.; State University of New York Press: New York, U.S.A., 1992. 147-176. 9. Hewson, M. G. A'B. European Journal of Science Education, 1984, 6, 245-262. 10. Thorley, N. R. The role of the conceptual change model in the interpretation classroom interactions; University of Wisconsin-Madison: Wisconsin-Madison, U.S.A. 1990. 11. Hewson, P. W.; Tabachnick, B. R.; Zeichner, K. M.; Blomker, K. B.; Meyer, H.; Lemberger, J.; Marion, R.; Park, H.; Toolin, R. Science Education, 1999, 83, 247-273. 12. Hewson, et al. National Association For Research in Science Teaching. 156. 2002. 13. Jeon, K. M.; Seo, K. H.; Noh, T. H. Journal of the Korean Chemical Society 2001, 45, 370. 14. Noh, T. H.; Jeon, K. M. Chemical Education 1996, 23, 102. 15. Noh, T. H.; Jeon, K. M.; Han, I. O.; Kim, C. M. J. of the Korean Association for Research in Science Education 1996, 16, 389. 16. Noh, T.; Scharmann, L. C. Journal of Research in Science Teaching 1997, 34, 199. 17. Tingle, J. B.; Good, R. Journal of Research in Science Teaching 1990, 27, 671. 18. Bunce, D. M.; Gable, D. L.; Samuel, J. V. Journal of Research in Science Teaching 1991, 28, 505.. Journal of the Korean Chemical Society.

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Students’ Thought Patterns on Problem and Problem Solving in the Course of General Chemistry  

Students’ Thought Patterns on Problem and Problem Solving in the Course of General Chemistry