Analysis of the Effects of Teaching Method Using Ball-and-Stick Models in the Middle School

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1 2004, Vol. 48, No. 1 Printed in the Republic of Korea - ( ) Analysis of the Effects of Teaching Method Using Ball-and-Stick Models in the Middle School Hee-Ja Jin, Kwang-Seo Park, Dong-Jin Kim, Kyong-Mee Kim, and Kuk-Tae Park Hwi Kyung Girl s Middle School, Seoul , Korea Department of Chemistry Education, Korea National University of Education, Chungbuk , Korea (Received May 22, 2003).!"# $%& ' ()# & +, -.. / 0& 1 23# $%&, 4-5(ball-and-stick) 67# 8&9 / 3 :; </ $%&=.. AB 2C 130DE, FG,H I; J : # 3 :; </ KL; HA M NO PQRS.. : F T; U V# WXRY 0 Z[, \9] ^\/ _&=9, : ` ^\, ab ^\ c# _& =.. d[9 10e ` fa </ WXRY 0 ^\/. g h _&=.. i ;&j # 3 :# k l1 ; bm fa < n;o&p q? <r -s te, u abm ab 6v wx,h <r -s.. d[9 HA Myz {, }Y; Tp fa <r qs.. ~ iz, {, }Ym byr? K Lp 67# 3& ƒ&9 {,tz ; 7a/ L Rb & T ˆob/ q E, O Š Œm O o Œ/ i KL Ž # 7V& <,H tz K.. :,,, , HAM, fa< ABSTRACT. The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science 77

2 78 subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom. Keywords: Materials, Concepts, Teaching Method, Ball-and-Stick Model, Long-Term Memory Effect, Congnitive Level # ; V,, d[9 N A; 8 $ c# &!O9.j, rš Y œ? O -.. o,h ".j, # ž9 - Y ŸH m $ 7V? & \,tz PQRj ; x; 9 d[ ;,H " }& Boyle, Lavoisier, Dalton c# Š Y A? / ª «.. m z œ.r Dalton ~ z y œs d ` m / V/ ± Ÿz ž ² z x;&9, V, V, Fz V FY,tz VH 10 Ÿ z x;& ,2 $, c; 7V ³.? # µ T&p œ? OL; KL p 4G,tz >.. 3,4 [ O; 9 ckl B ; Y,H V#, $ &? ¹ -te, 5 m $ xº 7VœA»? >a >0 # T&p ¼tz½? KL # ¾&9 9Ctz ˆom À Á Lp œe, # 4Â 23; ;o / & &YR. ÃY ;Ä& u,? KL # Å & nz ; 23# ¾&9 -, ; r K L; HA M >tz ³. # Æ.. UÇ, r ) œ È}x ÃYÉÊ ; 23L YË, 67 Ì; V$, $J ÍÎJ ÏÐœ - # ¾& ; 23 KL; HA b,ñr/ WX i, KL; HA MR. h q? Mtz Òœ - L t Óz, x 8 Ôj ; 23 [ O KL; HA M Õp Vœ Ö &E, T Ôj KL; HA M# 9 ( # 8&Ö.9 )&=.. 9 š B #.. 10, Ø / 5Ù&9 :; rš À œ T z, \L? ; Ú NO :# &9 -te, _Û Ü _k, ÝL# ',tz _& Þ x ; Â$; L? ßm ß, à 9[/ \3& Ì; 6 ; V x V$ ; á â RÄ; á# ãd&9 -t,. # ãd&y Âä&.. UÇ, KL; H A M# 9 &j \² Ü tz Ž # 7V&Y å.. Bruner; " Rj, æ O AOb ç (J A,tz Ž.9 &j æ 8è 1Œ - Kpb <,tz r é ç (J# &p K &9 -te, ê? Ob ç (J NO KL; xbr èo # \3& ƒ&b &j 3Þ; ix / ëì h í -te, u. $ 67# îzï 4 18 # 3& \r }& T 3 & ( b ð " T; / ñ & 19 ; ( O -.. d[9 ò Ïó \3 œ 4# 3& ; ôy 4n Í, õ Í ; ôy/ ãd&9 Ðtz½ T </ ö# -, _z Ý / 20

3 4O 67# 3& ãdðtz½ 7V <,O # W -.. NO 2C ; ; V 1 Ì, m, $; 12Þ & dø Ü ù # DºÇ Á (ball-and-stick) 67# 3 :# _&9, YÄ ; dø Ü/ ú3 û, ãd 0 ; : &, xbm fa <, ab c ü ýþ# r/ $% &9 0ÿ 2 C K# >tz FG,H : l1h G l1 2 Í # 3 : l1h _k l1 2 Í# 'x&=.. v l1; V# WXRY 0 2C# $Í ÿ V, $Ïz t-^# _ i, G l1 _k l1 \ GŒ,t z n;o Þr tóz(p > 0.05), v l1# l1tz &=.(Table 1). 1H ; V 1 F{ :? 30s9, 2001C 3e ÆÂ 2001C 4e Æ A :# _&=te, # 3 :? 4e Ú 12Þ _&=... 2C $%# G& T 23# 'x&9, # 8&=tE, \F $Í ÿ V,# \& l1# çl &=.. G l1 _k l1 FG Table 1. Results of t-test on the score of the previous science achievement test by group Group N M SD t p Control Experimental Perfect score is !" 79, : # 3 : & &=.. ; V 1 x 30Þ ) # 3 :? 12Þ ) _&=.. _k l1? 9Þ )? \r FG, : Ð m $ c# 67tz ƒ& R E / b«te, 10ÞÂ 12Þ A # KL ƒ& ; >a ># ãd&b &=.. : ÿ `,, $, Ì c \` ^\z 9 \;! i/ $%&=.. d[9 ab ^\/ _&=te, 10e `. g h 9\;! 8 ^\Az fa </ WXRS... Z[, \9] Ôx ^\A 12! tz V GALT (short-version group assessment of logical thinking)# [Æz gb 21 # \3&= te, ^\;? 45$# átz &=.. \ ` ^\ b v rah, & \L 9\! tz! ; 23# x[&j Table 2m ê.. u. \` ^\ b ; A Õp 8& F4H 9c \ 10 DtzÂ 23 b(88.7%)/ ^? tz, ^\! 23# x[&j Table 3 ê.. ^\A 10e ` T; fa </ WXRY 0& \3&=tE, ùb(cronbach s alpha) 0.69z 2, V -s.. ab ^\! A :67 8 tz, ab, ab,, ab c ýbtz $& 9! 27! tz Vœ - 22 tz!? [ß b(likert scale)z œ -.. ab ^\A; ùb(cronbach s alpha) 0.82=.. -. _k l 1p # 3& m $, Ì Table 2. Item of the concept concerning material in mid-term examination Concept Number Content Atom 1 The atomic theory of Dalton Molecule 2 The molecular theory of Avogadro Chemical formula 3 The element, atom and molecule is shown by its chemical formula 2004, Vol. 48, No. 1

4 80 Table 3. Item of the concept for posttest Concept Number Content 1 The understanding of the element Element 2 The explaining of the element Atom 3 The understanding of the atom 4 The understanding of the molecule Molecule 5 The molecule is shown by its molecular formula 6 The explaining of the molecule 7 The understanding of the compound 8 The explaining of the compound Compound 9 The understanding of the molecule in the compound 10 The molecule is shown by its chemical formula, Ì ÍÎ b ƒ& R j ãd&=te, ƒ& ãd&b & (J# &=.. G l1? _k l1 : Œ? &p &œ, - dø Ü/ 3& ãd& FG,H : (J# &=..!" # 3& : _k l1 FG,H I;J :# G l1; Þ "# $%&Y 0&, \` ^\ t-^# _&=9, HA Myzb t-^# _&=.. d [9 ab; / $%&Y 0 ab ^\ b t-^# _&=.. - KL; HA 8è 1Œr {, }Ym b Yr tóz, 23 bçm dø \²# 3 ãd tz Ž # 7V&Yr ³.. NO O Š Œm O o Œ/ i, KL Ž # 7V -b # 3& ƒ&9, {,tz ; 7a/ L - 10; # 8&=.. / Table 4 2s.. ; Â$? F otz ý ~ ; ix \²# 9 Üz & d~ \²L? Ÿ{,H 6T XE j z œ - KLp jtz œ -. # ~ t -.(Fig. 1). u, m ß ß/ \3& ú # &p Ð tz½ x V$ ; á â RÄ; á# ãd &p &9 -t, KLp _ ; / Table 4. Developed ball-and-stick models Concept Ball-and-stick model Element Gold Silicon Copper oxide The law of combining volumes Hydrogen chloride Water-vapor Molecule Water-vapor, water, ice The law of definite proportions Magnesium oxide Compounds and mixtures Ethyl alcohol Chemical bonding The model structure of graphite The model structure of diamond Fig. 1. Atomic structures of gold and silicon in the science textbook. 15. g >,tz K &p Ðtz KL; H A M,&A».. d 2 >; ê? z ž ² Y{ $L# døtz & 9 -,? KLp 6 Y{ > a; $ z Ä. # À Á r ; / Fig. 2 2s.. Fig. 2; 67# 3&j $L; / f!& $; / ÏÐ $Jtz " -

$. d [9 æ >aa $ / &j 6v m z œ, Y,, #µ; 9n V# ' (Û. # ãd -.. - #$ % &'( )!". Dalton; ã Ÿ m, Ì; bm $ ; b/ WXRY 0& \` ^\/ _ &=.. \` ^\ 9\/ G _&=t E, Dalton; ã, Avogadro á; $, m, $/ Jtz ç &! # )Jtz &=.$

5 -!" 81 Fig. 2. Developed ball-and-stick models of water-vapor, water, and ice... Fig. 2 Y 3H2Oz 2E,? 5H2O, #µ? 6H 2Oz ç œ A9, >a èob $J? êµ# ãd -.. u, >a; $L; $ %á,h ; Þ N E, V& ; Þ X&# ãd -.. d [9 æ >aa $ / &j 6v m z œ, Y,, #µ; 9n V# ' (Û. # ãd #$ % &'( )!". Dalton; ã Ÿ m, Ì; bm $ ; b/ WXRY 0& \` ^\/ _ &=.. \` ^\ 9\/ G _&=t E, Dalton; ã, Avogadro á; $, m, $/ Jtz ç &! # )Jtz &=.. _k l1 G l1; \` ^\ "/ 3 t-^# _ i, 67# Table 5. Results of t-test on the posttest score of concepts concerning material in mid-term examination Group N M SD t p Control Experimental Perfect score is 12, p < : 7V <,s.(table 5)., $, J! y $% i Table Table 6# $% Rj, _kl1 ^ \! 6v n;o <r -, ŸV# I : T <,O '+ 24 m ê? i,# W -.. u, -tz o Œ; Ÿ 67tz ƒ Rj, KL; r ²œ Š ŒH A Ž # 7V& <,,# R.. +, -. /, )!". \` ^\/ _ &9 10e A. ` Y/; fa oÿ < / WXRY 0 8 ^\A/ 3& HA Myz fa </ $% i,! yz Þr -µ# W -.(Table 7). Table 7# PQRj, GŒ,tz n;o Þr -?! 1, 2, 3, Ì! 8 9z, ;, ; ãd, $/ Jtz ãd& 23, z; Ì; ãd Ì $ # &9 -A/ WXR!.. ~ i # 3& m Ì# ãd : <r -sµ# 2.. Table 7 n;o <r -! & H A Myz fa </ $% ir Table Table 8; i/ Rj, {, }Y; KL?! fa <r qs..,! 2, 3, 9, 10? {, }Y; KLp n;o <r -µ# RM..! L? / ãd&9 $; m $Jtz ç & Lz, {, }Y; KL 67# ƒ&9 ãd& x # G J {,tz 7Vœsµ Table 6. Results of t-test on the posttest score of each concept concerning material in mid-term examination Concept Group N M SD t p Atom Molecule Chemical formula Perfect score is 4, p < Control Experimental Control Experimental Control Experimental , Vol. 48, No. 1

6 82 Table 7. Results of t-test on the long-term memory effect of each concept in posttest Number Group N M SD t p 1 Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Perfect score is 4, p < # ;o&.. 0, q? ] œ ;! 1? 7J, }Y; KLp n;o <r 1.. fa </ WXRY 0& \` ^\/ _ " : ÿ ` 10e A1µ # K, # 3 : _k l 1; HA M ^\! ; ] xb N O fa < oÿ ýþ , ^\! ; 23 q? ]# & 7J, }Y; KLp, ^\! ; 23 Í,H ]# & {, }Y; KLp fa <r ô. # W -s # 3 : KL; ab oÿ <r G l1 _k l1 Þr -A/ $%& Table 9 2 s.. Table 9; i ;&j, # 3 : KL; abm ab/ þ>2 tz 1.. ab 3 ; ùv, AJ; ÑV, ; 4 V, ˆo/ 2 E, ab 'Ë, ä, o ; 5Š¹ : ä, ˆo, o : ú ä c# ç & / 3& Kú Ö & xr Gù - ý># 3&j 7V b¹# A, ab/ þ>2y ³.9 $ % i 25 m è[, # 3 :? abm ab/ þ >: d~, ab þ> 2A ;& tz 1.. ËYÀ, M V, ²V,,<V, =V, =1 nr c;, abr K zr ãœ : XY! þ>œa ;&=.9 K -.. NO KL zr # ãœ&9, n>p ~ ra # L Rp & T ( ; 8 4 &. 9 K.. 2C# >tz ; ; V 1 - RA»

7 -!" 83 Table 8. Results of t-test on the long-term memory effect according to cognitive level of the concept having meaningful effect Number Cognitive level Group N M SD t p Control Experimental Transitional Control Experimental Control Experimental Control Experimental Transitional Control Experimental Control Experimental Control Experimental Transitional Control Experimental Control Experimental Control Experimental Transitional Control Experimental Control Experimental Control Experimental Transitional Control Experimental Control Experimental Perfect score is 4, p < Table 9. Results of t-test on the score of the science-related attitude Item Group N M SD t p Attitude towards science Control Experimental Attitude towards science textbooks Control Experimental Scientific attitude Control Experimental Highest score is 45, p < o Œ; V# -b # ƒ&9 ãd&p :# _&9, xbm fa <, ab c ü ýþ# r/ $%&=.. i ;&j, # 3 :# k l1 FG,H :# _ G l1 # 7V& n;o <r -s.. u, 10e A. `; fa < ^\ {, }Y; KLp fa < r qs.. u, HA M ^\! ; ] 2004, Vol. 48, No. 1

8 84 xb NO fa < oÿ ýþ è?, 7J, }Y; KL? q? ]# &!, {, }Y; KL? Í,H ]# &! L fa </ 2s.. d [ # 3 : ab m ab 6v wx,h <r -s.. KL; HA 8è 1Œr {, }Ym b Y; M Â$Óz, # 3 :? dø \² ý># 3 & : &, ~ ra ; 7a/ L r -. " KL; HA M# 9 T ( O -.. d[9 ~ :? : ˆo/ q 9, Š Œ m o Œ/ KL Ž # 7V&p -b &E, 7V # A ) Y/ -b &Y! fa <r q.. u, ab m ab wx,h </ ±b.. d~óz # ƒ&9 ãd&p & T ( Ž 7V # 0& š ú3œy/ Roundy, W. H. J. Chem. Educ. 1989, 66, Paik, S.-H.; Ryu. O.-H.; Kim. D.-U.; Park, K.-T. J. Kor. Chem. Soc. 2001, 45, Lee, O.; Eichinger, D. C.; Anderson, C. W.; Berkheimer, G. D.; Blakeslee, T. D. J. Res. Sci. Teach. 1993, 30, Maskill, R.; Cachapuz, A. F. C.; Koulaidis, V. Int. J. Sci. Educ. 1997, 19, Lee, K.-Y.; Moon, J.-D.; Moon, S.-B. Chem. Educ. of Kor. Chem. Soc. 1997, 24, Hur, M. J. Kor. Assoc. Res. Sci. Educ. 1993, 113, Song, J.-W.; Park, S.-J.; Jang, K.-A. J. Kor. Assoc. Res. Sci. Educ. 1992, 12, Kang, D.-H.; Paik, S.-H.; Park. K.-T. J. Kor. Chem. Soc. 1998, 25, Kang, S.-H.; Park, J.-Y.; Jeong, J.-Y. J. Kor. Chem. Soc. 1999, 43, Kim, H.-J.; Kim, Y.-G; Park, H.-J. J. Kor. Chem. Soc. 1999, 43, Woo, G.-H.; Hong, J.-B.; An, T.-I.; Kwon, B.-D.; Jin, H.-W.; Sohn, Y.-J.; Lee, P.-Y.; Jeon, S.-Y. Middle School Science 2; Cheonjae Education Publishing: Seoul, Korea, 1997; pp Kang, Y.-H.; Cho, W.-G.; Kwon, S.-I.; Na, I.-S.; So, H.-G.; Lee, M.-H.; Yoon, K.-S.; Ha, H.-M.; Seo, P.-W.; Kim, J.-K.; Lee, Y.-M.; Mok, C.-S. Middle School Science 2; Dusan Donga Publishing: Seoul, Korea, 1997; pp Kwon, J.-S; Kim, B.-K; Choi, B.-S.; Hyun, J.-O.; Lee, K.-J.; Lim, K.-I.; Jeong, J.-W.; Lee, Y.-W.; Hong, S.-I. Middle School Science 2; Hansam Publishing: Seoul, Korea, 1997; pp Kim, S.-J.; Jeong, W.-H.; Han, B.-S.; Woo, J.-O.; Lee, J.-M.; Lim, K.-B.; Jeong, G.-H.; Min, K.-D.; Koo, C.- H.; Lee, K.-S.; Choi, D.-H.; Kim, B.-K.; Lee, S.-J; Park, B.-I. Middle School Science 2; Kumsung Publishing: Seoul, Korea, 1997; pp Kim, J.-G.; Lee, K.-M.; Hur, D.; Kim, T.-J.; Jeong, M.- H.; Lee, K.-S.; Kim, B.-K.; An, T.-G.; Kim, Y.-K.; Kim, S.-W.; Jeok, I.-H.; Park, B.-H. Middle School Science 2; Jihaksa Publishing: Seoul, Korea, 1997; pp Song, I.-M.; Lee, C.-W.; Oh, J.-J.; Choi, S.-N.; Park, Y.-C.; Moon, H.-T.; Woo, Y.-K.; Kwak, J.-H. Middle School Science 2; Kyohaksa Publishing: Seoul, Korea, 1997; pp Lee, H.-W., Transl. The Process of Education; Baeyoung Publishing: Seoul, Korea, Kidahl, N. K.; Berka, L. H.; Bonder, G. M. J. Chem. Educ. 1986, 63, Birk, J. P.; Foster, J. J. Chem. Educ. 1989, 66, Pinto, G. J. Chem. Educ. 1998, 75, Choi, Y.-J.; Lee, W.-S.; Choi, B. S. J. Kor. Assoc. Res. Sci. Educ. 1985, 5, Kwon, J.-S; Kim, B.-K., Eds. The Test of the Sciencerelated Attitude; Korea National University of Education: Korea, Choi, B.-S.; Hur, M. J. Kor. Assoc. Res. Sci. Educ. 1987, 7, Gabel, D. L. J. Chem. Educ. 1993, 70, Paik, S.-H.; Kim, J.-G. J. Kor. Chem. Soc. 2002, 46, 456.

Jeong-Ah Bang, Chui Im Choi, Wonho Choi, , and Dae Hong Jeong

Jeong-Ah Bang, Chui Im Choi, Wonho Choi, *, and Dae Hong Jeong* Journal of the Korean Chemical Society Printed in the Republic of Korea ƒ w x w w k w z : yw I Á Á y, *Á y* w yw š w (2006. 4. 26 ) The Effects of Science Inquiry Learning Applying Open- Ended Hypothesis-Testing