Mi-Hyun Yoo*, Sang-Ihn Yeo, and Hun-Gi Hong
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1 Journal of the Korean Chemical Society 007, Vol. 5, No. Printed in the Republic of Korea» w w v w w w w e w x*á Áyz» w yw w w ( ) The Effect of Science History Program Developed by Genetic Approach on Student's Conception toward Particulate Nature of Matter and Understanding about the Nature of Science Mi-Hyun Yoo*, Sang-Ihn Yeo, and Hun-Gi Hong Department of Chemistry Education, Seoul National University, Seoul 5-748, Korea Gyeongin National University of Education, Incheon, , Korea (Received January 3, 007). w w w w» w w v w. w w Ë Ì wš z. w v» wš š w l ƒ ¾ ü š. e w w w wš, w w w. w w ( x w, w ) 4. x w v w š w m. e z w, w w w ƒ. x w ƒ w w ( p<.0). x w w š š w. ù w w w w ùkù. :», w v,, w w w, w w ABSTRACT. In this study, science history program was developed to enhance student s concepts toward the particulate nature of matter and the understanding about the nature of science. And the effects of its application was investigated in the lesson of Composition of Matter in middle school science class. This science history program was based on genetic approach and included the contents from the old Greek natural philosophers to Avogadro. Before instruction, the test of understanding about nature of science was administered, and the science scores of the previous course were obtained, which were used as covariates. During 4 class hours, this study was conducted with two classes(experimental and comparison group) in a middle school in Seoul. The experimental group was received lessons by science history programs and the comparison group was received traditional lessons. After instruction, the scientific concept test, the test of understanding about nature of science were administered. The result of this study indicates that the scientific concept scores of experimental group were significantly higher than comparison group at p <.0 level of significance. It means that the students in experimental group has more sound conceptions about the particulate nature of matter and less mis- 3
2 4 xá Áyz» conceptions about matter than the students in comparison group. However, there was no significant difference between two groups in the score of understanding about the nature of science. Keywords: Genetic Approach, Science History Program, Understanding About Nature of Science, Conception Toward Particulate Nature Of Matter, Understanding of Scientific Concept w ƒ w ù w e ù, w mw. w w w w w» w ƒ e ww w w ƒ. Mach w ƒ e š ƒwš, w w ü ƒ e ù ù» ƒ e» (genetic approach) mw w ƒ ƒ e š., w, Ÿw w» w. x w w w ƒe š w w w wš. w w w ƒ z w ƒ š w d w w š mw x w e šw»z œw. w w œw w dwš y j w. w w mw w Jenkins 3 w w wš k w ƒ w w y,, w ƒ w w. w w w w w w 990,, š HPS(History and Philosophy of Science) w sw j y ùš. yw w Conant 4 w ƒ e š w. ù 990 z w w w ƒ. w w ƒ dwš w,5 ƒ e z w. w 6,7,8,9,0 w w w w j» w w w w š. w w w w,, ƒ e» w,, sƒ w w. w g w ƒ ƒ l š w w x w š w. 3 w w w z w ƒ w š. w w ù s» w w š 4 w mw w dw ù ƒ w. w ƒ, yw,, w z w w w w w š š. w,»», w w z, 5,6,7, y, Ÿ w,, w 8,9,0,», w w z r š. ù yw yw,,3 w w w, w w w y w w. x š 7 w yw w w w r 4,5 w ü 6 w ù» w w š, w w w p ww» wš š wš. Journal of the Korean Chemical Society
3 007, Vol. 5, No.» w w v w w w w e w 5 w w w w w w w w š w. w w w ƒ ƒ. w ü w w» j w» y w xw z w w w. ù yw w»¾ w w w w xw»¾ w, w ³ w. w w w w ù w z w, w, w w w» w w.» w ü sw» w w w ƒ š. ù w w v, š ¾ w w w w ƒ t w z w. yw w yw ü ww» w w ƒ, w w. w w w v w 6 w w ù wš w y w w w š w z š w. w z» w» w w w ƒ š 47.7% ƒ z w ë š w. w z w j w e ƒ w w3 Õ Ö Õ y ³e Ö w. w w w 3w w w w v w w v w w w w w š w.. () w 3w w Õ Ö Õ y ³e Ö w w w w v w. () w v w w w z ƒ. (3) w v w w w w x w w w z ƒ. ü. û œw w 3w w, 78 w w w w w x ew. x e w ƒƒ 39 w.. w v w ww. ü mw w v sw wš w š mw w v w.» w 49 w ƒ w v w» w w y. w. š w š,. -yw», 3. yw, 4. v m ƒ - yw, 5. ywx - yw, 6. z- ywx, 7. ƒ 7. w w» w w, w x» w y ƒ w y w. e ƒ w w w w w z, e w w v w w l w. w œ w» w x w w w w. x 4» w w w
4 6 xá Áyz» w w, w x» y w.» w m w. e z ƒ w w w w w w.. w e z w w w, e z w w» w w w w, w w. w w w STS w w» w Aikenhead 7 w 4 w VOSTS(Views On Science-Technology- Society) 8 w w. w VOSTS w ü Table w. VOSTS w š w w ù ƒ š ƒ û w w z w w z w ƒ k z w. w w w w ü Cronbach s α ƒ.65 š z ƒ.63. w» w Novick 8 w» k w k w q ƒ þƒ w 4 w w w. ƒ w w w ùký wì w. w w ƒ k. w w ü Cronbach s α.8.. w w w w w, w w w e z w» w w w w w w œ w œ (ANCOVA) w. w w w w, w p, w z w w,, w x, w w w w w. ƒ w x ƒ ƒ w kw x w w ùkü kw w w x š š w. w w w ˆ ù. x w ³ w s w š ³ s w. w, w w w. w w w z» w œ (ANCOVA) w. w œ w s³ w, w w w œ ƒ œ w. z y w e z» w w Table 6 ù yw z, x w w w. w r» w t w w ƒ ƒƒ w z e Table. Items of the questionnaire on understanding about the nature of science Item No. of VOSTS item Category Contents 0 science and technology definition of science 60 character of scientist character of scientist character of scientist morality of scientist social constitution of scientific knowledge scientific knowledge influenced by individual social constitution of scientific knowledge consensus in science 6 90 epistemology theory-laden observation 7 90 epistemology characteristics of scientific model epistemology tentativeness of scientific knowledge Journal of the Korean Chemical Society
5 » w w v w w w w e w 7 Table. Assessment criteria about understanding of scientific concept Understanding of scientific concept Assessment criteria score NU(No Scientific Understanding) No response. I don t know. Repeatation of problem. Irrelevant and unclear response. Response based on illogical or inappropriate information Partial understanding about target concept but statement containing some misconceptions PM(Partial Understanding Containing Misconception) Insufficient explanation (statement with missing some kernel MU(Minimum Understanding With No Misconception) concepts but no misconception) Response including most of concept factor but containing one GM(Good Understanding Containing One Misconception) misconception PU(Partial Understanding With No Misconception) Partial insufficient explanation(no misconception but missing one concept factor) SU(Sound Understanding) Perfect explanation about target concept 3 0 wš mw w, w e.9. x x w w w m ù küš ùkü. w ùkù w z x w w. w w VOSTS š w», ƒ p w», w. w» w w ù 7 Rubba w m w. 9 ƒ w w (naive), (realistic), (has merit) wù w z ƒƒ,, 3 yw m w.» x w w w w š. w w w w. w w w š. ƒ w k w» w 4 ƒ w ƒ x wù w wš ww ƒ w x w. w w w z œ» ƒ z»» ƒ y wš SPSS m v w œ w. w v w w w e z. w v w ( w w ) w w e z w» w w w w w œ w œ w. s³ œ Table 3 Table 4 ƒƒ w. x s³(6.80) s³(4.53) w, s³ w ùkû ( p<.0). w w w z ƒ w. w w w w, w w ùkù w šƒ» ƒ. w ƒ e y x y w Table 3. Mean, standard deviations, and adjusted means of the scientific concept test scores Comparison group(n=39) Experimental group(n=39) M SD Adj. M M SD Adj. M Table 4. ANCOVA results on the scientific concept test scores Source SS df MS F p Treatment , Vol. 5, No.
6 8 xá Áyz» Table 5. Patterns and frequencies of students' misconception Items Patterns of misconception Comparison group Experimental group Compression and expansion Heating and cooling change of shape and size distribution - gather together in the middle of flask - gather together the neck of flask no space between particles change of movement direction change of transparency in flask distribution - gather together only in the balloon before cooling - gather together only in the flask after cooling - gather together only in the flask before heating - gather together only in the balloon after heating Motion - no movement before heating change of particle number change of shape/size decomposition and combination of air explanation by state change of water (condensation or evaporation ) w ƒ w x w Table 5 ùkü. q w ùkù v m v j œ» ý v j ƒ œ» ƒ rsw ù rsw s k w ùkû. w Novick Nussbaum 8 w ù w 5% ƒ w ùkû. 30, v m œ» ƒ v j w w x ùkû. œ» v jƒ Table 6. Comparison of conceptions about matter between experimental group and comparison group Numbers (%) Comparison (N=39) Experimental group (N=39) *scientific concept Journal of the Korean Chemical Society
7 » w w v w w w w e w 9 Fig.. Examples of students' drawing (a) a continuous representation of air structure (b) a particulate representation of air structure. 30 ùkù w ƒ w ƒ w» ùkù. ù, œ e. œ ƒ w z ë š». 3»,», œ»ƒ z w w w % wš ù w 5% š, 35% yw š šw. ƒ þƒ w þƒ z ƒ z s k w, þƒ z v j œ» ù ƒ z t œ» ùkû. þƒ» ƒ v j w ù, ƒ» ƒ t w k 3 ùkû. x w q œ» w ƒ û š, ƒ þƒ s k w ƒ û. 6 w z ew. w v w w jš w w z. x., w m œ»,,, y t txw, ù txw yw w. ù yw txw»k w. w ³ s ³ s ƒ yw w w w z Fig. ùkü. x 87.%, 66.7%ƒ š ùkû. 3 w w w 60.6%ƒ œ» ùkü w w x 6.6%, 6.% ùkù. w k w, ³ w s š w ƒƒ 74.4% 38.5% x w ùkû. w 3 ³ w txw w w w 4.3% 007, Vol. 5, No.
8 0 xá Áyz» w, x 33.%. w v w w z. 6 w mw w w w z ƒ e. w ƒƒ Fig.. x w w w. w w w w w e y w» w w w w z w œ w œ w. w w w s³ Table 7, œ Table 8 ƒƒ w. x s³(7.36) s³ (6.56) w ù s³ m w ùkù. w w w w x w w y j» w w v ù w w w ƒ ùkù.» w m w ü sw» w w. v m ƒ w w w w» w w ù., ƒ ƒ w w wš ƒ k ü. mw w w w w w. ù m w ƒ w w w x w ƒ ùkù. w w w m w Table 7. Mean, standard deviations, and adjusted means of the understanding about nature of science test scores Comparison group(n=39) Experimental group(n=39) M SD Adj. M M SD Adj. M Table 8. ANCOVA results on the scientific concept test scores Source SS df MS F p Treatment w w w wƒ w 33 e. w v m y sw» w 4 w m y 5 w 33 w w w w w e ƒ ù š. w w w w w w w» v ƒ š, w w w w w w w k 34 w v w w x w w w z ƒ. ù Õ Ö Õ y ³e Ö» w ü sw» x w w w w ƒ ùkù. 980 w w k ù w w k y w w w š w e wš yw. w w w w w ñ ü» w» z w w w y k w.» w w v w w z ƒ r. w v. š w š w ƒ ƒ w ¾? w ƒ. w w ml w j m w mw w ƒw»z. ù ƒ w w ml ƒ w j m ƒ wš w y w. w š w. 3. w Journal of the Korean Chemical Society
9 007, Vol. 5, No.» w w v w w w w e w ƒw y 4. v m ƒ - yw v m ƒ w w w w w z š ƒ. 6 w w x w w ù wš w y w w w š mw y š w. w w w w. w w w š w w mw w. w ù w yƒ. w v r š w, š w w. w w ƒ yw y e e w. mw w w ƒw»z. p e e z w Á. ü w v w z. w 3w Õ Ö Õ y ³e Ö w w w w v w š w 3w w w w z w. w w w v w w w ƒ w ùk ù w w z ƒ. x w v w x m w ùkû. w w w z w ù ƒ w š w»z». w w w y x. x x w š, w ³ w sw š. w w v z ƒ. w w w ù w m ƒ ùkû. m w ü w» ùkù w w. w w w w w w w k 7 w w w x y j w z. x w w y j» w x y STS w w w ww w. w w t w w w w e š, x w» w w., w v w w w w w z ƒ l w w w» w x. w w w w ù w œw w w š j. w v z ƒ w. w w e d ƒ w w w ù. w w w w d w ƒ w. w w x w w w v w w w. w w w w wƒ w w w wƒ w w e w
10 xá Áyz» w ƒ. w ( ) BK. x. z,, ½ y,,. w w. :, 996.., ½. w w wz, 995, 5(3), Jenkins, E. The History of Science in British School : Retrospect and Prospect. History, Philosophy, and Science Teaching; Teachers College Press: New York, U.S.A., Conant, J. B. On understanding science: An historical approach; Yale University Press: U.S.A., ,, ½ y,,. w w. w q :, y. w w -w z, w w w w, ½. w» z w e z. w w w, yk w w z. w w, Justi, R.; Gilbert, J. International Journal of Science Education, 000, (9), w mw w -.š w. w w w, ½x. š w II w x. w w w Allen, N. J.; Crawley, F. E. Jounal of Research in Science Teaching, 998, 35(), Dana, T. M. The Australian Science Teachers Journal, 990, 36(), Wandersee, J. H. Jounal of Research in Science Teaching, 985, 3(7), ½. w w»» w w w k e w. w w w ½. w w w w k e w. y w w w w. w w e z. w w w û, ¼. w wz, 000, 8(), z, y,, ½ y, ¼, w w z, 00, 30(4), x, ½. w wz, 003, 3(), x. w mw». w w w ». w w w w w. w w w w w w y y. w w w w ,, ³y, w w wz, 005, 5(7), , x, k, w w wz, 004, 4(5), ,, ½. w w wz, 996, 5(), Aikenhaed, G. S.; Ryan, A. G. Science Education, 99, 76(5), Novick, S.; Nussbaum, J. Science Education. 98, 65(), ,». w w wz, (), w w - w w. w w w w w. w w w w k,, ³y. w w wz, 995, 5(4), , ½, k. w w wz, 004, 4(5), Kimball, M. Jounal of Research in Science Teaching, 968, 5, , ½»,. w w wz, 998, 8(), Journal of the Korean Chemical Society
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