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고등학생들의 ' 삼투 ' 개념 이해를 위한 인지갈등 수업모형의 적용
Research Articles : The Application of the Cognitive Conglict Teaching Model for the High School Students' Understanding of the Concept ' Osmosis'
박경희(Kyung Hee Park),정완호(Wan Ho Chung)
UCI I410-ECN-0102-2009-470-008110105

In this study, We tried to find the effect of cognitive conflict teaching model and the conceptual change process by contexts on osmosis in high school students. In order to achieve the purpose of the present study, instruction program used Kwon`s cognitive conflict strategy and developed Two-tier Multiple choice item asking a result and process. Structured interviews were conducted by instructors with 12 high school students. We have elicited their ideas three times : pretest, posttest and delayed posttest. In this study, We could obtain the following results: 1. Cognitive conflict model showed a statistically significant improvement in conceptual change on the `osmosis` between before and after the instruction. Cognitive conflict model was more effective in conceptual change than traditional expository instruction. 2. The conceptual change process was effected by contexts. 3. It showed that the empirical contexts were more positive than the theoretical ones. And the more cognitive conflict was taken, the more the conceptual change was occurred. 4. It is a major factor for conceptual change in cognitive conflict model that teacher-students interaction worked. This model is emphasizing students` active participation in class and scientific reasoning process.

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