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Pre-Service Elementary Teachers' Views on 'Action and Reaction': Focused on their Understandings and Typically-Perceived-Situations (TPS)

초등예비교사의 '작용과 반작용' 개념 -이해 정도와 전형적 인식상황 분석을 중심으로-

  • Received : 2016.10.05
  • Accepted : 2016.11.14
  • Published : 2016.12.31

Abstract

The purpose of this study is to investigate pre-service elementary teachers' views of the law of action-reaction by examining their degrees of understanding and Typically-Perceived-Situations (TPS). Data were collected from 177 Grade 3 pre-service elementary teachers. The results of analyzing these data show: First, the participants did not sufficiently understand about the law of action-reaction, and their degrees of understanding were different depending on the situation provided in the questionnaire. Second, in relation to the TPSs of the law of action-reaction, the participants thought of irrelevant situations to the law of action-reaction such as "a situation generated by inertia" as well as commonly relevant ones such as "a person pushing a wall", and had somewhat biased TPSs in terms of 'action type' and 'result motion type' of action-reaction. Finally, several suggestions on the science education for promotion of understanding about the law of action-reaction were given.

Keywords

action-reaction;Newton's third law;force;Typically-Perceived-Situation (TPS);pre-service elementary teachers

Acknowledgement

Supported by : 공주교육대학교

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