한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제24권6호
  • /
  • Pages.1189-1205
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  • 2004
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  • 1226-5187(pISSN)
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  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지

광선추적과 스펙트럼에 대한 교사와 중학생의 개념 유형 분석

An Analysis of the Types of Teacher and Student's Concept on Ray-Tracing and Spectrum in the Middle School

  • 발행 : 2004.12.30
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초록

본 연구의 목적은 중학교 교사와 학생들을 대상으로 광선추적과 스펙트럼에 대한 교사와 학생의 개념 유형을 비교하는 것이다. 본 연구에서는 7학년 '빛' 단원에서 가장 중요하다고 생각되는 핵심개념은 광선추적과 스펙트럼에 의해 파악할 수 있다고 전제하고, 이에 대한 교사와 학생의 개념 유형을 조사하였다. 연구 대상은 서울 경기지역 과학교사 10명과 이들에게 배운 학생 328명이다. 모든 검사문항은 광선추적법과 스펙트럼 방법을 적용하는 문항으로 구성하였다. 연구결과 광선추적과 스펙트럼에 대한 교사와 학생들의 개념유형에는 차이가 있었다. 또한 대부분의 교사와 학생들은 상이 생기는 근본원리에 대하여 정확하게 알지 못하였다. 광선추적법을 알지 못하여 반사와 굴절에 의한 상을 찾을 때, 물체에서 나온 두 개 이상의 광선을 그려서 상을 찾는 경우는 거의 없었고, 하나의 광선으로 임의의 위치에서 상을 찾거나 평소 암기하고 있던 상의 위치를 표시하였다. 그리고 색에 대하여는 교사와 학생들은 개념을 이해하지 못하고, 교사들은 학생들에게 원리에 대한 설명 없이 현상을 제시하였다. 즉 교사와 학생들은 색에 대해서 단순 암기하고 있었다.

The purpose of this study is to understand the types of teacher and student's concept on ray-tracing and spectrum in middle school. This study suggest key-concepts that is most important to "Light" unit in the seven grades: the ray-tracing and the spectrum. We examined the types of teacher and student's concept. We selected 10 teacher and 328 students who had learned by 10 teachers in Seoul and Gyeonggi. The problems were composed with the question item regarding all ray-tracing or the spectrum. From the analysis, it was found that the types of teacher and student's concept on ray-tracing and spectrum is different. The most of teacher and student didn't understand the basic principle of image formation. In case of context about formation of image by reflection and refraction, because they don't know ray-tracing, they do not try to find the position of the image by drawing two rays. Most of them used one ray comes from the one position of the object and indicated the position of image by memorized position. Also almost there was not a case which uses a ray tracing accurately. In the case of understanding color, they didn't understand the concept of color(or spectrum) and teachers represented to students the color phenomena without explanation of principles. In the result teachers and students would learn color science by rote.

키워드

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