Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지
DOI QR코드

DOI QR Code

An Analysis of Undergraduate Students' Mental Models on the Mechanism of the Moon Craters Formation

달 크레이터 생성에 대한 대학생들의 정신모형 분석

  • Lee, Ho (Department of Earth Science Education, Korea National University of Education) ;
  • Cho, Hyun-Jun (Department of Earth Science Education, Korea National University of Education) ;
  • Lee, Hyo-Nyong (Department of Earth Science Education, Kyungpook National University)
  • 이호 (한국교원대학교 지구과학교육과) ;
  • 조현준 (한국교원대학교 지구과학교육과) ;
  • 이효녕 (경북대학교 과학교육학부 지구과학교육)
  • Published : 2007.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to investigate information sources and types of reasoning that non-astronomy major undergraduate students used to build their mental models on the mechanism of the Moon craters formation. In-depth interview was used to collect qualitative data, and the questions for the interview were developed through an analytical induction method. We interviewed four students individually by using Seidman's interview step. The findings revealed that the participants built nonscientific mental models, and yet they held a consistent explanatory framework. The students explained that the crater was made by the fall of a meteorite. They all suggested a similar shape of meteorite even though their drawings about the shape of craters and its related to variables were different from one another. The information sources that the participants used fur their explanatory frameworks were varied, i.e., daily experiences, subject knowledges, and intuition. In addition, they used causal reasoning, intuitional reasoning, knowledge based reasoning, and analogical reasoning.

이 연구의 목적은 천문학을 전공하지 않은 대학생들의 달 크레이터 생성에 대한 정신모형 형성과정에 활용되는 정보 출처의 종류와 추론의 유형을 알아보는데 있다. 연구 목적을 달성하기 위해, 개별 심층 면담 방법이 설계되었으며, 면담 내용은 분석적 귀납에 의해 생성되었다. 면담은 4명의 대학생들과 개별적으로 이뤄졌으며, 면담 과정은 Seidman의 단계를 따랐다. 연구 결과, 이들은 달 크레이터 생성에 관하여 비과학적이긴 하지만 일관성 있는 설명체계를 형성하고 있었다. 이들은 대체로 운석 충돌에 의해 구덩이가 생성된다고 설명하였으며, 생성된 크레이터의 모양과 관련된 변인으로는 개인마다 차이가 있었으나 운석의 모양을 공통적으로 제시하였다. 이들의 설명체계에 활용된 정보원으로는 일상에서의 경험과 교과지식, 직관이 활용되고 있었고, 인과적 추론, 직관적 추론, 지식기반추론, 비유적 추론을 활용하고 있었다.

Keywords

References

  1. 교육부, 1997, 과학과 교육과정. 교육부 고시 제 1997-15호 별책 9. 교육부, 서울, 101 p
  2. 경재복, 윤일희, 이경훈, 김기룡, 황원기, 이기영, 2003, 고등학교 지구과학 I. (주)중앙교육진흥연구소, 서울, 267 p
  3. 권재술, 이경호, 김연수, 2003, 인지갈등과 개념변화의 필요조건과 충분조건. 한국과학교육학회지, 23(5), 574-591
  4. 김희수, 정남식, 신동원, 박정웅, 이정식, 한홍열, 박용선, 2003, 고등학교 지구과학 I (주)천재교육, 서울, 237 p
  5. 명전옥, 2001, 예비교사들의 지구과학 문제 해결 실패 요인: 달과 행성의 운동을 중심으로. 한국지구과학회지, 22(5), 339-349
  6. 변재성, 정재구, 문병찬, 정진우, 2004, 지구와 달의 운동에 대한 고등학생들의 생각. 한국지구과학회지, 25(7), 519-531
  7. 오준영, 강용희, 유계화, 2005, 달의 위상변화에 대한 예비초등교사의 가능한 정신모형. 한국우주과학회지, 22(3), 311-328
  8. 오준영, 김유신, 2006, 천문 현상들을 설명하는 예비초등교사들의 정신모형의 구조: 계절과 달의 위상변화. 한국과학교육학회지, 26(1), 68-87
  9. 우종옥, 정진우, 위수민, 임청환, 홍성일, 이석형, 2003, 고등학교 지구과학 I. (주)교학사, 서울, 221 p
  10. 이명자, 1999, 물체의 자유낙하에 대한 아동의 정신모형 연구. 한국과학교육학회지, 19(3), 389-399
  11. Barnett, M. and Morran, J., 2002, Addressing children's alternative frameworks of the Moon's phases and eclipses. International Journal of Science Education, 24 (8), 859-879 https://doi.org/10.1080/09500690110095276
  12. Baxter, L.A. and Babbie, E., 2004, The basics of communication research. CA: WadsworthlThornson Learning, Belmont, USA, 455 p
  13. Beard, D.P., 1917, The impact origin of the moon's craters. Popular Astronomy, 25, 167-176
  14. Brunsell, E. and Marcks, J., 2005, Identifying a baseline for teachers' astronomy content knowledge. Astronomy Education Review, 3 (2), 38-46 https://doi.org/10.3847/AER2004015
  15. Chinn, C.A., and Brewer, W.F., 1993, The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63 (1), 1-49 https://doi.org/10.3102/00346543063001001
  16. Chinn, C.A., and Brewer, W.F., 1998, An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35 (6), 623-654 https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<623::AID-TEA3>3.0.CO;2-O
  17. Chinn, C.A., and Brewer, W.F., 2001, Models of data: A theory of how people evaluate data. Cognition and Instruction, 19 (3), 323-393 https://doi.org/10.1207/S1532690XCI1903_3
  18. Chinn, C.A., and Malhotra, B.A., 2002, Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86 (2), 175-218 https://doi.org/10.1002/sce.10001
  19. Diakidoy, I.-A., Vosniadou, S., and Hawks, J., 1997, Conceptual change in astronomy: Models of the Earth and of the day/night cycle in American-Indian children. European Journal of Psychology of Education, 12 (2), 159-184 https://doi.org/10.1007/BF03173083
  20. Dove, J., 2002, Does the man in the moon ever sleep? An analysis of student answers about simple astronomical events: A case study. International Journal of Science Education, 24 (8), 823-834 https://doi.org/10.1080/09500690110066935
  21. Duit, R., 1991, Students' conceptual frameworks: Consequences for learning science. In Glynn, S.M., Yeany, R.H., and Britton, B.K. (eds.), The psychology of learning science. Lawrence Erlbaum Associates, Mahwah, NJ, USA, 65-85
  22. Fraknoi, A., Morrison, D., and Wolff, S., 1997, Voyages through the universe 윤홍식, 민영기, 이시우, 홍승수, 강용희, 이형목, 김용하, 권석민, 김용기 공역, 1998, 우주로의 여행, 청범출판사, 서울, 595 p
  23. Franco, C. and Colinvaux, D., 2000, Crasping mental models. In John, G. and Carolyn, B. (eds.), Developing models in science education. Kluwer Academic Publisher, Boston, USA, 93-118
  24. Gentner, D., 2002, Psychology of mental models. In N.J. Smelser and P.B. Nates (eds.), International encyclopedia of the social and behaviroral sciences. Elsevier Science, Amsterdam, Netherlands, 9683-9687
  25. Glynn, S.M., Yeany, R.H., and Britton, B.K., 1991, A constructive view of learning science. In Glynn, S.M., Yeany, R.H., and Britton, B.K. (eds.), The psychology of learning science. Lawrence Erlbaum Associate, Hillsdale, NJ, USA, 3-19
  26. Hermann, R. and Lewis, B.F., 2003, Moon misconceptions: Bringing pedagogical research of lunar phases into the classroom. The Science Teacher, 70 (8), 51-55
  27. Lincoln, Y.S. and Guba, E.G., 1985, Naturalistic inquiry. Sage Publication, Newbury Park, USA, 416 p
  28. Minichiello, V., Aroni, R., Timewell, E., and Alexander, L., 1995, In-depth interviewing: Principals, techniques, analysis (2nd ed.). Longman, Melbourne, Australia, 320 p
  29. National Research Council, 1996, National Science education Standards. National Academy Press, Washington, DC, USA, 262 p
  30. Pfundt, H. and Duit, R., 2000, Bibliography-Students alternative frameworks and science education. University of Kiel Institute for Science Education. Kiel, Germany, 227 p
  31. Seidman, I., 1998, Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press, NY, USA, 143 p
  32. Solomon, J., 1993, The social construction of children's scientific knowledge. In Black, P.J. and Lucas, A.M (eds.), Children's informal ideas in science. Routledge, NY, USA, 85-101
  33. Spelke, E., 1991, Physical knowledge in infancy: Reflections on Piaget's theory. In Carey, S. and Gelman, R. (eds.), The epigenesis of mind: Essays on biology and cognition. Erlbaurn, Hillsdale, NJ, USA, 133-169
  34. Tao, P-K. and Gunstone, R., 1999, The process on conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36 (7), 859-882
  35. Trumper, R., 2006, Teaching future teachers basic astronomy concepts-Sun-Earth-Moon relative movements? at a time of reform in science education. Research in Science and Teclmological Education, 24 (1), 85-109 https://doi.org/10.1080/02635140500485407
  36. Trundle, K.C., Atwood, R.K., and Christopher, J.E., 2002, Preservice elementary teachers' conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39 (7), 633-658 https://doi.org/10.1002/tea.10039
  37. Trundle, K.C., Atwood, R.K., and Christopher, J.E., 2006, Preservice elementary teachers' knowledge of observable moon phases and pattern of change in phases. Journal of Science Teacher Education, 17 (2), 87-101 https://doi.org/10.1007/s10972-006-9006-7
  38. Trundle, K.C., Atwood, R.K., and Christopher, J.E., 2007, A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of Moon phases. Journal of Research in Science Teaching, 44 (2), 303-326 https://doi.org/10.1002/tea.20121
  39. Vosniadou, S., 1994, Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45-69
  40. Vosniadou, S., 2003, Exploring the relationships between conceptual change and intentional learning. In Sinatra, G. and Pintrich, P. (eds.), Intentional conceptual change Mahwah. LEA, New Jersey and London, UK, 377-406
  41. Vosniadou, S. and Brewer, W.F, 1992, Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585 https://doi.org/10.1016/0010-0285(92)90018-W
  42. Vosniadou, S. and Brewer, W.F., 1994, Mental models of the day/night cycle. Cognitive Science, 18, 123-183 https://doi.org/10.1016/0364-0213(94)90022-1
  43. Vosniadou, S., Skopleiti, I., and Ikospentaki, K., 2004, Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19, 203-222 https://doi.org/10.1016/j.cogdev.2003.12.002
  44. Watson, J.R., Pristo, T., and Dillon, J.S., 1997, Consistency of students' explanations about combustion. Science Education, 81, 425-443 https://doi.org/10.1002/(SICI)1098-237X(199707)81:4<425::AID-SCE4>3.0.CO;2-E
  45. Wegener, A., 1975, The origin oflunar craters. The Moon, 14, 211-236 https://doi.org/10.1007/BF00565323
  46. Zeilik, M., Gregory, S.A., Smith, E.P., 1992, Introductory astronomy and astrophysics. 유경로, 현정준, 윤헝식, 이시우, 홍승수, 이상각, 최승언 공역, 1994, 천문학 및 천체물리학 서론, (주) 대한교과서, 서울, 682 p