이 연구의 목적은 의문 상황과 관련된 과학적 개념의 인지가 사전 지식의 인지에 미치는 효과와 ‘개념 인지 단계’의 적용이 과학적 개념과 사전 지식의 인지에 미치는 효과를 분석하는 것이다. 이 연구의 대상은 광역시 소재 중학생 68명이다. 첫 번째 단계에서는 학생들이 과학적 상황의 의문과 일상적 상황의 의문에서 사전 지식을 인지하는 능력이 같은지를 확인하고, 의문 상황과 관련된 과학 개념의 인지가 사전 지식의 인지에 미치는 효과를 알아보았다. 두 번째 단계에서는 실험 집단은 ‘개념 인지 단계’를 지도하고 통제 집단은 지도하지 않은 후, 일상적 상황의 의문으로 이루어진 두 번째 검사지를 사용하여 두 집단의 의문 상황에 대한 과학적 개념과 사전 지식을 인지하는 능력의 차이를 확인하였다. 첫 번째 단계의 연구 결과로 대부분의 의문에서 일상적 상황의 의문보다는 과학적 상황의 의문에서 사전 지식을 잘 인지하였고, 학생들이 과학 개념을 인지하는 경우가 과학 개념을 인지하지 못하는 경우보다 사전 지식을 더 잘 인지하였다. 두 번째 단계의 연구 결과로는 ‘개념 인지 단계’를 지도한 실험 집단이 의문 상황에 대한 과학적 개념과 사전 지식을 더 잘 인지하였다. 이 연구는 학습자들이 선행 학습된 지식의 인지에 어려움을 겪을 때는 관련된 개념들을 먼저 인지하는 학습 습관을 가질 수 있도록 지도할 필요가 있음을 시사한다.
The purposes of this study were to analyze the effects of the recognition of scientific concepts on the prior knowledge recognition and to analyze the effects of teaching the concept recognition steps on the recognition of a scientific concept and prior knowledge. The subjects consisted of 68 middle schoolers. The first investigation was designed to identify that the students' ability of recognizing prior knowledge in questions on everyday context is identical to in those on scientific context. and to explore how their recognition of a scientific concept in question situations influences the prior knowledge recognition. As a second step, the experimental group taught concept recognition steps and the control group not taught them. Afterwards, the differences in the two groups' ability to recognize the concept and prior knowledge in the question situations were confirmed by the second inspection composed of the questions on everyday context. The results of first investigation revealed that The pre-existing scientific knowledge is recognized correctly in the questions on scientific context than on everyday context in most of questions and the students who can recognize a scientific concept identify more scientific prior knowledge than those who cannot recognize it. The results of second investigation revealed that the experimental group taught the concept recognition steps recognizes more scientific concept and more accurately recognizes prior knowledge on the question situation. This investigation suggests that teachers need to help learners develop their learning strategies that they learn relative concepts first when they are conflicted with their prior knowledge.
The purposes of this study were to analyze the effects of the recognition of scientific concepts on the prior knowledge recognition and to analyze the effects of teaching the concept recognition steps on the recognition of a scientific concept and prior knowledge. The subjects consisted of 68 middle schoolers. The first investigation was designed to identify that the students' ability of recognizing prior knowledge in questions on everyday context is identical to in those on scientific context. and to explore how their recognition of a scientific concept in question situations influences the prior knowledge recognition. As a second step, the experimental group taught concept recognition steps and the control group not taught them. Afterwards, the differences in the two groups' ability to recognize the concept and prior knowledge in the question situations were confirmed by the second inspection composed of the questions on everyday context. The results of first investigation revealed that The pre-existing scientific knowledge is recognized correctly in the questions on scientific context than on everyday context in most of questions and the students who can recognize a scientific concept identify more scientific prior knowledge than those who cannot recognize it. The results of second investigation revealed that the experimental group taught the concept recognition steps recognizes more scientific concept and more accurately recognizes prior knowledge on the question situation. This investigation suggests that teachers need to help learners develop their learning strategies that they learn relative concepts first when they are conflicted with their prior knowledge.
