Journal of the Korean Chemical Society (대한화학회지)

Korean Chemical Society (대한화학회)
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Diagnosis of Students' Cognition and Understanding about Heavy Metals According to the Different Major between Liberal Art and Science in High School

문.이과 계열에 따른 중금속에 대한 고등 학생들의 인식 및 이해도 분석

  • Moon, Kyung-Ah (Department of Chemistry Education, Seoul National University) ;
  • Chae, Hee-K. (Department of Chemistry Education, Seoul National University)
  • 문경아 (서울대학교 화학교육과) ;
  • 채희권 (서울대학교 화학교육과)
  • Published : 2009.12.20
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Abstract

In this study, high school students' perceptions of chemically ill-defined ‘heavy metals’ were examined through questionnaires. Nineteen classes of 11th graders (N = 611) were divided into two groups according to completion of 'Chemistry I', which were 10 science-classes and 9 liberal art-classes and compared each other. Three terms of students' cognition and definition, impact on the formation of their cognition, and their chemical knowledge of 'heavy metals' were analyzed by SPSS. The findings revealed that most of students recognized ‘the heavy metal’ as the metal which causes to be accumulated on any living thing and is hazardous in human body regardless of different major between liberal art and science. Mass media and school instruction were found to be the greatest impact on the formation of these cognitions. Especially, school instruction had more effects on students majoring in science than students majoring in liberal art, which bring the result that students in science-classes have more misconception about the definition of 'heavy metals' with human toxicant regardless of metal species and its content in human body and physical density due to the ill-defined terminology of the textbook than students in liberal art-classes do. It is interesting that students in science-classes understood hazard and chemical structure of 'heavy metals' better, while students in liberal art-classes answered the question better about hazardous properties of heavy metals.

본 연구에서는 화학적으로 잘 정의되지 않은 ‘중금속’ 에 대해서 고등학생들의 인식을 설문지를 통해 조사하였다. 고등학교 2학년생 19개 반 (N=611)을 대상으로 '화학 I'을 이수한 이과 반 10개와 이수 하지 않은 문과 반 9개의 두 집단으로 나눠서 조사하였으며 서로 비교하였다. 중금속에 대한 학생들의 인식과 정의, 인식 형성에 미치는 요인과 화학적인 지식에 대한 세 가지 항목을 SPSS에 의해 분석하였다. 학생들 중 문 . 이과 전공에 상관없이 대다수가 중금속을 생물체 내에 축적을 일으키고 인체 유해한 금속으로 인식하고 있었다. 이러한 인식을 형성함에 있어서 대중매체와 학교 수업이 가장 많은 영향을 끼친 것으로 밝혀졌다. 특히 이과 반 학생들의 경우 문과 반에 비해 학교 수업에 의한 영향이 더 많은 것으로 나타나 중금속 정의를 금속의 종류와 인체에서의 함량에 관계없이 인체 유해한 물질 및 교과서의 잘 정의되지 않은 용어에 따라 물리적인 밀도와 관련된 것으로 오해하는 경향이 높았다. 흥미롭게도 이과 반 학생들이 중금속의 유해성과 화학적인 구조에 대한 이해도가 높았던 반면 금속의 독성학적 성질에 관한 질문에서 문과 반 학생들의 정답률이 높았다.

Keywords

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