Journal of the Korean Chemical Society (대한화학회지)

Korean Chemical Society (대한화학회)
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The Elementary School Teachers' Thoughts of the Classification Criteria for Evaporation and Boiling Concept in the Heating and Non- Heating Conditions

가열과 비가열 상황에서 증발과 끓음 개념에 대한 초등교사들의 분류 기준에 대한 생각

  • Paik, Seoung-Hey (Department of Chemistry Education, Korea National University of Education) ;
  • Kim, Yang Ah (Department of Chemistry Education, Korea National University of Education)
  • 백성혜 (한국교원대학교 화학교육과) ;
  • 김양아 (한국교원대학교 화학교육과)
  • Received : 2014.04.02
  • Accepted : 2015.05.16
  • Published : 2015.08.31
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Abstract

The purpose of this study was to survey the elementary school teachers' thoughts of the classification criteria for evaporation and boiling concept in the heating and non-heating conditions. For this purpose, we conducted a survey and interviews with 37 elementary school teachers. When the heating conditions were presented, many teachers thought evaporation phenomena as boiling. In opposite condition, many teachers thought boiling phenomena as evaporation. This means that teachers‘ thought of boiling phenomena was connected with heating conditions and evaporation phenomena with non-heating conditions. In addition, the classification criteria to distinguish evaporation and boiling phenomena depending on the heating and non-heating conditions were not coherent. In this study, we suggested that a various cases beyond the typical case must be presented in the textbooks and teaching in order to avoid confusion of thoughts related to evaporation and boiling concepts.

이 연구의 목적은 가열과 비가열 상황에서 증발과 끓음 개념을 분류하는 기준에 대한 초등학교 교사들의 생각을 알아보는 것이다. 이를 위하여 초등학교 교사 37명을 대상으로 설문 및 면담을 실시하였다. 가열 상황을 제시하였을 때, 많은 교사들은 증발 현상을 끓음으로 생각하였으며, 그 반대 상황에서는 끓음 현상을 증발로 생각하였다. 이것은 교사들이 가열 상황과 끓음을 연결하고 사고하고, 비가열상황도 증발현상을 연결하여 사고함을 의미한다. 또한 가열과 비가열 상황에 따라 교사들이 증발과 끓음을 구분하는 분류 기준이 달랐다. 이 연구에서는 증발과 끓음 개념에 대한 생각의 혼란을 방지하기 위하여 전형적인 사례를 벗어난 다양한 사례를 교과서과 교수방식에 제시할 필요성을 제안하였다.

Keywords

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