• 대한지구과학교육학회지
• /
• 제13권1호
• /
• pp.29-39
• /
• 2020

본 연구에서는 지구 자전과 태양의 겉보기 운동을 학습하기 위한 역할놀이 활동의 학습 효과 및 어려움을 알아보기 위해서 역할 놀이 활동을 통한 개념 이해정도, 면담으로 수집한 활동에서 나타나는 어려움, 활동 중 시선이동을 분석하였다. 연구 참여자는 초등학교 5학년 학생 22명이며, 역할 놀이 중 실험 행동과 사후 면담, 시선이동자료를 수집하여 분석하였다. 연구결과, 학생들은 역할 놀이 활동을 통해 지구의 자전과 자전방향은 설명할 수 있지만 태양의 겉보기 운동을 설명하는 것은 어려워했다. 학생들은 역할 놀이 활동을 통해 태양의 겉보기 운동을 지각하기 어려워하기 때문에, 자전에 의해 나타나는 태양의 겉보기 운동 개념을 학습하기 위한 역할 놀이 활동은 학습 효과가 낮다.

• 한국과학교육학회지
• /
• 제33권3호
• /
• pp.664-678
• /
• 2013

This study aims to investigate gifted students' explanations for daily celestial motion from the Earth-based and heliocentric frames of reference. Eleven sixth-grade elementary school students were chosen for this study and data was collected through a questionnaire and an in-depth interview. The collected data was analyzed into celestial objects which are the Sun, the moon and the stars and analyzed based on the Earth-based and heliocentric perspectives again. As a result of the research, most gifted students were able to connect the Earth-based and heliocentric frames of reference with the Sun's daily apparent motion. However, they understood the daily apparent motion of the moon and the stars far less frequently compared to the Sun's motion and could not explain the Earth's rotation clearly. The result of the interview showed that the lack of understanding about the daily celestial motion was caused by inaccurate understanding of the Earth's rotation such as using memorized knowledge learned in school and guessing the answer.

• 한국초등과학교육학회지:초등과학교육
• /
• 제37권3호
• /
• pp.309-322
• /
• 2018

There is no doubt that science -and, therefore, science education- is central to the lives of all (NGSS, 2013). This manuscript focuses on ideas in astronomy that are at the foundation of elementary students' understanding of the discipline: the apparent motion of the sun explaining the day / night cycle on Earth. According to prior research demonstrating that neither children nor adults hold a scientific understanding of the big ideas of astronomy (NRC, 1996), understanding of concepts may base students' progress towards more advanced understanding in the domain of astronomy. We have analyzed the logic of the domain and synthesized prior research assessing children's spatial representation from an earth- and a space based perspective to develop a set of learning trajectories that describe how students' initial ideas about apparent celestial motion as they take school science can be build upon. In this study elementary students' representations were compared by their resident context including urban and rural. This study may present a first look at the use of a learning progression framework in analyzing the structure of astronomy education. We discuss how this work may eventually lead towards the development and empirical testing of how children learn to describe and explain apparent patterns of celestial motion.