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대한지구과학교육학회지 = Journal of the Korean society of earth science education, v.8 no.3, 2015년, pp.267 - 280
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The purpose of this study is to identify the conceptions of middle school students and teachers about Visible-Light, Ultra-Violet(UV) and Infrared-Ray(IR). We administered questionnaire 3 teacher and 102 students(48 people of middle school 2nd students and 54 people of middle school 3rd students) wh...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 학생들의 자외선과 가시광선의 차이점에 대한 인식은 어떠한가? | 셋째, 학생들은 자외선과 가시광선의 차이점을 제대로 구분하고 있지 못하였다. 대부분의 학생들이 자외선은 태양으로부터 오는 것이라고 알고 있었으며, 자외선이 미치는 영향에 대해서 긍정적인 측면이 아닌 부정적인 측면을 강조하는 모습을 보였으며, 대중매체의 뉴스에서 본 정보와 자신의 경험에 근거하여 설명하는 모습을 보였다. | |
| 빛 개념에 대한 학습은 어떻게 이뤄지고 있는가? | 빛 개념에 대한 학습은 초등학교부터 고등학교 과정에서 광범위하게 이루어지고 있다. 초등학교 과정에서는 ‘소리의 성질’, ‘거울과 그림자’ 단원을 통해 파동의 특성과 우리 주변에 실재하고 있는 빛에 대해 인식하고 빛의 직진에 대해 학습을 한다. 중학교 과정의 ‘열과 우리 생활’, ‘빛과 파동’, ‘기권과 우리 생활’, ‘외권과 우주 개발’ 단원을 통해 빛의 특성과 원리에 대한 전반적인 기본 개념인 빛의 직진, 반사, 파동의 특성 등을 다루며, 자연현상으로서의 빛에 대한 학습이 이루어지고 있다(Kim et al. | |
| 본 연구 결과에 따르면 교사들의 자외선에 대한 정확한 개념은 어떠한 것으로 나타나는가? | 교사들의 경우에도 학생과 마찬가지로 자외선에 대한 정확한 개념 형성이 이루어져 있지 않은 것을 알 수 있었다. 자외선이 인간의 눈으로 인지하지 못한다는 것과 자외선이 어디에서 유래되는 것인지에 대해서는 대부분 인지하고 있었지만 자외선이 우리에게 미치는 긍정적인 영향과 부정적인 영향에 대해서는 단 한명의 교사만 언급하였을 뿐이다. |
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