최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.1, 2015년, pp.37 - 52
In this study, assessment items to examine geocognition on plate tectonics were developed and applied to middle and high school students and college students. Conceptual constructs on plate tectonics are Earth interior structure, specific geomorphology, and geologic phenomena at each plate boundary....
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
판구조론이란 무엇인가? | 이 연구의 내용적 소재인 판구조론은 과거로부터 현재까지 진행되고 있는 지각의 지질학적 운동과 지표의 변화, 그리고 화산과 지진 및 조산운동을 지구의 판의 운동으로 일관성 있게 설명할 수 있는 체계를 제공해 주는 지구과학의 핵심 이론 중의 하나이다. 우리나라의 2009 과학과 교육과정 (MEST, 2011)에서도 판구조론은 부분적으로 관련된 내용을 포함하여 비록 수준의 차이는 있지만 초등학교와 중학교, 고등학교 과학 및 지구과학Ⅰ, 지구과학Ⅱ 의 내용 체계에서 모두 언급될 만큼 중요한 개념으로 제시되었다(Table 1). | |
지구적 인지과정 중, 시간적 추론은 어떻게 나누어 볼 수 있는가? | 지구적 인지과정 중 시간적 추론은 지질학적 시간에 대한 거시규모적 사고와 미시규모적 사고로 나눌 수 있다(Dodick & Orion, 2006). 거시규모의 시간적 사고는 지구 역사에 대한 긴 시간 규모를 이해하기 또는 지질학적 사건들을 지구 역사의 긴 흐름에 맞추어 정렬하기와 시간 스케일이 크다는 것(deep time)을 강조하는 사고 능력이다. | |
DIF분석은 어떤 원리로 검사 문항을 파악하는가? | , 2014), 학년별 학생들의 문항 해결 능력값을 그 문항의 곤란도 로지트와 비교함으로써 그 문항이 피험자 집단 간의 차이를 구별하는 정도를 파악할 수 있다. 즉, 동일한 검사지를 서로 다른 집단에 적용했을 때 각 집단별로 각 문항의 곤란도 측정값을 서로 비교하여 그것이 집단 간 차이를 반영하는지 여부를 파악하는 것이다. DIF 분석 결과를 통해 이 연구의 검사 문항들에 대한 중학생, 고등학생 및 대학생들의 상대적 곤란도를 비교하였고, 각 문항들에서 측정하고자 하는 판구조론의 개념과 지구적 인지과정이 학년 및 학교급에서 어느 정도 적합한지에 대한 의견을 제시하였다. |
Achieve, Inc. (2013). Next Generation Science Standards. Achieve Inc. On behalf of the twenty-six states and partners that collaborated on the NGSS.
Alonzo, A. C., & Steedle J. T. (2009). Developing and assessing a force and motion learning progression. Science Education, 93(3), 389-421.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74.
Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd edition). New York, NY: Routledge.
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. New York, NY: Springer.
Briggs, D. C., Alonzo, A. C., Schwab, C., & Wilson, M. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11(1), 33-63.
Carraher, D., Smith, C., Wiser, M.,Schliemann, A., & Cayton-Hodges, G. (2009). Assessing students'evolving understandings about matter. Paper presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IA, USA.
Cervato, C., & Frodeman, R. (2012). The significance of geologic time: Cultural, educational, and economic frameworks. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 19-27). Boulder, CO: The Geological Society of America Special Paper 486.
Cheek, K. A. (2010). Commentary: A summary and analysis of twenty-seven years of geoscience conceptions research. Journal of Geoscience Education, 58, 122-134.
Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence based approach to reform. Consortium for Policy Research in Education Report #RR-63. Philadelphia, PA: Consortium for Policy Research in Education.
Dodick, J., & Argamon, S. (2006). Rediscovering the historical methodology of the earth sciences by analyzing scientific communication styles. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 105-120). Boulder, CO: The Geological Society of America Special Paper 413.
Dodick, J., & Orion, N. (2006). Building on understanding of geologic time: A cognitive synthesis of the "macro" and "micro" scales of time. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 77-93). Boulder, CO: The Geological Society of America Special Paper 413.
Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47, 123-182.
Gobert, J. D. (2000): A typology of causal models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-977.
Gobert, J. D. (2005). The effects of different learning tasks on model-building in plate tectonics: Diagramming versus explaining. Journal of Geoscience Education, 53(4), 444-455.
Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39-53.
Gotwals, A. W., & Songer, N. B. (2013). Validity evidence for learning progression-based assessment items that fuse core disciplinary ideas and science practices. Journal of Research in Science Teaching, 50, 597-626.
Herbert, B. E. (2006). Student understanding of complex earth systems. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 95-104). Boulder, CO: The Geological Society of America Special Paper 413.
Hermann, R., & Lewis, B. (2004). A Formative Assessment of Geologic Time for High School Earth Science Students. Journal of Geoscience Education, 52, 231-235.
Jin, H., & Anderson, C. W. (2012). A learning progression for energy in socio-ecological systems. Journal of Research in Science Teaching, 49, 1149-1180.
Kastens, K. (2010). Commentary: Object and spatial visualization in geosciences. Journal of Geoscience Education, 58, 52-57.
Kastens, K. A., & Ishikawa, T. (2006). Spatial thinking in the geosciences and cognitive sciences: A cross-disciplinary look at the intersection of the two fields. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 53-76). Boulder, CO: The Geological Society of America Special Paper 413.
King, H., Clark, S., Libarkin, J., & Stokes, A. (2008, October). The emerging field of geocognition. Paper presented at the Joint Meeting of The Geological Society of America, Soil Science Society of America, American Society of Agronomy, Crop Science Society of America, Gulf Coast Association of Geological Societies, and the Gulf Coast Section of SEPM. Houston, TX. USA.
Lee, H-S., & Liu, O. (2010). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94. 665-688.
Libarkin, J. C. (2006). Geoscience education in the United States. Planet, 17, 60-63.
Libarkin, J. C., Kurdziel, J. P., & Anderson, S. W. (2007). College student conceptions of geological time and the disconnect between ordering and scale. Journal of Geoscience Education, 55, 413-422.
Liben, L. S., & Titus, S. J. (2012). The importance of spatial thinking for geoscience education: Insights from the crossroads of geoscience and cognitive science. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 51-70). Boulder, CO: The Geological Society of America Special Paper 486.
Manduca, C. A., & Kastens, K. A. (2012). Geoscience and geoscientists: Uniquely equipped to study Earth. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 1-12). Boulder, CO: The Geological Society of America Special Paper 486.
Ministry of Education, Science, and Technology. (2011). Science curriculum based on the revision in 2009. Seoul: MEST.
Mohan, L., Chen, J., & Anderson, C.W. (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46, 675-698.
National Assessment Governing Board (2008). NAEP 2009 science framework development: issues and recommendations. Retrieved from http://www.nagb.org
National Research Council (2006). Systems for state science assessment. Washington, DC: The National Academy Press.
National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
National Research Council. (2010). Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary. Margaret Hilton, Rapporteur. Washington, DC: The National Academies Press.
National Research Council. (2012). A framework for k-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Washington, DC: The National Academies Press.
Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of energy. Journal of Research in Science Teaching, 50, 162-188.
Orion, N., & Trend, R. (2009). Thinking and learning in the geosciences. Journal of Geoscience Education, 57, 222-223.
Park, S. (2011). An analysis of the mental models of middle school students with different learning style on plate tectonics. Journal of the Korean Association for Science Education, 31(5), 733-744.
Petcovic, H. L., & Ruhf, R. J. (2008). Geoscience conceptual knowledge of preservice elementary teachers: Results from the geoscience concept inventory. Journal of Geoscience Education, 56(3), 251-260.
Petty, M. R., & Rule, A. C. (2008). Effective materials for increasing young children's spatial and mapping skills. Journal of Geoscience Education, 56, 5-14.
Rapp, D. N., & Uttal, D. H. (2006). Understanding and enhancing visualizations: Two models of collaboration between earth science and cognitive science. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 121-127). Boulder, CO: The Geological Society of America Special Paper 413.
Ryan, W. B. F., Carbotte, S. M., Coplan, J. O., O'Hara, S., Melkonian, A., Arko, R., Weissel, R.A., Ferrini, V., Goodwillie, A., Nitsche, F., Bonczkowski, J., and Zemsky, R. (2009). Global Multi-Resolution Topography synthesis. Geochemistry, Geophysics, Geosystems. 10, Q03014.
Seong, Y., Maeng, S., & Jang, S. (2013). A learning progression for water cycle from fourth to sixth graders with ordered multiple-choice items. Elementary Science Education, 32(2), 139-158.
Sibley, D. F., Anderson, C. W., Heidemann, M., Merrill, J. E., Parker, J. M., & Szymanski, D. W. (2007). Box diagrams to assess students' systems thinking about the rock, water, and carbon cycles. Journal of Geoscience Education, 55, 138-146.
Smith, C. L., Wiser, M., & Carraher, D. W. (2010, March). Using a comparative, longitudinal study with upper elementary school students to test some assumptions of a learning progression for matter. Paper presented at the annual meeting of the National Association for Research on Science Teaching, Philadelphia, PA. USA.
Stillings, N. (2012). Complex systems in the geosciences and in geoscience learning. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 97-111). Boulder, CO: The Geological Society of America Special Paper 486.
Stokes, A. (2011, January). Geocognition: A new research discipline for the 21stcentury? Paper presented at the conference of the GEES Subject Centre with the Geological Society of London, Leeds, UK.
Titus, S., & Horsman, E. (2009). Characterizing and improving spatial visualization skills. Journal of Geoscience Education, 57, 242-254.
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.