[논문]암석 순환의 구성요소와 과정에 대한 예비 지구과학 교사들의 이해

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doi:10.15523/jksese.2016.9.2.186

[국내논문] 암석 순환의 구성요소와 과정에 대한 예비 지구과학 교사들의 이해
The Rock Cycle Composition Elements and Process of the Pre-service Earth Science Teachers' Understanding 원문보기

대한지구과학교육학회지 = Journal of the Korean society of earth science education, v.9 no.2, 2016년, pp.186 - 198

초록
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연구의 목적은 예비 지구과학 교사들이 이해하고 있는 암석 순환의 구성요소와 과정에 대해 밝히는 것이다. 남부 지역에 소재한 사범대학교 2학년에 재학하면서 지구과학 수업을 수강하는 25명의 예비교사들이 연구대상으로 선정되었다. 암석 순환의 구성요소들을 구조적으로 배열하고, 순환 방향을 화살표로 표시하고, 순환 과정에 대해 서술하는 방법을 적용하였다. 예비교사들이 이해하는 암석순환의 구성요소는 마그마, 화성암, 변성암, 퇴적물, 퇴적암의 5가지로, 순환의 과정은 20가지로 표현되었다. 순환의 유형은 선형, 삼각형, 원형, 복합형의 4가지 기준으로 분석되었으며, 일부 예비교사들은 순환의 고리를 완성하지 못하거나 한 방향의 단순한 순환 구조로 시스템적이지 못한 이해를 표출하였다. 암석 순환은 역동성과 복잡성으로 특징되는 지구계 교육의 주제로서 중요한 의미가 있다.

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The purpose of this study is to identify the composition elements and processes of the rock cycle that pre-service teachers in earth science field understand. Second-year students majoring in earth science were selected as research objects, all of whom attended teacher's university located in the southern region. The methods of arranging the composition elements of the rock cycle in a structured way and displaying the cycle direction through the arrow and describing the cycle processes in detail were applied. Pre-service teachers recognized 5 composition elements: magma, igneous rocks, sediments, sedimentary rocks, metamorphic rocks of the rock cycle and cycle processes was represented into 20 branches. The cycle type was analyzed by four criteria: linear, triangular, circular, complex, some pre-teachers did not complete the loop of the cycle or some showed incomplete understanding of the cycle structure simply displayed in one direction. The rock cycle is an important theme of the earth system education characterized by dynamism and complexity.

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문제 정의

The purpose of this study is to illuminate the understanding of preliminary earth science teachers regarding the subject of rock cycle. ; How pre-teachers understand the composition elements of the rock cycle, and how they understand the processes of the cycle process respectively.

제안 방법

(2003) were 6 including magma, igneous rocks, exposed rock, sediments, sedimentary rocks, metamorphic rocks, and these elements worked as analysis criteria. However, using 5 composition elements of the rock cycle such as magma, igneous rocks, sediments, sedimentary rocks, metamorphic rocks, final analysis was made on this research. The rock cycle processes derived from previous studies of the Kali et al.
(2003) were 13, however, these could not be used as a analysis criteria because they included exposed rocks as a composition elements which is different from this research. Therefore, the final analysis was made based on 20 which include all rock cycle processes pre-teachers understand and was repeatedly elicited through a comparative analysis from the data collected in this research. Moreover, we classified rock cycle types pre-service teachers expressed, and we made an analysis by exploiting Kim et al.

대상 데이터

Students majoring in science of the Education College who want to become a teacher were selected for research objects. The study was conducted in a private university located in the southern region. 25 pre-service teachers who registered at earth science course opened for major elective in grade-2 first semester were selected for study objects.
The study was conducted in a private university located in the southern region. 25 pre-service teachers who registered at earth science course opened for major elective in grade-2 first semester were selected for study objects. The study objects were 11 boys and 14 girls, who attended various high schools located from Jeju to Seoul.
25 pre-service teachers who registered at earth science course opened for major elective in grade-2 first semester were selected for study objects. The study objects were 11 boys and 14 girls, who attended various high schools located from Jeju to Seoul. The objects were encoded from T1 to T25, and the number was assigned sequentially depending on the order of merits, for example, by according TI to a student receiving a A+ in the evaluation and T25 to one receiving C.

참고문헌 (21)

Ben-Zvi Assaraf, O., & Orion, N. (2005a). A study of junior high students' perception of the water cycle. Journal of Geoscience Education. 53(4), 366-373.

상세보기
Ben-Zvi Assaraf, O., & Orion, N. (2005b). Development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching. 42(5), 518-560.

상세보기
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Jeong Jin-Woo, Kim Yun-Ji, & Jeong Ku-Song(2007). Pre-service earth science teachers' perceptions about water cycle. Journal of the Korean Earth Science Society. 28(6), 699-706.

원문보기 상세보기
Jeong Jin-Woo, & Kim Yun-Ji(2008). The earth systems perceptions about water cycle of the elementary pre-service teachers. Journal of Korean Elementary Science Education. 27(4), 319-327.
Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience Education. 51(2), 165-170.

상세보기
Kali, Y., Orion, N., & Eylon, S. B. (2003). Effect of knowledge integration activities on students' perception of the earth's crust as a cyclic system. Journal of Research in Science Teaching. 40(6), 545-565.

상세보기
Kim Yun-Ji(2014). High school students' perceptions of environmental change. The Korean Society of Earth Science Education. 7(2), 151-158.

원문보기 상세보기
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원문보기 상세보기
Kim Yun-Ji, Jeong Jin-Woo, & Wee Soo-Meen(2009). Analysis of conceptions of earth system cycles as perceived by college students. Journal of the Korean Association for Science Education. 29(8), 963-977.
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Kusnick, J. (2002). Growing pebbles and conceptual prisms - understanding the source of student misconceptions about rock formation. Journal of Geoscience Education. 50(1), 31-39.

상세보기
Lee Dong-Eun, Jeong Jin-Woo, & Kim Yun-Ji(2008). Understanding the water cycle process and composition elements of high school students. Journal of the Korean Association for Science Education. 28(1), 24-31.
Lee Hyonyong, Kim Jin-Sook, Park Byung-Yeol, & Jeon Jaedon(2015). International comparative study on the science curriculum concepts continuity -focus on the concepts of moon and rock cycle-. Journal of the Korean Association for Science Education. 35(4), 677-689.

원문보기 상세보기
Mayer, V. J., & Armstrong, R. E. (1990). What every 17year old should know about planet earth: The report of a conference of educators, geoscientists. Science Education. 74(2), 155-165.

상세보기
Moon Byoung-Chan, Jeong Jin-Woo, Kyung Jai-Bok, Koh Yeong-Koo, Youn Seok-Tai, Kim Hai-Gyoung, & Oh Kang-Ho(2004). Related conception s to earth system and applying of systems thinking about carbon cycle of the preservice teachers. Journal of the Korean Earth Science Society. 25(8), 684-696.
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상세보기
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, carbon cycles. Journal of Geoscience Education. 55(2), 138-146.

상세보기
Townsend, M., Rule, A. C., Meyer, M. A., & Dockstader, C. J. (2007). Teaching the nitrogen cycle and human health interactions. Journal of Geoscience Education. 55(2), 158-168.

상세보기
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연합인증

[국내논문] 암석 순환의 구성요소와 과정에 대한 예비 지구과학 교사들의 이해
The Rock Cycle Composition Elements and Process of the Pre-service Earth Science Teachers' Understanding 원문보기

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[국내논문] 암석 순환의 구성요소와 과정에 대한 예비 지구과학 교사들의 이해 The Rock Cycle Composition Elements and Process of the Pre-service Earth Science Teachers' Understanding 원문보기

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[국내논문] 암석 순환의 구성요소와 과정에 대한 예비 지구과학 교사들의 이해
The Rock Cycle Composition Elements and Process of the Pre-service Earth Science Teachers' Understanding 원문보기

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