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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.38 no.6, 2018년, pp.813 - 823
The purpose of this study is to analyze elementary students' conceptual metaphor forms of light through their image schema of light. The participants were 162
핵심어 | 질문 | 논문에서 추출한 답변 |
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일상생활에서 빛에 대한 개념을 확립하기 어려운 이유는 무엇인가? | 이러한 경험들은 학생들의 과학 개념을 형성하는데 큰 영향을 미친다(Enghag, Gustafsson, & Jonsson, 2007). 빛은 그 중 하나에 속하며,과학 개념 중에서 매우 추상적이고 반직관적이어서 일상생활을 통해 빛에 대한 개념을 정확히 확립하는 것은 매우 어렵다. 그렇기 때문에 학생들은 빛에 대한 개념 이해에 많은 어려움을 가지고 있다(Kwon,2011; Buty & Mortimer, 2008; Galili & Hazan, 2000; Goldberg & McDermott, 1986; Guesne, 1985). | |
과학사에서 은유를 사용한 사례는 어떤 것이 있는가? | Maxwell(1890)은 은유는 과학의 합법적 산물이며, 과학을 생성할 수도 있다고 하며 은유의 필요성을 역설하였다. 과학사적으로 보면, Maxwell은 자기장의 개념을 역선(lines of force)을 이용하여 정의하였고 Hooke은 세포라는 용어를 처음 사용하였는데 이는 수도원에 수도승들이 쓰는 여러 개로 나눠진 방에서 그 이미지를 착안하였다. Kepler는 시계와 비교하여 행성의 움직임을 설명하였고, Huygens는 물결파를 이용하여 빛의 파동성을 설명하였다(Hoffman, 1980). | |
구성주의적 관점에서 개념적 은유 이론을 사용하는 것은 어떤 역할을 하는가? | 과학교육에서의 은유는 학생들의 과학 개념형성과 관련하여 그 연구가 이루어지고 있다. 특히 구성주의적 관점에서 학생들이 가지고 있는 과학개념을 해석하기 위해 개념적 은유 이론을 사용하는 것은 학생들에게 체화(embodiment)되어 있는 개념을 알아보는 데 중요한 역할을 한다(Duit et al., 2012; Duit & Treagust, 2003). |
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