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1 Journal of the Korean Chemical Society Printed in the Republic of Korea w yw w w ½ Á Áw Á k * w yw w w w w w ( ) Relationship between Conceptual Understanding and Mapping Errors Induced in Learning Chemistry Concept with Analogy Kyungsun Kim, Eunju Shin, Jaeyoung Han, and Taehee Noh* Department of Chemistry Education, Seoul National University, Seoul , Korea Center for Educational Research, Seoul National University, Seoul , Korea Department of Science Education, Chungbuk National University, Chungbuk , Korea (Received August 9, 2006). xw w w yw w w w. 3 w 1w 260 ew š, ƒ w w w z, w w w., w w w, œ w w w œ w û. w,, w, w, w, 5ƒ x y, w t ùkû. w w w. :,,, w ABSTRACT. This study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed. Keywords: Analogy, Misconceptions, Mapping Error, Conceptual Understanding 486

2 w yw w w 487 w y w x w ƒ. p yw w,,, š. ù w 1 y xw x yw ww š. w yw z 2-4 w w w v ƒ. e w y w w xw w ww w ƒ. w wƒ v 5,6 yw w w ƒ ã w. ù ¾ 7-10 w z w ù, z w e q w e w. w, w w d wš. w w w ƒ w w t œ w (mapping) j š w. w t w w, ƒ» yw ù w w ww. w w mw w w w, w, w w ùkû. 14,15 w x t ù ùkú ù, ¾ s ù yw 15 k y w ƒ 14. w, w w x w ù p x w», w mw x w ù w w w w w. w w w w w wš, w t w w w ƒ w v ƒ. p, w p w v ƒ. w mw w w w w ƒ k w, w» w z» œw». xw w yw w ww z, w w w w. w, w w d» w x w w ƒ w w. ü p 2 w» Ÿ 1 w 1w w 260. w w I II ew š, ƒ w w ƒ w. ƒ w 130.» w m w w., w w e x w z, xw ƒ x,, w w, ƒ» w. xw w 1w 9 w ƒ k» w» ( I) w / ( II) w (Fig. 1). I w š k

3 김경순 신은주 한재영 노태희 488 Fig. 1. The analogies used in this study. 의 분자에, 그 앞에서 율동으로 응원을 유도하고 있 는 치어리더들을 액체 상태의 분자에, 운동장에서 뛰 고 있는 선수들을 기체 상태의 분자에 대응시키고 있 다. 비유 II에서는 합창을 하는 사람들을 고체 상태의 분자에, 농악을 하는 사람들을 액체 상태의 분자에 대응시키고 있다. 이러한 대응을 통해 두 비유는 물 질의 상태에 따라 분자의 배열과 움직임이 달라짐을 설명하고 있다. 연구 절차 수업 방법은 일반적인 비유 사용 수업의 형태가 되 도록 하기 위해, 비유 사용 실태에 대한 현직 중학교 교사 9인과의 논의 결과와 선행 연구 결과에 기초 하여 구성하였다. 즉, 교사는 학습 목표를 안내한 후 비유물을 먼저 소개하고, 목표 개념을 도입하여 비유 물과 목표물의 유사점을 중심으로 설명하는 방식으 로 15분간 수업을 진행하였다. 이때, 학생들은 그림 으로 제시된 비유물과 유사점이 설명되어 있는 학습 자료를 보면서 교사의 설명을 들었다. 수업은 물질의 입자성이 처음으로 도입되는 차시에 실시하였고, 연 구에 참여한 3개 학교의 수업 방법과 내용을 통제하 기 위해 3인의 교사가 모두 동일한 교수-학습 자료를 사용하였다. 수업 후, 비유물과 관련된 목표 개념에 대한 개념 이해도 검사(10분)와 비유물과 목표물의 대응 관계 이해도 검사(20분)를 실시하였다. 18 검사 도구 개념 이해도 검사지는 분자의 배열, 분자의 운동, 분자의 크기와 모양, 분자수의 보존 등의 하위 목표 개념에 대한 이해 정도를 측정하기 위해, 선행 연구 의 검사지를 참고하여 연구자들이 수정 개발하였다. 7 이 검사지는 4개의 하위 목표 개념에 따라 총 4문항 으로 구성하였으며, 모든 문항은 서술형으로 답하는 형식이고, 분자의 배열 문항에 대해서는 추가로 분자 수준의 그림으로 표현하여 설명하게 하였다. 검사 문 항은 과학 교육 전문가 3인으로부터 안면타당도를 검 증받았으며, 이 연구에서의 내적 신뢰도(Cronbach s α)는.65였다. 비유물과 목표물의 대응 관계에 대한 이해도와 대응 오류를 조사하기 위한 대응 관계 이해도 검사지는 선 행 연구 를 참고하여 개발하였다. 이 연구에 사용 된 비유물들은 물질의 상태에 따른 분자의 배열과 움 직임의 차이는 설명할 수 있지만, 상태 변화에 따른 분자의 크기와 모양, 분자수의 보존 개념은 설명하지 못하는 제한점을 지닌다. 이에 하위 목표 개념 중에 서 분자의 배열과 운동성은 공유 속성(유사점)으로, 크기와 모양 및 분자수는 비공유 속성(차이점)으로 분류하여 검사지를 개발하였다. 즉, 비유물과 목표물 의 유사점 및 차이점에 해당하는 속성, 어디에도 해 당되지 않는 관련 없는 속성을 각 비유물과 목표물 의 속성들을 나열한 보기에서 골라 대응시키고 그 이 유를 서술하도록 하는 형식으로 검사지를 구성하였 다(부록 1). 이 검사지는 과학 교육 전문가 3인으로 부터 안면타당도를 검증받은 후, 연구 대상이 아닌 중 학교 1학년 학생들을 대상으로 실시한 예비 검사를 통 해 수정 보완하였다. 이 연구에서의 내적 신뢰도 (Cronbach s α)는 비유 I에서.79, 비유 II에서.74였다. 7,14,15 분석 방법 개념 이해도 검사는 각 문항마다 과학적인 이해의 경우에는 2점, 오개념이 포함된 부분적인 이해는 1점, 비과학적인 이해 및 무응답은 0점으로 분류하여 총 Journal of the Korean Chemical Society

4 w yw w w w š, w x w w. w ƒ w t w w t w w 2, 1 w 8 w. w x p w 14 p» w, 2 w w ƒ x w z wì w w p w. w, w x» w w w 2 e ƒ 90% w z 1 w. w w w w» w w. x w yyw w z, x w. w e z w w w t s³ t r Table 1 w. w, w t œ w s³ ( I: 1.46, II: 1.38) œ j» w s³ ( I: 0.86, II: 1.07), m w ƒ ( I: t=8.759, df=129, p=.000; II: t=4.165, df=129, p=.000). w œ w s³ ( I: 1.34, II: 1.55) ƒ œ j» w s³ ( I: 0.16, II: 0.20), m w ƒ ( I: t=22.190, df=129, p=.000; II: t=23.607, df=129, p=.000)., w t w ù wwš ù, w t q wš ww. w w t œ w w ù y v w. w w w, I II w w ƒ ( I: r=.429, p<.01; II: r=.591, p<.01)., w ww t ww. w w z ƒ w t j w w ww 13 w. x w ùkù w x w t w Table 2 w. t œ t j Table 1. Means and standard deviations of the scores of the conception test and mapping test in learning with analogies I and II Analogy I Analogy II Shared attributes Unshared attributes Arrange-ment Motion Total Size and Number of Total Total shape molecules M(SD) 1 M(SD) 1 M(SD) M(SD) 1 M(SD) 1 M(SD) M(SD) Conception 1.73(0.58) 1.19(0.71) 1.46(0.52) 0.71(0.91) 1.02(1.00) 0.86(0.83) 4.65(2.29) Mapping 1.39(0.62) 1.30(0.65) 1.34(0.53) 0.11(0.42) 0.21(0.57) 0.16(0.45) 3.01(1.55) Conception 1.46(0.78) 1.31(0.72) 1.38(0.63) 0.88(0.92) 1.25(0.97) 1.07(0.84) 4.90(2.38) Mapping 1.62(0.53) 1.49(0.58) 1.55(0.48) 0.17(0.56) 0.24(0.63) 0.20(0.55) 3.51(1.60) 1 full score: 2

5 490 ½ Á Áw Á k Table 2. Frequencies of students mapping errors in learning with analogies I and II (%) Shared attributes Unshared attributes Types of mapping Arrangement Motion Size and shape Number of molecules errors Analogy I Analogy II Analogy I Analogy II Analogy I Analogy II Analogy I Analogy II Overmapping NA NA NA NA 13(10.0) 12(19.2) 16(12.3) 18(13.8) Mismapping 3( 2.3) 1( 0.8) 3( 2.3) 1( 0.8) NA NA NA NA Failure to map 16(12.3) 2( 1.5) 28(21.5) 9( 6.9) NA NA NA NA Rash mapping 1( 0.8) 1( 0.8) 30(23.1) 0( 0.0) 12(11.5) 13(10.0) 12(11.5) 11(10.8) Artificial mapping 19(14.6) 24(18.5) 38(29.2) 50(38.5) NA NA NA NA NA = Not applicable (overmapping), t œ ƒƒ j w w (mismapping), g w œ j w(failure to map), œ t œ ù œ j w (rash mapping), t œ w x ù r w w w j (artificial mapping) 5ƒ x ùkû. ù x w t w ƒ., t œ w œ w w. w, w, w, t œ j ù j œ w w Table 2 NA(not applicable) t w. œ ƒ ùkù, I( : 19, 14.6%; : 38, 29.2%) II( : 24, 18.5%; : 50, 38.5%) w. w I II w w w w t j ƒ. p II š k txw ƒƒ w š», w v š q w ƒ. t œ j w I w 16 (12.3%), w 28 (21.5%) ùkû ù, II ƒ û ( : 2, 1.5%; : 9, 6.9%). I š,,» k w wù tx, II š k kƒ y š. w I II œ e ƒ f» w ƒ I II w w. œ w w ùkü w I 30 (23.1%) š, II. I w t œ w ù y w» w ù y w š j w. w t œ sw w w w wƒ. wr, œ w œ w û r. œ t j ƒ I(j» : 13, 10.0%; : 16, 12.3%) II(j» : 12, 9.2%; : 18, 13.8%) w ƒ. w, œ w w j» w, I(2, 1.5%) II w (13, 10%) ùkû. II w t x Ü ù Journal of the Korean Chemical Society

6 w yw w w 491 Table 3. Representative misconceptions and mapping errors in learning with analogies I and II Misconceptions Mapping errors Shared attributes Unshared attributes Arrangement Motion Size and shape Number of molecules Solid molecules stick or Solid molecules do The sizes of molecules are in the The number of molecules group together. not move. order of solid, liquid and gas. changes in the phase transition. The shape of gas molecules is irregular. Analogy I Artificial mapping: Artificial mapping: Overmapping: Overmapping: As onlookers stick or group together, solid As onlookers do not move, neither do solid As onlookers, cheerleaders, and As the number of onlookers, players are different people, the cheerleaders, and players are molecules also stick or group together. molecules. size or shape of molecules also changes in phase transition. different, the number of molecules also changes in phase transition. Analogy II Artificial mapping: As singers in a chorus stick or group together, solid molecules also stick or group together. Artificial mapping: As singers in a chorus do not move, neither do solid molecules. Overmapping: As singers in a chorus and people in a farm band are different people, the size or shape of molecules also changes in phase transition. Overmapping: As the number of singers in a chorus and people in a farm band are different, the number of molecules also changes in phase transition. j» j» g. w œ sw» ùkù w, œ ù ƒ ùkù kw w w. w ùkù p w w. I II w w w t ƒ ùkù t Table 3 w. œ w w ƒ ù kù., w w t š ³e ù, w w ( I: 13, II: 19 ) I 23.1%(3 ) w, II 52.6%(10 ) w ( I) w w ( II) š ù. w, w w t š ƒ ( I: 45, II: 26 ), w w I 28.9%(13 ) w, II 61.5%(16 ) w ( I) w w ( II) š w., š k ùkü» w w» w mw š k y ww q. w yw w z» w w w w t w k v ƒ. œ w ƒ., j» w ƒ ùkù j»ƒ š,,» ù» ƒ w ( I: 39, II: 19 ), w I 18.0%(7 ) w, II

7 492 ½ Á Áw Á k 15.8%(3 ) w, e, ( I) w, w ( II) kƒ w j»ù w. w, œ w kƒ w w ( I: 25, II: 25 ), I II ùkü w 28.0%(7 ) w, e, ( I) w, w ( II) ƒ k y. w t w ù y v w 19 w. xw» ù w / w k w w ww z, w w t w w x w., œ w w w w w r ù, œ w w w w û r. w t q w w, w ww w» w ƒ œ w w w v w w. w, w, w, w, x. w w w œ š w ƒ. w w x ƒ, w w kw w w., œ w w k š, w ƒ kƒ tx ƒ kƒ ƒ» w w. ù ƒ k ƒ» txw ƒƒ w w w w w wƒ, w ww v ƒ. wr, w mw w t w w w ùkû. w, œ w ƒ ùkù w j w. œ j», w t w ƒ. w w m w w x», w ƒ k ƒ. w w z» w w t k w w v ƒ. ùkù w wš w»z œw w ƒ. w w w e w w z w w w œw»., w x p mw w w, ƒ w w w. w, p w w ùkù w x w w ù w y w, w w. Journal of the Korean Chemical Society

8 w yw w w ( w ) w w w (KRF B00573). x 1. Han, J.; Roth, W. Science Education. 2006, 90, ½. w w wz. 1992, 12, Ardac, D.; Akaygun, S. Journal of Research in Science Teaching. 2004, 41, Wu, H.; Shah, P. Science Education. 2004, 88, Duit, R. Science Education. 1991, 75, Orgill, M.; Bodner, G. Chemistry Education: Research and Practice. 2004, 5, «x ; ³; k. w w wz. 2004, 24, ½. wywz. 2000, 44, ½. w w w. w w w Harrison, A. Research in Science Education. 2001, 31, Gick, M.; Holyoak, K. Cognitive Psychology. 1983, 15, Taber, K. Physics Education. 2001, 36, Zook, K.; Di Vesta, F. Journal of Educational Psychology. 1991, 83, ½ ; ; y; k. w w wz. 2006, 26, Else, M.; Clement, J.; Ramirez, M. Should different types of analogies be treated differently in instruction? Observations from a middle-school life science curriculum. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, U.S.A., y; y; k. wywz. 2004, 48, Thiele, R.; Treagust, D. Using analogies in secondary chemistry teaching. Science and Mathematics Education Centre, Curtin University of Technology. Perth, Western Australia, «x ; k. w w wz. 1999, 19, Blake, A. International Journal of Science Education, 2004, 26, <» > <»>. e... j»., e,., e, ƒ. œ. e.. < ƒ k> <»> ƒ.» k ù. k. š k. k y y. k y j» y.» k. k. š k ü ƒ k» w w š,. w sw. 1. <»> ƒ k» w w w w. w w. (v w <»>»k ƒw.) <» > - < ƒ k> w 1. w ƒ k» w œ w ƒw w.» k :

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