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이 연구는 진행모형을 적용한 전산시늉 환경이 학습자의 직관적 지식에 미치는 영향과 원인을 알아보는데 그 목적이 있다. 직관적 지식의 내용은 충돌 문제에서의 운동량 $\cdot$ 에너지 보존 개념을 선정하였다. 선행연구를 토대로 진행모형이 적용된 전산시늉과 직관적 지식 검사 문항을 개발 하였다. 물리교육을 전공하는 예비교사 3, 4학년 31명을 연구대상으로 선정하였다. 실험집단은 단계별로 구성된 진행모형 환경에서, 비교집단은 전통적인 전산시늉 환경에서 동일한 과제활동을 수행토록 하였으며 과제 수행 시 학습자가 조작한 변수와 이용한 정보의 종류를 즉시 활동지에 기록하게 하였다. 직관적 지식 검사는 사전 $\cdot$ 사후 Web상에서 이루어졌으며 다음과 같은 결론을 얻었다. 첫째, 학생들은 질량이 서로 다른 충돌 후의 보존개념을 어려워했다. 둘째, 실험집단과 비교집단 모두 사후 점수가 유의미하게 상승했으나 실험집단이 전체적으로 고르게 점수가 상승한 반면 비교집단은 불규칙하게 점수가 상승하거나 하강하는 특징을 보였다. 셋째, 두 집단 모두 과제활동 단계가 높아질수록 변수의 사용량이 증가했으나 실험집단이 비교집단에 비해 유의미하게 정보를 더 많이 사용했다. 이것은 진행모형을 적용한 전산시늉 환경에서 학습자의 상호작용이 활발하며, 진행모형을 적용한 전산시늉 환경이 직관적 지식에 긍정적인 영향을 미친다고 볼 수 있다.


The purpose of this study was to investigate the effect of the model progressive teaching and learning environment on the student's intuitive knowledge. As the main content for investigating the intuitive knowledge, the concept of momentum-energy conservation in physical collision problems was chosen. To measure the degree of formation of the student's intuitive knowledge, we designed and manufactured Web-based teaching and learning materials that were well fitted to the conditions of the educational model progression theory. A total of 31 third-year and fourth-year university students majoring in physics education were divided into two groups, one experimental group, and one control group. The experimental group executed assignments in the model progressive environment, and the control group executed them in a general simulation environment. The frequencies of using variables and various pieces of information were recorded on worksheets instantly whenever they were used by individual students during the assignment execution time. Pre-tests and post-tests were performed on the web to investigate student's intuitive knowledge. An analysis of the tests showed that students had difficulty conceptualizing conservation in collisions in volving different masses. It also revealed that the experimental group showed more active interaction than the control group. The increment-in-intuitive knowledge score of the experimental group was higher than that of the control group.


The purpose of this study was to investigate the effect of the model progressive teaching and learning environment on the student's intuitive knowledge. As the main content for investigating the intuitive knowledge, the concept of momentum-energy conservation in physical collision problems was chosen. To measure the degree of formation of the student's intuitive knowledge, we designed and manufactured Web-based teaching and learning materials that were well fitted to the conditions of the educational model progression theory. A total of 31 third-year and fourth-year university students majoring in physics education were divided into two groups, one experimental group, and one control group. The experimental group executed assignments in the model progressive environment, and the control group executed them in a general simulation environment. The frequencies of using variables and various pieces of information were recorded on worksheets instantly whenever they were used by individual students during the assignment execution time. Pre-tests and post-tests were performed on the web to investigate student's intuitive knowledge. An analysis of the tests showed that students had difficulty conceptualizing conservation in collisions in volving different masses. It also revealed that the experimental group showed more active interaction than the control group. The increment-in-intuitive knowledge score of the experimental group was higher than that of the control group.