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## 학위논문 상세정보

### 중학교 과학수업에서 확률 문제해결 활동이 확률개념 형성에 미치는 영향 및 확률개념 형성 정도 Influence of Probability Problem solving Activities in Middle School Science Classes on Students' formation of Probability and Formation degree of Probability Conception

• 저자

정금자

• 학위수여기관

이화여자대학교 교육대학원

• 학위구분

국내석사

• 학과

화학교육전공

• 지도교수

• 발행년도

2001

• 총페이지

x, 112p.

• 키워드

중학교;과학수업;확률문제해결;확률개념 형성;

• 언어

kor

• 원문 URL
• #### 초록

이 연구는 중학교 2학년 과학수업에서 확률 문제해결 활동이 확률개념 형성에 미치는 영향 및 확률개념 형성 정도를 알아보고자 하였다. 확률개념의 형성정도를 알아보기 위하여 중학교 학생 199명을 선정하고, 통제집단(95명)과 실험집단(104명)으로 구분하였다. 통제집단은 CASE 활동을 실시하지 않고 정규 과학수업만을 하였고, 실험집단은 3개의 확률 관련 CASE 활동을 하였다. 두 집단 모두 활동 전·후의 변화를 알아보기 위하여 사전·사후 검사를 실시하였다. 확률개념 형성정도는 사전검사에서는 실험집단과 통제집단의 점수가 통계적으로 유의미한 차이가 없었으나, 사후검사에서는 실험집단이 통제집단에 비해 통계적으로 유의미하게 높은 점수를 얻었다(p

This research paper is about the degree of probability conception formation and misconception of some students involved in CASE class and some that weren't, whose results are illustrated by the CASE program intervention in middle school science classes. In this thesis I will analyze the probability conception change of before and after CASE activity and interaction according to the students' level of intellectual ability in order to determine how students develop basic probability and capability of solving problems. To determine the formation degree of probability conception, I divided the students into an experiment group and a disposal group. I observed the class contents of activity 13, 14, 15 which had the theme of probability theory in the experiment group - I also audio taped, transcribed, and analyzed the activity process. In addition, I interviewed students to analyze the level of their cognition. The results of three established study problems induced the following conclusions. With regard to the formation degree of probability conception, students in the disposal group made correct deductions, while those in the disposal group made several errors or misconceptions, due to students' tendency to use experience as a determinant of knowledge. Particularly, even though proportionality and combination conception are essential conditions for the study of probability conception, students in the control group had difficulties in solving the problems of proportionality and probability conception. They could not therefore understand and/or form probability conception. Generally, when both groups had to speculate on different situations so as to determine the probability of chance in each situation, most did so in rather intuitive methods, as opposed to logical ones, and relied on their experiences or lack thereof to solve the probability problems. Clearly the results show that students have deep misconceptions as representations, availability heuristics, recent effect, and outcome approach. One particular student with a relatively high degree of intelligence led the discussion in every group, which was split according to students' intelligence. Students whose intelligence level was low had difficulties in basic manipulating, like calculating fractions and drawing graphs when they interacted with the CASE activity intelligence levels. At those times, classmates assisted them in solving the problems. High level intelligence however tried to solve the problems by actively discussing the problems together when they had to overcome difficulties. If they weren't able to do so, they exhibited capabilities of problem solving techniques and probability intelligence through interactions with a teacher. In conclusion, the results of the disposal (management) group shows that students' misconceptions and biased views have decreased because they used probability intuition

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