초등 과학 영재학생들의 확산에 대한 개념 구조와 이해도 분석

Abstract

This study aimed to comprehend the conceptual structure and understanding of diffusion in science-gifted elementary school students. Thus, word association test, drawing test and conceptual understanding test were conducted on 80 gifted elementary school students in the six grade, who belonged to a gifted education center of university of education. When extracting key words from sentences they wrote on diffusion, this study confirmed 99 words, out of which, ‘Spread’, ‘Substance’ and ‘Movement’ appeared high in frequency. When visualized through semantic network, ‘Spread’ was positioned in the center, connecting with ‘Substance’ most. When analyzing their drawings of diffusion, this study found Level 3 most in frequency, which indicates an incomplete drawing with misconception included. Especially, in the drawings with misconception included, some often expressed that molecules partially moved in a state of balance not being sustained, or diffusion took place only in living organism, and others even understood diffusion as dispersion of light or visual field. When analyzing their conceptual structure of diffusion, this study discovered many of them had incomplete concepts including various misconceptions. The concept of diffusion is one of the main concepts that help students understand biological phenomena, and to have the exact concept of diffusion, students should understand other science concepts, such as dissolution, solubility and molecular motion. Therefore, it is necessary to develop additional programs and help them learn more effectively in classes for the gifted.