예비 과학교사의 일 개념 분석

Abstract

Objectives The purpose of this study is to investigate pre-service science teachers’ definitions of work and conceptions of work in situations that the displacement of the point of application differs from the displacement of the center of mass.
 Methods 38 pre-service science teachers were asked to describe the definition of work through a pre-test. They were asked what work done on the object by the force is, when the displacement of the point of application does not coincide with the displacement of the center of mass. Right after pre-test, simple reading materials were provided, and post-test was conducted two weeks later. After that, the results of the pre- and post-test were compared to find out the change in the definition and concept of work.
 Results In the definition of work described by pre-service science teachers, there was little use of energy transfer or displacement of the point of application. In a problem situation where the displacement of the point of application does not match the displacement of the center of mass, especially in the items that work done by force is not zero, it was difficult for them to calculate work. Pre-service science teachers with scientific conception of work were found to have scientific work definition.
 Conclusions Most pre-service science teachers did not have scientific work definition, and their conceptions of work were not scientific in problem situations that the displacement of the point of application don’t match the displacement of the center of mass. The use of scientific work definition helped to have scientific concept of work.