물질의 입자성을 강조한 컴퓨터 보조 수업이 고등학생들의 화학 개념 이해에 미치는 효과

Abstract

This study examined the influences of computer-assisted instruction (CAI) upon high school students' conceptual understanding about gas laws. The CAI programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter. The CAI and the control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas laws for four class hours. After the instructions, students' conceptions were measured by the Chemistry Conceptions Test (CCT). Data analysis indicated that the CAI group had better conceptual understanding than the control group. Several misconceptions concerning target concepts were identified.