고교 물리 I 특수 상대성 이론 단원을 위한 수준별 시공간 그림 수업모형 개발

Abstract

2009 개정교육과정을 통해 우리나라의 과학 교육과정은 큰 변화를 겪었다. 특히 고등학교 선택과목인 물리 I, II의 경우 물리 I은 상대성 이론을, 물리 II는 슈뢰딩거 방정식을 포함하는 등 현대물리학의 내용을 대거 다루게 되었다. 그러나 원래 이 내용들은 이공계 대학생이 배우던 내용이었고 현재도 대부분의 이공계 대학생이 1학년 일반물리학 시간에 학습하고 있다. 이러한 대학 수준의 난이도인 내용을 이제 고등학생에게 가르치게 되었으므로 내용 이해를 돕는 새로운 교수 방법 및 다양한 학습 자료의 활용을 모색하는 것이 필요할 것이다. 본 연구에서는 그 중 물리 I 특수 상대성 이론 단원에 초점을 맞추었다. 그리고 이 단원의 효과적인 수업을 위한 학습 매체로서 이른바 시공간 그림이라는 것에 주목하여 그것을 이용한 기본 및 심화의 2단계 수준별 수업모형을 만들어보았다. 그리고 고등학생과 그 비교 대상으로서 대학생에게 기본 수업모형을 적용한 수업을 실시하고 설문조사를 통해 그 효과를 알아보았다. 그 결과 다음과 같은 사항을 알 수 있었다. 첫째, 기본 수업모형을 적용한 시공간 그림 수업의 난이도는 큰 무리가 없는 적절한 수준이었다. 둘째, 기본 수업모형을 적용한 시공간 그림 수업은 학습 목표 달성에 양호한 결과를 보여주었다. 셋째, 고등학생에게는 기본 수업모형을 적용한 시공간 그림 수업이 특히 시간 팽창 학습에서 높은 설득력을 보여주었다. 그러나 동시성 학습에서는 보완이 필요함을 알 수 있었다. 그 보완책으로는 시공간 그림을 이용하지 않는 동시성의 전통적인 설명을 함께 제시하는 방안을 생각해볼 수 있을 것이다. 넷째, 시공간 그림 수업의 길이 수축 학습 효과에 있어서 고등학생과 대학생의 경우를 비교해보면, 고등학생의 경우 장대와 헛간 역설을 통한 정성적 설명으로도 충분하였으나, 대학생의 경우 그것만으로는 부족하다는 결과를 보였다. 따라서 대학생에게는 눈금 곡선을 통한 길이 수축의 정량적 설명까지 제시하는 것이 바람직할 것으로 생각되었다. 즉 대학생에게는 심화 수업모형을 적용하거나, 혹은 기본 수업모형에 눈금 곡선을 통한 길이 수축의 정량적 설명을 추가하는 방안을 생각해 볼 수 있을 것이다.| The science curriculum in the Republic of Korea had been fairly changed by 2009 revised curriculum. In the case of high school physics I, II which are the elective subjects, physics I includes relativity, physics II includes Schrὅdinger equation, and so on. They deal with modern physics greatly. But these contents are originally for the 1st grades of undergraduate who major in natural sciences or engineering at university. And even now the majority of 1st grades of undergraduate learn these contents in their freshman course. So to explain the university-level contents to high school student, it is necessary to search for the teaching methods which facilitate the understanding of students more easily, and for the applications of diverse learning materials. This study focused on the chapter of special relativity in high school physics I. Attention was paid to what is called the spacetime diagram as effective learning material. And the 2 level differentiated teaching models - basic & deepening teaching models - were devised. In order to look into the effects of teaching model using spacetime diagram, the lessons which adopt basic teaching model were carried out and the surveys with questionnaire were enforced. As a result, followed facts were found. First, the degree of difficulty of spacetime diagram lesson which adopts basic teaching model is suitable. Second, the spacetime diagram lesson which adopts basic teaching model shows a good effect of achieving goals of study. Third, for high school student, the spacetime diagram lesson which adopts basic teaching model shows good persuasive power especially in the learning of time dilation. But it is found that a supplementation for simultaneity is needed. So it is suggested that the traditional explanation of simultaneity which does not use spacetime diagram can be added to the lesson for high school student. Fourth, comparing the cases of high school student and undergraduate in the learning of length contraction, for high school student it is enough to use the qualitative explanation using the pole and barn paradox. But in the case of undergraduate, the result shows an insufficiency. So it is suggested that a supplementation for length contraction is needed. For undergraduate, the deepening teaching model can be used or the explanation of length contraction using calibration curve can be added to the basic teaching model.; The science curriculum in the Republic of Korea had been fairly changed by 2009 revised curriculum. In the case of high school physics I, II which are the elective subjects, physics I includes relativity, physics II includes Schrὅdinger equation, and so on. They deal with modern physics greatly. But these contents are originally for the 1st grades of undergraduate who major in natural sciences or engineering at university. And even now the majority of 1st grades of undergraduate learn these contents in their freshman course. So to explain the university-level contents to high school student, it is necessary to search for the teaching methods which facilitate the understanding of students more easily, and for the applications of diverse learning materials. This study focused on the chapter of special relativity in high school physics I. Attention was paid to what is called the spacetime diagram as effective learning material. And the 2 level differentiated teaching models - basic & deepening teaching models - were devised. In order to look into the effects of teaching model using spacetime diagram, the lessons which adopt basic teaching model were carried out and the surveys with questionnaire were enforced. As a result, followed facts were found. First, the degree of difficulty of spacetime diagram lesson which adopts basic teaching model is suitable. Second, the spacetime diagram lesson which adopts basic teaching model shows a good effect of achieving goals of study. Third, for high school student, the spacetime diagram lesson which adopts basic teaching model shows good persuasive power especially in the learning of time dilation. But it is found that a supplementation for simultaneity is needed. So it is suggested that the traditional explanation of simultaneity which does not use spacetime diagram can be added to the lesson for high school student. Fourth, comparing the cases of high school student and undergraduate in the learning of length contraction, for high school student it is enough to use the qualitative explanation using the pole and barn paradox. But in the case of undergraduate, the result shows an insufficiency. So it is suggested that a supplementation for length contraction is needed. For undergraduate, the deepening teaching model can be used or the explanation of length contraction using calibration curve can be added to the basic teaching model.