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KMID : 1059520060500060486
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Journal of the Korean Chemical Society
2006 Volume.50 No. 6 p.486 ~ p.493
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Relationship between Conceptual Understanding and Mapping Errors Induced in Learning Chemistry Concept with Analogy
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Kim Kyung-Sun
Shin Eun-Ju
Han Jae-Young
Noh Tae-Hee
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Abstract
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This study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students’ conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed.
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KEYWORD
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Analogy, Misconceptions, Mapping Error, Conceptual Understanding
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