중학교 1학년 학생들의 온실효과에 대한 정신모형 분석

This study investigated drawings and explanations of 70 students from middle school in seoul of Korea, to identify middle school first grade students’ mental models of the greenhouse effect in climate change. Five distinct mental models were derived from an inductive analysis of the content of the students' drawings, explanations and interviews. The results are as follows: Model Ⅰ, students understood the mechanism of the greenhouse effect that Sunlight or heat passed by global greenhouse gas in the atmosphere is reflected back to Earth. But most students were thinking a carbon dioxide as only greenhouse gas. Students of model Ⅱ believed that sunlight or heat or energy captured in the atmosphere of the earth increases Earth temperature. But they didn't explain in detail about solar energy absorbed or radiated by the earth like the mechanism of the greenhouse effect. In particular model Ⅲ, students recognized the greenhouse effect with the creation and destruction of ozone. Students of model Ⅳ connected simply the greenhouse effect with consequences like glacier melting, sea level rises and students in model Ⅴ associated the greenhouse effect with plant or pollution. It is the reason that students understood internal representations by the past as the greenhouse effect through mass media or mass communication. Therefore, when designing instruction or planning curriculum, to consider the students' mental models can be a lot implications. Based on the students' mental models, if it will be planed the curriculum and lesson for scientific thinking and skills, it will be able to establish a foundation to enhance the understanding of global warming and climate change in science education.