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Effects of Students' Background Knowledge and Methodological Belief on the Process of Finding the Relationship between Measured Data
New Phys.: Sae Mulli 2018; 68: 387~396
Published online April 30, 2018;
© 2018 New Physics: Sae Mulli.

Ikgyun KIM1, Insun LEE*1, Jongwon PARK2

1 Department of Physics Education, Chungbuk National University, Cheongju 28644, Korea
2 Department of Physics Education, Chonnam National University, Gwangju 61186, Korea
Correspondence to:
Received December 6, 2017; Revised March 22, 2018; Accepted March 28, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study investigated whether background knowledge and methodological beliefs affected students' interpretation of volume and temperature data for an ideal gas. To this end, we provided 22 pre-service science teachers with real measurement data and asked them to derive the relationship between the two variables. First, the pre-service teachers (hereafter referred to as students) were divided into two groups; one was given information about the variables, and the other was not. When information on the variables was provided, more students were able to propose a relationship consistent with their background knowledge, indicating that background knowledge affected the interpretation of data. Secondly, to examine the influence of methodological belief, we used Likert-scale questions to determine whether students considered a simple scientific law or an accurate law to be better. We found that they tended to suggest a relationship in a manner consistent with their methodological beliefs. Based on these results, further research is proposed to investigate the effect of other possible methodological beliefs on scientific inquiry.
PACS numbers: 01.40.ek,, 01.50.Pa
Keywords: Background knowledge, Interpretation of data, Methodological belief, Nature of scientific inquiry, Relationship between variables

April 2018, 68 (4)
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