예비물리교사의 에너지 개념의 특징: 존재론적 범주를 중심으로

Energy is a fundamental concept in physics, but its abstract nature often challenges students’ comprehension. Understanding how students perceive energy within different ontological categories is crucial for assessing their conceptual development. In this study, a descriptive questionnaire was developed and analyzed from an ontological perspective to investigate the level of understanding of the concept of energy among preservice physics teachers. The questionnaire consisted of items related to energy concepts in everyday life, mechanics, thermodynamics, electricity, and waves. The research findings indicate that the ontological categorization of energy varies depending on the problem situation. Specifically, there was a matter-based ontological understanding in the order of mechanics, waves, thermodynamics, and electricity. Additionally, through inductive analysis, researchers identified patterns, such as ‘energy possession,’ ‘movement of energy,’ ‘energy transform,’ ‘work-energy principle,’ and ‘conservation of energy.’ Finally, we discussed the implications of these research findings for energy teaching and learning.