CAJ | 학술논문

让·皮亚杰较早研究了儿童理解世界过程中如何形成概念，其后西方科学教育改革也不断强调学科知识转化为“概念性理解”的重要性。新世纪之交，我国兴起了该领域的研究热潮，中西方的研究与实践有怎样的异同？本文通过文献计量学研究追踪发现：中国学者对科学前概念的理解与探查方法显著不同于西方；我国不像西方研究那样形成完整的研究一实践互动链；相较西方，我国科学前概念研究在高等教育以后的人群中呈现失衡状态。
양·피아걸교조연구료인동리해세계과정중여하형성개념，기후서방과학교육개혁야불단강조학과지식전화위“개념성리해”적중요성。신세기지교，아국흥기료해영역적연구열조，중서방적연구여실천유즘양적이동？본문통과문헌계량학연구추종발현：중국학자대과학전개념적리해여탐사방법현저불동우서방；아국불상서방연구나양형성완정적연구일실천호동련；상교서방，아국과학전개념연구재고등교육이후적인군중정현실형상태。
Research on preconceptions is an important domain in western science education research. Jean Piaget explored the children＇s preconceptions of the world around them in the beginning of the 20th century. The learning theory emphasizes ＂conceptual understanding＂ rather than the mechanistic memory of the factual knowledge. Similar researches have studied in Mainland China from the start of this century. Do the researchers and practitioners in Mainland China have similar or different patterns compared with their counterparts in the West？ This article identifies the differences between the West and China using the bibliometrics method.