중학교 과학3 및 고등학교 생명과학Ⅰ 교과서 유전 단원의 개념 수준 및 연계성 분석

Abstract

The purpose of this study was to confirm if the genetic units of the middle school Science3 and high school Life ScienceⅠtextbooks considered well enough the students’ concept level and if the vertical connectivity of the concept reflected properly the continuity and sequence required in the 2009 revised curriculum. I chose three different textbooks that each publisher published both Science3 and Life ScienceⅠ. The genetic units were divided into the genetic principles and human heredity based on the two small units which were used in the curriculum of Science3 and Life ScienceⅠ. The concept of learning was analyzed by dividing the level into concrete concepts and formal concepts, and the vertical connectivity was analyzed by dividing into four factors: repetition, development, gap, reduction. The results of the analysis are as follows. The total number of concepts is presented 51 in Science3 and 111 in Life ScienceⅠsubjects each. There are presented too many concepts in Science3 and Life ScienceⅠsubjects. The number of common concepts is presented 41 in Science3 and 75 in Life ScienceⅠsubjects each. Those are directly connected and developed according to the constructive requirement by the curriculum. For the concept level, the ratio of formal concept in Sciences3 subject was presented 48% in genetic principles and 22% in human heredity units each. That is, there was showed that the genetic principles unit was not considered well enough the students’ cognitive level. The ratio of formal concept in Life SciencesⅠsubject was presented 47% in genetic principles and 28% in human heredity units each. there was showed that the genetic principles unit was properly considered high school student’s cognitive level. However, there was showed that human heredity unit was not properly considered high school student’s cognitive level. For the vertical connectivity, the ratio of connectivity factors in genetic principles unit was presented by repetition 62%, development 17%, gap 5%, reduction 6%, respectively. This result means that the connectivity in genetic principles unit is insufficient in terms of learning sequence. In here, the concepts of gap were linkage related concepts dealing with at first in Life SciencesⅠsubject. And I think that the concepts of reduction, “dominant gene” and “recessive gene” require slight modification to “dominant allele” and “recessive allele” each for exact concept comprehension. The ratio of connectivity factors in human heredity unit was presented by repetition 42%, development 58%, respectively. There is need to lower the rate of repetition and raise the rate of development for the concrete concepts in human heredity unit. The connectivity for the formal concepts in human heredity units a certain degree properly mixed by connectivity factors in terms of the continuity and sequence.