예비초등교사들의 유전에 관한 개념 분석

Abstract

The aims of this research are to analyze elementary preservice teacher's conception and causes of theireffective teaching-learning method in the elementary school as well as opportunities to correct their misconceptions,which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questionswere designed in science curriculum for elementary students and biology textbok for university students in order todevelop reproduction and inheritance's concepts. The questionnaire was given to 16 junior students of university ofeducation in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major resultsappeared as misconceptions over 50%. The major reason to hold the misconceptions was influenced by ‘learning upto now’ category. The selection reasons of response were significantly diferent between scientific conceptions andmisconceptions in 10 questions by analysis of variance. The gender also showed statistically significant diferencesbetwen scientific conception and misconception in 3 questions by χ2 test. The selection reasons according to genderwere significantly different betwen male and female students in 5 questions. For the reasons in forminglack of professional knowledge, and so on. Therefore, it was concluded that this research may help elementarypreservice teachers to reconsider their conception for reproduction and inheritance and to be successful in scienceinstructions for elementary students.