초등학교 5학년 학생들의 진화적 관점에서 적응 개념에 대한 과학 글쓰기 분석
Scientific Writing Analysis of Adaptation Concept from the Evolutionary Perspective of 5th Grade Elementary School Students
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This study analyzed writing to find out the possibility of 5th graders explaining the concept of biological adaptation from an evolutionary perspective. Classes were conducted using two picture books for general fifth graders and science gifted students in elementary school, and students' writing was analyzed through the use of simulation programs and argumentation activities classes for science gifted students. From an evolutionary point of view, the level of writing of the adaptation concept was divided into four levels. As a result of the study, first, both general students and science gifted students did not appear to have level 1, and level 3 (differential survival and reproduction) accounted for the largest proportion in classes using picture books. Next, science gifted students appeared in the order of level 4 (change in population over multiple generations) and level 2 (differential survival), followed by general students in the order of level 2 and level 4. Second, the level of writing was lowered from an evolutionary point of view in the classes using picture books, simulation programs, and argumentation activities of science gifted students. Through this result, in order to explain the concept of adaptation from an evolutionary point of view to fifth-grade students, the explanation is most appropriate at level 3, and for this, an effective teaching and learning method should be studied.
Abstract
This study analyzed writing to find out the possibility of 5th graders explaining the concept of biological adaptation from an evolutionary perspective. Classes were conducted using two picture books for general fifth graders and science gifted students in elementary school, and students' writing was analyzed through the use of simulation programs and argumentation activities classes for science gifted students. From an evolutionary point of view, the level of writing of the adaptation concept was divided into four levels. As a result of the study, first, both general students and science gifted students did not appear to have level 1, and level 3 (differential survival and reproduction) accounted for the largest proportion in classes using picture books. Next, science gifted students appeared in the order of level 4 (change in population over multiple generations) and level 2 (differential survival), followed by general students in the order of level 2 and level 4. Second, the level of writing was lowered from an evolutionary point of view in the classes using picture books, simulation programs, and argumentation activities of science gifted students. Through this result, in order to explain the concept of adaptation from an evolutionary point of view to fifth-grade students, the explanation is most appropriate at level 3, and for this, an effective teaching and learning method should be studied.
참고문헌 (15)
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