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‘분자생물학의 중심원리’에 관한 생명과학 교사의 설명 모델링 탐색

Exploring Biology Teachers' Explanatory Modeling of the Central Dogma of Molecular Biology

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주제분류교육학

초록

This study explores biology teachers' perspectives on explanatory modeling. Cross-case and within-case analyses of two biology teachers modeling practice for virtual elementary and middle school students regarding the "Central Dogma of Molecular Biology" were conducted. In explanatory modeling for level Ⅰ (virtual elementary students), theoretical concepts, metaphors, analogies, examples, and phenomena draw upon as resources for constructing the model and interwoven in a analogical structure. In contrast, modeling for level Ⅱ (virtual middle school students) employed theoretical concepts and analogies, structuring a model based on a linear process from DNA transcription to RNA translation and protein synthesis, with these resources at the core. In cross case analysis, each two teachers’ modeling practice was characterized as an approach to explaining phenomena or constructing models for theoretical and logical structural explanations. Through this study, it was possible to move away from the traditional perspective that understanding science is based on deductively structured logical systems rooted in scientific theory. Instead, science can be developed from a perspective that focuses on dynamic processes of mobilizing various resources related to natural phenomena in the context at hand to dynamically construct models. Based on this, the possibility of inviting natural phenomena to be at the center of learning in science education is proposed.

Abstract

This study explores biology teachers' perspectives on explanatory modeling. Cross-case and within-case analyses of two biology teachers modeling practice for virtual elementary and middle school students regarding the "Central Dogma of Molecular Biology" were conducted. In explanatory modeling for level Ⅰ (virtual elementary students), theoretical concepts, metaphors, analogies, examples, and phenomena draw upon as resources for constructing the model and interwoven in a analogical structure. In contrast, modeling for level Ⅱ (virtual middle school students) employed theoretical concepts and analogies, structuring a model based on a linear process from DNA transcription to RNA translation and protein synthesis, with these resources at the core. In cross case analysis, each two teachers’ modeling practice was characterized as an approach to explaining phenomena or constructing models for theoretical and logical structural explanations. Through this study, it was possible to move away from the traditional perspective that understanding science is based on deductively structured logical systems rooted in scientific theory. Instead, science can be developed from a perspective that focuses on dynamic processes of mobilizing various resources related to natural phenomena in the context at hand to dynamically construct models. Based on this, the possibility of inviting natural phenomena to be at the center of learning in science education is proposed.

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