본문 바로가기
KERD
논문KCI 등재

미생물에 대한 초등학생의 이해 조사 연구

Elementary Students’ Understanding on Micro-organisms

홍승호|최영미|최상아
한국생물교육학회 (The Korean Society of Biology Education)|2023.09|생물교육 (BIOLOGY EDUCATION)|제51권 제3호|pp. 416-435|DOI 10.15717/bioedu.2023.51.3.416

0

조회

0

다운로드

1

인용

0

참고문헌

키워드

elementary school studenttopic modelingfungiprotistabacteriavirus
주제분류교육학

초록

During the post-COVID-19 pandemic era, this study aimed to examine elementary students’ understanding of fungi, protists, bacteria, and viruses as denoted in their written descriptions and whether these vary as a function of the grader and the level of response. Data were collected at four elementary schools in J province, Republic of Korea, and 249 fifth graders and 224 sixth graders were first asked to choose one in yes-no questions and then to describe the idea in writing. In a pilot survey to develop the instrument, the items showing lower corrected item total correlation (CITC) under .30 were eliminated to improve its reliability. The Cronbach’s a of the finalized instrument consisted of 16 items was .738, and the reliabilities of sub-components were .733 in fungi, .691 in protista, .719 in bacteria, and .689 in virus. The statistics analysis of data revealed that the mean score was .664 in the whole participant group, the mean by sub-components showed .675 in fungi, .630 in protista, .730 in bacteria, and .633 in virus. The t-test results took on the significant difference between the fifth and sixth-grader groups, while there was no difference in all questions from the sub-components of bacteria and virus. The participants tended to correctly answer some questions such as item no.10 (the impact of bacteria), no.14 (virus reproduction), and no.16 (infections caused by virus). Moreover, the participating elementary school students generally explained well-founded reasons coming from their practical experience regarding bacteria and coronavirus, though they were still not skilled in distinguishing non-living and living systems.

Abstract

During the post-COVID-19 pandemic era, this study aimed to examine elementary students’ understanding of fungi, protists, bacteria, and viruses as denoted in their written descriptions and whether these vary as a function of the grader and the level of response. Data were collected at four elementary schools in J province, Republic of Korea, and 249 fifth graders and 224 sixth graders were first asked to choose one in yes-no questions and then to describe the idea in writing. In a pilot survey to develop the instrument, the items showing lower corrected item total correlation (CITC) under .30 were eliminated to improve its reliability. The Cronbach’s a of the finalized instrument consisted of 16 items was .738, and the reliabilities of sub-components were .733 in fungi, .691 in protista, .719 in bacteria, and .689 in virus. The statistics analysis of data revealed that the mean score was .664 in the whole participant group, the mean by sub-components showed .675 in fungi, .630 in protista, .730 in bacteria, and .633 in virus. The t-test results took on the significant difference between the fifth and sixth-grader groups, while there was no difference in all questions from the sub-components of bacteria and virus. The participants tended to correctly answer some questions such as item no.10 (the impact of bacteria), no.14 (virus reproduction), and no.16 (infections caused by virus). Moreover, the participating elementary school students generally explained well-founded reasons coming from their practical experience regarding bacteria and coronavirus, though they were still not skilled in distinguishing non-living and living systems.

참고문헌 (41)

  1. Ahn, K., "Analysis of microbiology content in high school science and life science textbooks and concept of microorganisms in students", The Journal of Educational Development, 31(1), pp.255~269 (2012)
  2. Ahn, T. I., "Experimental model for the biology curriculum in junior and senior high school using cells and animals", Journal of the Korean Association for Science Education, 7(2), pp.21~35 (1987)
  3. Alvarado, C. R., "Perception of the use and value of fungi by two groups of young adults from Central America", UNED Research Journal, 11(3), pp.345~351 (2019)
  4. Bonoti, F., "Children's conceptions of Coronavirus", Public Understanding of Science, 31(1), pp.35~52 (2021)
  5. Byrne, J., "Models of micro-organisms : Children’s knowledge and understanding of micro-organisms from 7 to 14 years old", International Journal of Science Education, 33(14), pp.1927~1961 (2011)
  6. Byrne, J., "Children’s anthropomorphic and anthropocentric ideas about micro-organisms", Journal of Biological Education, 44(1), pp.37~43 (2009)
  7. 장진아, "잠재 디리클레 할당(LDA) 기반의 토픽모델링 분석을 통한 ‘초등과학교육’ 학술지 연구논문의 주제 및 변화", 초등과학교육, 41(2), pp.356~372 (2022), 한국초등과학교육학회
  8. Choi, J. H., "Analysis of immunity conceptional status between inservice and preservice biology teachers", Master’s, pp.2014
  9. 최영미, "초등학생들의 작은 생물에 대한 개념 연구", 한국초등교육, 25(4), pp.69~89 (2014), 초등교육연구원[DOI]
  10. Chung, Y. L., "Students’ understanding of photosynthesis and an analysis of their misconceptions", Biology Education, 26(1), pp.1~7 (1998)
  11. 한화정, "2009 개정 및 2015 개정 교육과정에 따른 초등과학 다양한 생물과 우리 생활 단원의 성취기준 및 학습내용 비교 분석", 생물교육, 48(2), pp.242~256 (2020), 한국생물교육학회[DOI]
  12. 허명, "초․중․고등학교 학생들의 식물 분류에 관한 오개념 빈도와 흥미도 연구", 생물교육, 38(1), pp.1~14 (2010), 한국생물교육학회[DOI]
  13. Jee, B. D., "Expert-novice differences in mental models of viruses, vaccines, and the causes of infectious disease", Public Understanding of Science, 24(2), pp.241~256 (2015)
  14. 정선욱, "Research Perspective of an Extremophilic Bacterium, Deinococcus radiodurans on Bioremediation of Radioactive Wastes", 공업화학, 28(2), pp.133~140 (2017), 한국공업화학회[DOI]
  15. 김해리, "살아 있는 것과 살아 있지 않은 것에 대한 만 3-5세 유아들의 인식", 학습자중심교과교육연구, 22(21), pp.993~1008 (2022), 학습자중심교과교육학회[DOI]
  16. 김혜원, "토픽 모델링을 활용한 과학영재교육 연구동향 분석", 초등과학교육, 40(3), pp.283~294 (2021), 한국초등과학교육학회
  17. 김미나, "초등과학‘작은 생물의 세계’ 단원 수업에서 교사와 학생이 겪는 어려움", 생물교육, 43(3), pp.240~250 (2015), 한국생물교육학회[DOI]
  18. Kim, S. W., "A study on scientifically-gifted students’ misconceptions regarding ‘Small living things", Journal of Korean Elementary Science Education, 25(5), pp.485~494 (2007)
  19. 고연숙, "한국 초등학교 교육과정 변천에 따른 과학 교과서 생명영역 내용분석", 한국과학교육학회지, 36(2), pp.203~219 (2016), 한국과학교육학회[DOI]
  20. Application plans of subject curriculums according to the 2015 revised curriculum: Focusing on elementary and middle-schools, "Kwon, J. R.", Korea Institute for Curriculm and Evaluation, ~, pp.Report RRC 2106-8-1 (2016)
  21. 이동민, "세균에 관한 선개념 및 감성을 고려한 초등과학 교수 학습 프로그램 개발 및 적용 효과", 생물교육, 37(4), pp.565~578 (2009), 한국생물교육학회[DOI]
  22. Lee, J., "Students’ emotion about bacteria andn virus", Biology Education, 36(3), pp.302~313 (2008)
  23. Lee. S. H., "The understanding of science concepts according o the type of questions and the taking a test", Master’s, pp.2012
  24. Lee, Y. J., "A study on the biological misconceptio of elementary school students", Journal of Research in Science Education, 18, pp.31~71 (1996)
  25. "Proceedings of the 76th Semi-annual Conference of the Korean Elementary Science Education Society", 2015, 47~
  26. "The 2009 revised curriculum (Notification no. 2011-361 of the Ministry of Education, Republic of Korea)" (2011)[URL]
  27. "The 2015 revised curriculum (Notification no. 2015-74 of the Ministry of Education, Republic of Korea)" (2015)[URL]
  28. Ministry of Education, (2015), Visang
  29. "The 2022 revised curriculum (Notification no. 2022-33 of the Ministry of Education, Republic of Korea)" (2022)[URL]
  30. Novitasari, C., "Content analysis of misconceptions on bacteria in the biology textbook of high school", Journal of Physics : Conference Series, 1157(2), pp.022076~ (2019)
  31. Park, S., (2022), Wikibooks
  32. 박태윤, "초등학생들의 생물다양성 인식에 대한 연구", 학습자중심교과교육연구, 16(2), pp.1~23 (2016), 학습자중심교과교육학회
  33. Rosada, N. A., "Misconceptions on biodiversity and protist using three-tier multiple-choice diagnostic tests", Jurnal Bioedukatika, 10(2), pp.59~67 (2022)
  34. Ruiz-Gallardo, J. R., "Primary school students’ conceptions about microorganisms : Influence of theoretical and practical methodologies on learning", Research in Science and Technological Education, 36(2), pp.165~184 (2018)
  35. Shin, M. S., "Memory development : With children ranged from 4 to 12 years", The Journal of the Korean Association of Psychotherapy, 2(1), pp.13~23 (2010)
  36. Simon, U. K., "The evil virus cell : Students’ knowledge and beliefs about viruses", PLoS ONE, 12(3), pp.e0174402~ (2017)
  37. Simonneaux, L., "A study of pupils’ conceptions and reasoning in connection with"microbes", as a contribution to research in biotechnology education", International Journal of Science Education, 22(6), pp.619~644 (2000)
  38. "Proceedings of the 67th Semi-annual Conference of the Korean Elementary Science Education Society", 2019, 206~
  39. Yunanda, I., "Misconceptions identification on biodiversity and protist using multiple choice open reason(mcor)", Biosfer, 12(2), pp.170~181 (2019)
  40. 윤소정, "보건계열 대학생의 전문직 간 교육 경험에 대한 성찰 에세이 분석: 토픽 모델링 적용", 의료커뮤니케이션, 17(1), pp.83~92 (2022), 대한의료커뮤니케이션학회[DOI]
  41. Zulfia, F. A., "Virus-bacteria diagnostic test(vbd-teat)in identifying biology teacher’s misconception", Biosfer : Jurnal Pendidikan Biologi, 12(2), pp.144~156 (2019)

관련 논문AI추천

예비 초등교사의 미생물에 대한 개념 이해 수준과 교사 교육에의 시사점최영미, 홍승호한국생물교육학회 · 생물교육2024 · 제52권 제3호초등학생들의 작은 생물에 대한 개념 연구최영미, 홍승호초등교육연구원 · 한국초등교육2014 · 제25권 제4호중학생들의 미생물 관련 주제 및 활동에 대한 흥미와 상관 연구송신철한국생물교육학회 · 생물교육2017 · 제45권 제2호세균과 바이러스에 대한 학생들의 감성이지선, 차희영, 하민수한국생물교육학회 · 생물교육2008 · 제36권 제3호미생물 관련 학습 내용의 주제 및 활동에 대한 고등학생의 흥미심규철, 양미선한국생물교육학회 · 생물교육2014 · 제42권 제1호한국 초등학교 교육과정 변천에 따른 과학 교과서 생명영역 내용분석고연숙, 김효남한국과학교육학회 · 한국과학교육학회지2016 · 제36권 제2호

이 간행물의 다른 논문 (11건)

멘델 유전 원리에서 교사의 지도 개념과 학생의 획득 개념 네트워크에 대한 성별 차이김제이, 임수민, 김영신pp. 311-321초등학교 과학 수업에서 ‘디지털 리터러시’ 향상을 위한 수업모형의 개발과 적용 효과심재호, 양승원pp. 322-341세포호흡에서 에너지 전환에 대한 교과서 설명문 분석과 예비 생명과학 교사, 생명과학 교사의 인식 조사배경석, 이주희, 조혜원, 손연아pp. 342-355초등학생이 흥미 있는 생명 현상을 관찰할 때 나타나는 동공 크기 변화 유형과 사고·감성 특성최상아, 신동훈pp. 356-368참과학 탐구를 위한 영재수업에서 Giere의 과학 모델 계층 구조와 NetLogo 시뮬레이션의 유용성 탐색양윤영, 김재근pp. 369-387
원문 보기