멘델 유전 원리에서 교사의 지도 개념과 학생의 획득 개념 네트워크에 대한 성별 차이
Semantic Network of the Teacher's Teaching Concept and the Student's Acquisition Concept in Mendelian Inheritance by Gender
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초록
The science teacher organizes the contents presented in the textbook according to the lesson plan and teaches the contents to the students. The taught learning content forms and remembers the concept in the learners' own cognitive structure. Improving science education and learning requires analyzing real classroom situations. This study analyzed the concepts taught by teachers and the concept networks of students in the Mendelian inheritance. The class proceeded with the second session of the principle of superiority and inferiority, the law of separation, and the law of independence. The network was divided into semantic network of concept, semantic network of key concept, and connection network. The findings of this study is, first, that the types of concepts taught by teachers and the types of concepts students have after learning are similar, but the concept network structures are different. In the connection network, students had more concept types than teachers. Second, there was no difference in the types of concepts and network structure between boy and girl students. In the network structure, concepts with high frequency are gathered in the center and show a structure that is connected. Through this study, it is expected that research on how the concept network is changing even after learning will be conducted.
Abstract
The science teacher organizes the contents presented in the textbook according to the lesson plan and teaches the contents to the students. The taught learning content forms and remembers the concept in the learners' own cognitive structure. Improving science education and learning requires analyzing real classroom situations. This study analyzed the concepts taught by teachers and the concept networks of students in the Mendelian inheritance. The class proceeded with the second session of the principle of superiority and inferiority, the law of separation, and the law of independence. The network was divided into semantic network of concept, semantic network of key concept, and connection network. The findings of this study is, first, that the types of concepts taught by teachers and the types of concepts students have after learning are similar, but the concept network structures are different. In the connection network, students had more concept types than teachers. Second, there was no difference in the types of concepts and network structure between boy and girl students. In the network structure, concepts with high frequency are gathered in the center and show a structure that is connected. Through this study, it is expected that research on how the concept network is changing even after learning will be conducted.
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