고등학생의 유전 문제 해결 과정에서 드러난 표상 능력의 차이
Differences among High School Students’ Representational Competence in Solving Genetic Problems
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study aimed to explore differences between successful and unsuccessful problem-solvers’ representational competence revealed by the solving of two genetic problems in different presentational modes. Four high school students participated in solving two genetic problems that contained diverse genetic concepts and required complex reasoning. Representational competence was analyzed with the form of representation, the level of abstraction and the accuracy of domain knowledge in representation. The student who solved the problem successfully, presented via the verbal mode, selected the appropriate form of representation such as Punnett square and diagram of chromosomes. Her representation showed a high level of abstraction and accurate domain knowledge. The students who solved the problem presented via verbal, graphical, and table modes constructed the pedigree commonly. The successful students, however, transformed the original representation into pedigree so perfectly that it accurately reflected the domain knowledge of the original representation. The students used their representation for understanding information of the problems, thereby reasoning the right answers, visualizing and monitoring the problem-solving process. These findings may provide educational insights for educators who seek to understand the relationship between genetic problem-solving processes and representation.
Abstract
This study aimed to explore differencesbetween successful and unsuccessful problem-solvers’ representationalcompetence revealed by the solving of twogenetic problems in different presentational modes. Fourhigh school students participated in solving two geneticproblems that contained diverse genetic concepts and requiredcomplex reasoning. Representational competence wasanalyzed with the form of representation, the level ofabstraction and the accuracy of domain knowledge in representation. The student who solved the problem successfully,presented via the verbal mode, selected the appropriateform of representation such as Punnett square and diagramof chromosomes. Her representation showed a high level ofabstraction and accurate domain knowledge. The studentswho solved the problem presented via verbal, graphical, andtable modes constructed the pedigree commonly. Thesuccessful students, however, transformed the original representationinto pedigree so perfectly that it accuratelyreflected the domain knowledge of the original representation. The students used their representation forunderstanding information of the problems, thereby reasoningthe right answers, visualizing and monitoring theproblem-solving process. These findings may provide educationalinsights for educators who seek to understand therelationship between genetic problem-solving processes andrepresentation.
참고문헌 (35)
- Ainsworth, S, "The function of multiple representations", Computers & Education, 33(2-3), pp.131~152 (1999)
- American Association for the Advancement of Science, "Vision and Change in Undergraduate Biology Education: A Call to Action" (2011), AAAS
- Bergey, B. W, "Teaching high school biology students to coordinate text and diagrams: Relations with transfer, effort, and spatial skill", International Journal of Science Education, 37(15), pp.2476~2502 (2015)
- Bowen, C. W, "Representational system used by graduate students while problem solving in organic synthesis", Journal of Research in Science Teaching, 27(4), pp.351~370 (1990)
- Cavallo, A. M. L, "Meaningful learning, reasoning ability, and students’ understanding and problem solving of topics in genetics", Journal of Research in Science Teaching, 33(6), pp.625~656 (1996)
- Chang, H.-Y, "Students’ representational competence with drawing technology across two domains of science", Science Education, 102(5), pp.1129~1149 (2018)
- Chi, M. H, "Categorization and representations of physics problems by experts and novices", Cognitive Science, 5(2), pp.121~152 (1981)
- Chin, C, "Problem-based learning : Using ill-structured problem in biology project work", Science Education, 90(1), pp.44~67 (2006)
- De Cock, M, "Representation use and strategy choice in physics problem solving", Physical Review Special Topics-Physics Education Research, 8, pp.020117~ (2012)
- Domin, D, "Using students’ representations constructed during problem solving to infer conceptual understanding", Journal of Chemical Education, 89(7), pp.837~843 (2012)
- Duncan, R. G, "Reasoning across ontologically distinct levels : Students’ understandings of molecular genetics", Journal of Research in Science Teaching, 44(7), pp.938~959 (2007)
- Finkel, E. A, "Making sense of genetics: Students‘knowledge use during problem solving in a high school genetics class", Journal of Research in Science Teaching, 33(4), pp.345~368 (1996)
- Freidenreich, H. B, "Exploring middle school students’ understanding of three conceptual models in genetics", International Journal of Science Education, 33(17), pp.2323~2350 (2011)
- Giunchiglia, F, "A theory of abstraction", Artificial Intelligence, 57(2-3), pp.323~389 (1992)
- Hackling, M. W, "Expert and novice solution of genetic pedigree problem", Journal of Research in Science Teaching, 25(7), pp.531~546 (1988)
- Halverson, K. L, "Multiple Representations in Biological Education", pp.185~201 (2013), Springer
- Hestenes, D, "Toward a modeling theory of physics instruction", American Journal of Physics, 55(5), pp.440~454 (1987)
- Karagöz, M, "Problem solving in genetics : Conceptual and procedural difficulties", Educational Sciences : Theory & Practice, 11(3), pp.1668~1674 (2011)
- Klein, P, "Assessment of representational competence in kinematics", Physical Review Special Topics-Physics Education Research, 13, pp.010132~ (2017)
- Lewis, J, "Genes, chromosomes, cell division and inheritance—Do students see any relationship", International Journal of Science Education, 22(2), pp.177~195 (2000)
- Merriam, S. B, "Case Study Research in Education" (1988), Jossey-Bass
- National Research Council, "National Science Education Standards" (1996), National Academy Press
- Pande, P, "Representational competence : towards a distributed and embodied cognition account", Studies in Science Education, 53(1), pp.1~43 (2016)
- Patton, M, "How to Use Qualitative Methods in Evaluation" (1987), Sage Publications
- Reif. F, "Research on Physics education: Proceedings of the First International Workshop", pp.15~53 (1983), Editions du Centre National de la Reserche Scientifique
- Schönborn, K. J, "Knowledge transfer in biology and translation across external representations : Experts' views and challenges for learning", International Journal of Science and Mathematics Education, 7(5), pp.931~955 (2009)
- Schwartz, D. L, "The emergence of abstract representations in dyad problem solving", Journal of the Learning Sciences, 4(3), pp.321~354 (1995)
- Sevian, H, "Use of representation mapping to capture abstraction in problem solving in different courses in chemistry", Chemistry Education Research and Practice, 16(3), pp.429~446 (2015)
- Simmons, P. E, "Problem-solving behaviors during a genetics computer simulation: Beyond the expert", novice dichotomy, 1993, pp.30(2), 153~173
- Smith, M. U, "Successful and unsuccessful problem solving in classical genetic pedigrees", Journal of Research in Science Teaching, 25(6), pp.411~433 (1988)
- Smith, M. U, "Problem solving and classical genetics: successful versus unsuccessful performance", Journal of Research in Science Teaching, 21(9), pp.895~912 (1984)
- Stewart, J, "Potential learning outcomes from solving genetics problems: A typology of problems", Science Education, 72(2), pp.237~254 (1988)
- Tsui, C. Y, "Multiple Representations in Biological Education", pp.3~18 (2013), Springer
- Watts, M, "Problem Solving in Science and Technology", pp.3~22 (1994), David Fulton Publishers
- Wynne, C. F, "High school students’ use of meiosis when solving genetics problems", International Journal of Science Education, 23(5), pp.501~515 (2001)