소집단 활동과 전체 논의 과정에서 나타나는 중학생들의 배설에 관한 사전 모형 탐색
Middle School Students’ Prior Models on Excretory Pathway in Small Group Activities and Whole Class Discussion
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The aim of this study is to explore how eight-grade students revealed their conceptions and co-constructed their prior excretory models. In this study, we developed the six activities of excretory model construction and this study summarizes the results of the first activities. This activity were divided into small group activity and whole class discussion. Students were asked to draw out the pathway of nitrogenous wastes generated from cells through small group discussions, and then to evaluate each group’s models in the whole class discussion. Eight-grade students from one middle school in the city of Seoul participated in the activity, which was videotaped and recorded. First, in small group activities, although students did not learn about excretion, but most groups knew that the kidneys and bladder were involved in excretion, and included these organs in the pathway of waste. However, they have revealed the diverse and insufficient conceptions on circulation of blood and filtration of wastes, such as blood containing nitrogenous wastes did not pass through the heart, or there was no kidney veins from the kidneys. In the whole class discussion, students captured the incorrect conceptions and rebutted it in the pictures of the small groups, thereby correcting and elaborating the prior models. These results suggest the significance of constructing the prior models and the implication on the teaching strategies to guide the small group activities and the whole class discussion.
Abstract
The aim of this study is to explore how eight-grade students revealed their conceptions and co-constructed their prior excretory models. In this study, we developed the six activities of excretory model construction and this study summarizes the results of the first activities. This activity were divided into small group activity and whole class discussion. Students were asked to draw out the pathway of nitrogenous wastes generated from cells through small group discussions, and then to evaluate each group’s models in the whole class discussion. Eight-grade students from one middle school in the city of Seoul participated in the activity, which was videotaped and recorded. First, in small group activities, although students did not learn about excretion, but most groups knew that the kidneys and bladder were involved in excretion, and included these organs in the pathway of waste. However, they have revealed the diverse and insufficient conceptions on circulation of blood and filtration of wastes, such as blood containing nitrogenous wastes did not pass through the heart, or there was no kidney veins from the kidneys. In the whole class discussion, students captured the incorrect conceptions and rebutted it in the pictures of the small groups, thereby correcting and elaborating the prior models. These results suggest the significance of constructing the prior models and the implication on the teaching strategies to guide the small group activities and the whole class discussion.
참고문헌 (20)
- 강은희, "심장 혈액 흐름의 모형 구성 과정에서 나타난 소집단 상호작용과 소집단 규범", 한국과학교육학회지, 32(2), pp.372~387 (2012), 한국과학교육학회
- 김희백, "혈액 순환 요소별 학생들의 개념 분석 : 횡단적 연구", 한국과학교육학회지, 26(6), pp.753~764 (2006), 한국과학교육학회
- 심재호, "유의미 학습 촉진을 위한 고등학생의 배설 개념 분석", 생물교육, 33(2), pp.177~184 (2005), 한국생물교육학회
- 유희원, "달의 위상 변화에 대한 과학적 모형 구성 수업에서 나타나는 과학 영재들의 모형 생성 및 발달 과정", 영재교육연구, 22(2), pp.291~315 (2012), 한국영재학회
- 이신영, "소집단 상호작용에 따른 심장 내 혈액 흐름에 대한 소집단 모델 발달 유형과 추론 과정 탐색", 한국과학교육학회지, 32(5), pp.805~822 (2012), 한국과학교육학회
- 최주영, "순환, 배설에 대한 중학생의 개념조사 및오개념 교정을 위한 개념도 수업의 효과", 한국과학교육학회지, 14(3), pp.285~292 (1994)
- Carey, S., "On understanding the nature of scientific knowledge", Educational Psychologist, 28(3), pp.235~251 (1993)
- Chi, M. T. H., "From things to processes : A theory of conceptual change for learning science concepts", Learning and Instruction, 491, pp.27~43 (1994)
- Clement, J., "Model Based Learning and Instruction in Science", pp.11~22 (2008), Springer
- Clement, P., "Science Education Research in The Knowledge-based Society", pp.89~97 (2003), Springer
- Halloun, I. A., "Modelling Theory in Science Education" (2006), Springer
- Harrison, A. G., "Learning about atoms, molecules, and chemical bonds : A case study of multiple-model use in grade 11 chemistry", Science Education, 84(3), pp.352~381 (2000)
- Justi, R. S., "Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science", International Journal of Science Education, 24(12), pp.1273~1292 (2002)
- Justi, R. S., "The development of science teachers’ knowledge on models and modelling : promoting, characterizing, and understanding the process", International Journal of Science Education, 27(5), pp.549~573 (2005)
- Núñez, F., "Students’ conceptual patterns of human nutrition", International Journal of Science Education, 19(5), pp.509~526 (1997)
- Núñez-Oveido, M. C., "Model Based Learning and Instruction in Science", pp.173~193 (2008), Springer
- Rea-Ramirez, M. A., "Model Based Learning and Instruction in Science", pp.173~193 (2008), Springer
- Sandoval, W. A., "The quality of students' use of evidence in written scientific explanations", Cognition and Instruction, 23, pp.23~55 (2005)
- Schwartz, C. V., "Developing a learning progression for scientific modeling : Making scientific modeling accessible and meaningful for learners", Journal of Research in Science Teaching, 46(6), pp.632~654 (2009)
- Takao, A. Y., "Assessment of evidence in university students' scientific writing", Science & Education, 12, pp.341~363 (2003)