중등 학생들의 세 가지 진화적 설명에 대한 수용 문항의 타당도 탐색 및 개념 군집 분석
Exploring the Validity of Questionnaire Measuring Secondary Students’ Acceptance of Three Evolution Explanations and Analyzing Conceptual Cluster of Evolution
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This study aims to identify the validity and reliability of the questionnaire measuring secondary students’ acceptance of teleological, use/disuse, and natural selection explanation of evolutionary phenomena. In addition, this study also explores the conceptual clusters of students’ evolution concepts through performing a statistical clustering analysis. Lastly, this study explores the cross-sectional pattern of students’ evolution conception in accordance with students’ academic level. A total of 338 secondary students including 113 middle school students, 105 high school students in humanity track, and 120 high school students in science track participated in this study. A questionnaire consisted of six items about the three evolutionary explanations (teleology, use/disuse, and natural selection) of cheetah, mole, polar fox, rice insect, human brain, and rose were used. The results of several statistical analyses for validity test such as Rasch model analysis indicate that the questionnaire was valid and reliable enough to measure secondary students’ acceptance of three evolution explanations. Moreover, five conceptual clusters were found based on clustering analysis. In accordance with students’ academic level, only acceptance level of natural selection explanation was found an increase, while acceptance level of naïve explanations such as teleology and use/disuse remained stable. This study discusses an effective teaching strategy for evolution concept and the uses of clustering analysis for the research of students’ conception.
Abstract
This study aims to identify the validity and reliability of the questionnaire measuring secondary students’ acceptance of teleological, use/disuse, and natural selection explanation of evolutionary phenomena. In addition, this study also explores the conceptual clusters of students’ evolution concepts through performing a statistical clustering analysis. Lastly, this study explores the cross-sectional pattern of students’ evolution conception in accordance with students’ academic level. A total of 338 secondary students including 113 middle school students, 105 high school students in humanity track, and 120 high school students in science track participated in this study. A questionnaire consisted of six items about the three evolutionary explanations (teleology, use/disuse, and natural selection) of cheetah, mole, polar fox, rice insect, human brain, and rose were used. The results of several statistical analyses for validity test such as Rasch model analysis indicate that the questionnaire was valid and reliable enough to measure secondary students’ acceptance of three evolution explanations. Moreover, five conceptual clusters were found based on clustering analysis. In accordance with students’ academic level, only acceptance level of natural selection explanation was found an increase, while acceptance level of naïve explanations such as teleology and use/disuse remained stable. This study discusses an effective teaching strategy for evolution concept and the uses of clustering analysis for the research of students’ conception.
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