공업계 특성화고 학생의 진화 및 유전 개념 분석
The Analysis of Technical High School Students’ Evolution and Genetics Conception
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This study was carried out to explore the understanding of evolution and genetic concepts of 596 male students attending at technical high school. These students did not take any more class about the life science concepts such as genetic and evolutionary concepts in junior high school. In order to measure the level of genetics and evolution concept, we used 20 test items developed by AAAS. In order to confirm the validity and reliability of the items used, Rasch model analysis and internal consistency reliability analysis were conducted. In order to identify the change of conceptual understanding score between grades, independent test t-test, Mann-Whitney U test were used. A paired sample t-test was used for comparison with previous research data for high school students. The results of this study confirm that the AAAS evolution and genetic concept assessment items are valid for measuring the conceptual understanding of technical high school students. It was confirmed that there is a degeneration of the concept understanding at a meaningful level when moving from the first grade to the second grade of technical high school. In particular, there is more conceptual degeneration in the genetic concept. Compared with the scores of the students in the high school, which were identified in the previous research, the concept of the first grade of the technical high school students was maintained, but it was confirmed that the conceptual degeneration proceeded in the second grade. Based on the results of this study, the necessity of education on basic biology concept in technical high school and concept change theory are discussed.
Abstract
This study was carried out to explore the understanding of evolution and genetic concepts of 596 male students attending at technical high school. These students did not take any more class about the life science concepts such as genetic and evolutionary concepts in junior high school. In order to measure the level of genetics and evolution concept, we used 20 test items developed by AAAS. In order to confirm the validity and reliability of the items used, Rasch model analysis and internal consistency reliability analysis were conducted. In order to identify the change of conceptual understanding score between grades, independent test t-test, Mann-Whitney U test were used. A paired sample t-test was used for comparison with previous research data for high school students. The results of this study confirm that the AAAS evolution and genetic concept assessment items are valid for measuring the conceptual understanding of technical high school students. It was confirmed that there is a degeneration of the concept understanding at a meaningful level when moving from the first grade to the second grade of technical high school. In particular, there is more conceptual degeneration in the genetic concept. Compared with the scores of the students in the high school, which were identified in the previous research, the concept of the first grade of the technical high school students was maintained, but it was confirmed that the conceptual degeneration proceeded in the second grade. Based on the results of this study, the necessity of education on basic biology concept in technical high school and concept change theory are discussed.
참고문헌 (16)
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