중학교 과학 수업에서 진화에 대한 개념 변화 수업 모형의 적용 효과
Effects of the Teaching Model for Conceptual Change on Evolution of Life in Middle School Science
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참고문헌
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초록
The goal of this study was to investigate the effect of the teaching model for conceptual change on ‘Evolution of Life’ in middle school science. For this research, the chapter of ‘Evolution of Life’ was restructured according to the teaching model for conceptual change. For this, pretest items, worksheets, post-test items were developed and used before, during and after the class. The result of the study was as follows: first, the teaching model for conceptual change was effective for a group of students with good science grades. Second, the teaching model of conceptual change was effective for a group of students in formal operational stage. Third, according to the materials teachers utilized for the class, the ratios of alternative concepts and scientific concepts were very variable. Finally, comparing the comparative group with the experimental group in terms of the changing patterns of pre and post-concepts on evolution, the teaching model of conceptual change was more effective than the conventional class for conceptual change.
Abstract
The goal of this study was to investigate the effect of the teaching model for conceptual change on ‘Evolution of Life’ in middle school science. For this research, the chapter of ‘Evolution of Life’ was restructured according to the teaching model for conceptual change. For this, pretest items, worksheets, post-test items were developed and used before, during and after the class. The result of the study was as follows: first, the teaching model for conceptual change was effective for a group of students with good science grades. Second, the teaching model of conceptual change was effective for a group of students in formal operational stage. Third, according to the materials teachers utilized for the class, the ratios of alternative concepts and scientific concepts were very variable. Finally, comparing the comparative group with the experimental group in terms of the changing patterns of pre and post-concepts on evolution, the teaching model of conceptual change was more effective than the conventional class for conceptual change.
참고문헌 (23)
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