감각기관 영역 관련 개념의 성별에 따른 지위 중복과 개념 간 근접성 분석
An Analysis of Conceptual Niche Overlap and Proximity of Concepts relatedto Sensory System according to Gender Differences
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The purpose of this study is to analyze the conceptual niche overlap and proximity of students' concepts in 9th grade sensory system domains according to gender differences through the classes. The analysis of conceptual niche overlap in concepts and conceptual proximity was performed by changing in graph before and after classes. Four hundred and twelve 9th grade students participated in the study. Concepts in sensory system were selected from preliminary survey. The questionnaire was composed of five domains: eye, ear, nose, tongue, and skin. Students were asked to write down relevance score (1∼5) and scientific knowledge in respect of each concept. And the students’ level of understanding were classified into five levels. There are main findings from this study. First, the niche overlap graph of scientific concepts were moved on to improved direction as a result of learning. Second, the niche space size was reduced. Size of all niche space was reduced after classes indicating that deviation of understanding level and relevance of the concept declined. Third, similar concepts were connected in concept learning. Fourth, student already had non-scientific concepts before the learning. And they recognized both non-scientific concepts and scientific-concepts at the same time. Based on the results obtained in this study, I have the following suggestion. Teachers need to plan and instruct to offer students highly relevant scientific concept in learning. Therefore, when planning a lesson, teachers need to instruct chunking of concept.
Abstract
The purpose of this study is to analyze the conceptual niche overlap and proximity of students' concepts in 9th grade sensory system domains according to gender differences through the classes. The analysis of conceptual niche overlap in concepts and conceptual proximity was performed by changing in graph before and after classes. Four hundred and twelve 9th grade students participated in the study. Concepts in sensory system were selected from preliminary survey. The questionnaire was composed of five domains: eye, ear, nose, tongue, and skin. Students were asked to write down relevance score (1∼5) and scientific knowledge in respect of each concept. And the students’ level of understanding were classified into five levels. There are main findings from this study. First, the niche overlap graph of scientific concepts were moved on to improved direction as a result of learning. Second, the niche space size was reduced. Size of all niche space was reduced after classes indicating that deviation of understanding level and relevance of the concept declined. Third, similar concepts were connected in concept learning. Fourth, student already had non-scientific concepts before the learning. And they recognized both non-scientific concepts and scientific-concepts at the same time. Based on the results obtained in this study, I have the following suggestion. Teachers need to plan and instruct to offer students highly relevant scientific concept in learning. Therefore, when planning a lesson, teachers need to instruct chunking of concept.
참고문헌 (31)
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