학습 과정에 따른 고등학생들의 유전 관련 개념의 다양성 및 근접성 분석
Analysis of Concept's Diversity and Proximity for Genetics by Learning Process in High School Students
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The purpose of this study was to analyze the change of concept’s diversity and proximity amonggenetic concepts of high school students through learning process. We surveyed 159 11th gradersfor learning life scienceⅠ. Students were administered a questionnaire that was divided by 4sections of genetics before the genetic class of ‘gene’ and ‘chromosome’ begins. Students were alsoadministered the same questionnaire after learning ‘gene’ and ‘chromosome’, after ‘meiosis’, totally4 times. Students were asked to write down conceptions that they knew and to write down scalesof relevance from 1 to 30 about how they think the conceptions are related to the each section. Concept’s diversity analysis and concept's proximity analysis used index formula of Shannon,Multidimensional Scaling(MDS) respectively. The result showed as follows: it is found to transfer of learning during the study of genetics. Concept’s diversity increased during the process of learning in all sections. Through the positioningmap, it showed to increase in proximity among presented conceptions together by interaction. Andstudents learned by classifying with concepts presented together in concept learning. With theseresults, it would make a valuable contribution towards setting concept learning strategies.
Abstract
The purpose of this study was to analyze the change of concept’s diversity and proximity amonggenetic concepts of high school students through learning process. We surveyed 159 11th gradersfor learning life scienceⅠ. Students were administered a questionnaire that was divided by 4sections of genetics before the genetic class of ‘gene’ and ‘chromosome’ begins. Students were alsoadministered the same questionnaire after learning ‘gene’ and ‘chromosome’, after ‘meiosis’, totally4 times. Students were asked to write down conceptions that they knew and to write down scalesof relevance from 1 to 30 about how they think the conceptions are related to the each section. Concept’s diversity analysis and concept's proximity analysis used index formula of Shannon,Multidimensional Scaling(MDS) respectively. The result showed as follows: it is found to transfer of learning during the study of genetics. Concept’s diversity increased during the process of learning in all sections. Through the positioningmap, it showed to increase in proximity among presented conceptions together by interaction. Andstudents learned by classifying with concepts presented together in concept learning. With theseresults, it would make a valuable contribution towards setting concept learning strategies.
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