진화에 대한 흥미와 수용 정도에 따른 고등학생들의 진화 개념 지위 차이 분석
Analysis of Conceptual Status Difference of Evolution among High School Students in Terms of Their Interest and Acceptance about Evolution Theory
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The purpose of this research was to find out the conceptual status of evolution concept in terms of the interest and acceptance of evolution of high school students. We tested the interest and acceptance of evolution and then were distinguished subjects into 4 groups based on the testing results which were which were 'both high interest and acceptance of evolution', 'high interest and low acceptance of evolution', low interest and high acceptance of evolution', 'both low interest and acceptance'. We had selected total 16 students as four students from each group and interviewed them to find out their conceptual status on evolution concept. We analyzed the interview data according to the framework developed specially in this research. The group both high acceptance and interest of evolution showed that they had highest variety of (+) conceptual status and the group both low interest and acceptance of evolution that they had lowest variety of (+) conceptual status. The implication in this research confirms that high group in acceptance makes the conceptual status wider and it is stored in the shape of an image within the students' cognitive structure. This also makes us realize that to teach evolution effectively, the acceptance and interest of evolution should be considered along with the need of the teaching-learning programs using various visualaudio lesson materials regarded to the evolutionary concept.
Abstract
The purpose of this research was to find out the conceptual status of evolution concept in terms of the interest and acceptance of evolution of high school students. We tested the interest and acceptance of evolution and then were distinguished subjects into 4 groups based on the testing results which were which were 'both high interest and acceptance of evolution', 'high interest and low acceptance of evolution', low interest and high acceptance of evolution', 'both low interest and acceptance'. We had selected total 16 students as four students from each group and interviewed them to find out their conceptual status on evolution concept. We analyzed the interview data according to the framework developed specially in this research. The group both high acceptance and interest of evolution showed that they had highest variety of (+) conceptual status and the group both low interest and acceptance of evolution that they had lowest variety of (+) conceptual status. The implication in this research confirms that high group in acceptance makes the conceptual status wider and it is stored in the shape of an image within the students' cognitive structure. This also makes us realize that to teach evolution effectively, the acceptance and interest of evolution should be considered along with the need of the teaching-learning programs using various visualaudio lesson materials regarded to the evolutionary concept.
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