유전 학습 과정에서 나타난 우성과 열성에 대한 중학생의 인식 변화

Abstract

The purposes of this study were to analyze the changes in the middle school students' recognition of genetic dominance and recessiveness through learning heredity and to find the causes of their misconceptions. For this study two classes were selected: heredity learning group (35 students) and control group (33 students). Two tests (word association test and scientific concept test) were given before, during, and after teaching genetic heredity respectively. All the tests were identical. Before learning the laws of inheritance, more than half of students were found to have a false impression that dominant trait is superior to the recessive trait. This seemed to be the basis of their misconceptions about consequent inheritance theories. After learning Mendel's law, the number of students who had this wrong impression decreased, therefore decreasing the number of students who would further develop misconceptions about genetic inheritance. Also, many students were able to separate the social definitions of dominance and recessiveness with the scientific concepts of each term after lessons on Mendel's laws. However, after learning human inheritance, some students reverted to their previous thinking and kept their misconceptions.