초 ․ 중등 학생을 위한 생태학 관련 개념의 지식 체계 및 학습 내용에 대한 델파이 연구
Delphi Study on the Knowledge Category and Learning Contents of Ecology-related Concepts for Elementary and Secondary Students
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초록
In this study, a Delphi study was conducted with a panel of experts in a domain to propose a knowledge frame for students’ ecological learning and learning contents by school level. The Delphi survey was conducted for three rounds. In the first round, an open-ended questionnaire was applied for the categorization of concepts related to ecology topics and learning contents for each elementary, middle and high school level. In the second and third surveys, the validity of the category of ecology-related concepts and learning contents by school years were determined on a 5-point Likert scale. The results of the study showed that the contents of ecology-related learning could be categorized into ‘organisms ecology and biodiversity’, ‘interdependence in ecosystem’, ‘matter cycles and energy flow in ecosystem’, and ‘ecosystem dynamics’. The elements of ecology-related learning content that should be taught in elementary, middle, and high schools were selected for each category. Using the category for the concepts and the learning contents that emerged during this study, the final model for learning ecological concepts was proposed.
Abstract
In this study, a Delphi study was conducted with a panel of experts in a domain to propose a knowledge frame for students’ ecological learning and learning contents by school level. The Delphi survey was conducted for three rounds. In the first round, an open-ended questionnaire was applied for the categorization of concepts related to ecology topics and learning contents for each elementary, middle and high school level. In the second and third surveys, the validity of the category of ecology-related concepts and learning contents by school years were determined on a 5-point Likert scale. The results of the study showed that the contents of ecology-related learning could be categorized into ‘organisms ecology and biodiversity’, ‘interdependence in ecosystem’, ‘matter cycles and energy flow in ecosystem’, and ‘ecosystem dynamics’. The elements of ecology-related learning content that should be taught in elementary, middle, and high schools were selected for each category. Using the category for the concepts and the learning contents that emerged during this study, the final model for learning ecological concepts was proposed.
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