멘델 유전학의 변화 과정을 활용한 학습 모듈 개발 및 적용
The Development and Application of the Instructional Modules using Historical Changes of Mendelian Genetics
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The purpose of this study is to investigate the changes in the students’ understanding of Mendelian genetic concepts and to understand assessment strategies they used to build and revise their explanatory model during implementing the instructional modules according to creativity level. The history of theoretical changes in Mendelian genetics used in these modules were rearranged for the improvement of understanding genetic concepts. In these modules, students had to build their own explanatory model and, then, revise their own model to accommodate anomalous genetic phenomena. The modules were conducted for 23 10th graders, in a science highschool. Six students selected from the group were interviewed individually after all lessons had finished. The results were as follow: High creative group had some relations in using the number of explanations about the components of genetic model they had generated. They used empirical and conceptual assessment strategies when they generated and revised their own model. And they adopted a forward-working approach to problem. Low creative group failed to have explanations in some components of genetic model. The number of strategies they used was less than high creative group. And they had empirical assessments when they generated and revised their own model. And they adopted a means-ends approach to problem. Finally, these instructional modules were effective for the conceptual change and able to make the conceptual relationships between meiosis and classical genetics for the students, especially in high creative group.
Abstract
The purpose of this study is to investigate the changes in the students’ understanding of Mendelian genetic concepts and to understand assessment strategies they used to build and revise their explanatory model during implementing the instructional modules according to creativity level. The history of theoretical changes in Mendelian genetics used in these modules were rearranged for the improvement of understanding genetic concepts. In these modules, students had to build their own explanatory model and, then, revise their own model to accommodate anomalous genetic phenomena. The modules were conducted for 23 10th graders, in a science highschool. Six students selected from the group were interviewed individually after all lessons had finished. The results were as follow: High creative group had some relations in using the number of explanations about the components of genetic model they had generated. They used empirical and conceptual assessment strategies when they generated and revised their own model. And they adopted a forward-working approach to problem. Low creative group failed to have explanations in some components of genetic model. The number of strategies they used was less than high creative group. And they had empirical assessments when they generated and revised their own model. And they adopted a means-ends approach to problem. Finally, these instructional modules were effective for the conceptual change and able to make the conceptual relationships between meiosis and classical genetics for the students, especially in high creative group.
참고문헌 (15)
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