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예비생물교사와 현직생물교사의 진화 개념 비교 분석

The Comparative Analysis of Evolution Conceptions in Pre- and In-Service Biology Teachers

하민수
한국생물교육학회 (The Korean Society of Biology Education)|2016.06|생물교육 (BIOLOGY EDUCATION)|제44권 제2호|pp. 277-288|DOI 10.15717/bioedu.2016.44.2.277

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키워드

teacher educationbiology educationevolution conceptmisconception
주제분류교육학

초록

Evolution theory has played a crucial role in unifying biological concepts and leading to reach in bio- logical disciplines as a fundamental principle. The teaching of evolution, hence, should be emphasized so biology teachers should have the scientific and sound understanding of evolution. This study focuses on two research questions: (1) if pre- and in-service biology teachers maintain their evolution conceptions in accordance with items and (2) if they accept both scientific concept (natural selection) and misconceptions (teleology and use/disuse). Participants included 46 pre- service and 32 in-service biology teachers. A questionnaire includes six items (cheetah, mole, polar fox, rice insect, human brain, and rose) in which three explanations for evolutionary phenomena (teleology, use/disuse, and natural selection) are. Each option utilizes six steps Thurstone scale regarding intelligibility and plausibility of the explanation. The results indicate that both pre- and in-service biology teachers showed different level of understanding and acceptance of three explanations according to six items. Pre-biology teachers accepted all three explanations as a scientific explanation in 1.83 items(out of 6 items) and in-service biology teachers accepted all three explanation as a scientific explanations in 1.97. The results of this study demonstrate the need for improvement of biology teachers’ expertise. This study suggests a teaching evolution program for biology teachers which could be designed to utilize various evolutionary examples and treat not only scientific knowledge but also teachers’ misconceptions.

Abstract

Evolution theory has played a crucial role in unifying biological concepts and leading to reach in bio- logical disciplines as a fundamental principle. The teaching of evolution, hence, should be emphasized so biology teachers should have the scientific and sound understanding of evolution. This study focuses on two research questions: (1) if pre- and in-service biology teachers maintain their evolution conceptions in accordance with items and (2) if they accept both scientific concept (natural selection) and misconceptions (teleology and use/disuse). Participants included 46 pre- service and 32 in-service biology teachers. A questionnaire includes six items (cheetah, mole, polar fox, rice insect, human brain, and rose) in which three explanations for evolutionary phenomena (teleology, use/disuse, and natural selection) are. Each option utilizes six steps Thurstone scale regarding intelligibility and plausibility of the explanation. The results indicate that both pre- and in-service biology teachers showed different level of understanding and acceptance of three explanations according to six items. Pre-biology teachers accepted all three explanations as a scientific explanation in 1.83 items(out of 6 items) and in-service biology teachers accepted all three explanation as a scientific explanations in 1.97. The results of this study demonstrate the need for improvement of biology teachers’ expertise. This study suggests a teaching evolution program for biology teachers which could be designed to utilize various evolutionary examples and treat not only scientific knowledge but also teachers’ misconceptions.

참고문헌 (52)

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