고등학생들의 세포 분열에 대한 개념 이해와 모델링 수행 수준 탐색
Exploring Levels of High School Students’ Conceptual Understanding andModeling Performance Regarding Cell Division
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This study aimed to explore levels of high school students’ conceptual understanding and levels of modeling performance regarding cell division. 134 high school students who took a class related to cell division participated in drawing models of mitosis and meiosis. The students’ models were analyzed within the framework for conceptual understanding and the framework for modeling performance domains consisting of explanation, abstraction, and labelling domains in cell division. The results revealed that a descending frequency order of conceptual understanding levels in meiosis and mitosis was levels 2, 3, 1, 4, and 0. A series of misconceptions was identified from the students’ models, including a doubling of the chromosome number in prophase, the belief that DNA replication occurs in prophase, and labeling of chromosomes and chromatids as essentially the same thing. Most misconceptions were found in levels 2 and 3 of conceptual understanding. Also, it was found that high levels of explanation and labelling domains were identified in some models showing the low levels of conceptual understanding, although high levels of modeling performance were demonstrated in models showing the high level of conceptual understanding. By providing a better understanding of conceptual understanding and modeling performance of cell division, this study will contribute to developing guidance of teaching and learning regarding cell division for teacher and curriculum designers.
Abstract
This study aimed to explore levels of high school students’ conceptual understanding and levels of modeling performance regarding cell division. 134 high school students who took a class related to cell division participated in drawing models of mitosis and meiosis. The students’ models were analyzed within the framework for conceptual understanding and the framework for modeling performance domains consisting of explanation, abstraction, and labelling domains in cell division. The results revealed that a descending frequency order of conceptual understanding levels in meiosis and mitosis was levels 2, 3, 1, 4, and 0. A series of misconceptions was identified from the students’ models, including a doubling of the chromosome number in prophase, the belief that DNA replication occurs in prophase, and labeling of chromosomes and chromatids as essentially the same thing. Most misconceptions were found in levels 2 and 3 of conceptual understanding. Also, it was found that high levels of explanation and labelling domains were identified in some models showing the low levels of conceptual understanding, although high levels of modeling performance were demonstrated in models showing the high level of conceptual understanding. By providing a better understanding of conceptual understanding and modeling performance of cell division, this study will contribute to developing guidance of teaching and learning regarding cell division for teacher and curriculum designers.
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