비진화단원 수업에 포함된 생물 교사들의 진화적 설명의 인식 과정에 관한 질적 사례 연구
Qualitative Case Study of Biology Teachers' Recognition Process of Evolutionary Explanations Included in Teaching Not the Title of Evolution in Biology
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Biology teachers' perspectives of the role of evolution in biology have been known to be generally weak. This study investigated whether teachers have included biological evolutionary perspective in biology teaching not the title of evolution and they have been examined whether or not self- aware of it. In addition, the study is to identify whether they were eventually realized the inclusion of the evolutionary explanations in their biology lessons through in-depth interview. It was inductively explored the overall process as a model. For the study, the acquaintances of four biology teachers who are willing and able to provide their files recorded the teaching were sampled and had to send one of their lessons of not the title of evolution. After analyzing their teaching content transcriptions qualitatively, all the cases were appeared to explain biological phenomena as an evolutionary point of view. As files explained with evolutionary point of view were edited and were replayed during in-depth interviews, the teachers who did not realize they taught evolution despite teaching not the title of evolution with the evolutionary respect were aware of the idea that they had used evolution as the foundation of their biology lessons as well as they had explain biological phenomena with evolutionary perspectives during biology teaching. This study summarizes the teachers' awareness change process model consisted of two-step for evolution lesson. Based on the model, the development of the teacher education program to improve teachers' perspectives of evolution as a theory that integrates biology is to be expected.
Abstract
Biology teachers' perspectives of the role of evolution in biology have been known to be generally weak. This study investigated whether teachers have included biological evolutionary perspective in biology teaching not the title of evolution and they have been examined whether or not self- aware of it. In addition, the study is to identify whether they were eventually realized the inclusion of the evolutionary explanations in their biology lessons through in-depth interview. It was inductively explored the overall process as a model. For the study, the acquaintances of four biology teachers who are willing and able to provide their files recorded the teaching were sampled and had to send one of their lessons of not the title of evolution. After analyzing their teaching content transcriptions qualitatively, all the cases were appeared to explain biological phenomena as an evolutionary point of view. As files explained with evolutionary point of view were edited and were replayed during in-depth interviews, the teachers who did not realize they taught evolution despite teaching not the title of evolution with the evolutionary respect were aware of the idea that they had used evolution as the foundation of their biology lessons as well as they had explain biological phenomena with evolutionary perspectives during biology teaching. This study summarizes the teachers' awareness change process model consisted of two-step for evolution lesson. Based on the model, the development of the teacher education program to improve teachers' perspectives of evolution as a theory that integrates biology is to be expected.
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