세포 분열에 대한 교과서의 내용과 고등학생들의 개념 이해 분석
A Study on Description Levels of Concepts in Biology Textbooks andHigh School Students’ Conceptions about Cell Division
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This study aimed to identify sub-concepts of cell division and their description levels in Life Science I textbooks and to analyze high school students’ understanding and misconceptions about cell division. Three kinds of science textbooks for the ninth grade and three kinds of Life Science I were examined, and the questionnaires for understanding of cell division were administered to 237 high school students in three schools. The questionnaire consisted of six questions that were categorized into two parts: mitosis and meiosis. An analysis of textbooks revealed that the concepts of sister chromatid and chromonema in mitosis were described insufficiently. In the case of meiosis, explanations were inadequate for student understanding, including the interphase, the process of DNA duplication, the crossing over, and the change of genetic information via the process of duplicating chromosomes. An analysis of the questionnaire showed that students had a results-oriented comprehension of mitosis although they compared the chromosome number and genetic information in new skin cell and original skin cell correctly. And students had several misconceptions regarding meiosis; an ovum is different from a germ cell; a somatic cell and a germ cell have different genetic information because of their functions. Finally, around twenty percent of students could not distinguish homologous chromosomes from sister chromatid. Students’ misunderstanding of cell division were related to the description way of these concepts in textbooks. In textbooks, the changes of genetic information in mitosis were described as results-oriented; meanwhile, several concepts, such as chromonema, sister chromatid, and homologous chromosomes, were introduced with segmented explanations. These findings can provide guidance for the teaching and learning of cell division to teachers and curriculum developers.
Abstract
This study aimed to identify sub-concepts of cell division and their description levels in Life Science I textbooks and to analyze high school students’ understanding and misconceptions about cell division. Three kinds of science textbooks for the ninth grade and three kinds of Life Science I were examined, and the questionnaires for understanding of cell division were administered to 237 high school students in three schools. The questionnaire consisted of six questions that were categorized into two parts: mitosis and meiosis. An analysis of textbooks revealed that the concepts of sister chromatid and chromonema in mitosis were described insufficiently. In the case of meiosis, explanations were inadequate for student understanding, including the interphase, the process of DNA duplication, the crossing over, and the change of genetic information via the process of duplicating chromosomes. An analysis of the questionnaire showed that students had a results-oriented comprehension of mitosis although they compared the chromosome number and genetic information in new skin cell and original skin cell correctly. And students had several misconceptions regarding meiosis; an ovum is different from a germ cell; a somatic cell and a germ cell have different genetic information because of their functions. Finally, around twenty percent of students could not distinguish homologous chromosomes from sister chromatid. Students’ misunderstanding of cell division were related to the description way of these concepts in textbooks. In textbooks, the changes of genetic information in mitosis were described as results-oriented; meanwhile, several concepts, such as chromonema, sister chromatid, and homologous chromosomes, were introduced with segmented explanations. These findings can provide guidance for the teaching and learning of cell division to teachers and curriculum developers.
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