고등학교 생물Ⅰ교과서에 제시된 혈당량 개념과 학생들의 개념 수준 분석
Analysis of the Blood Sugar Concept in the BiologyⅠTextbook and the Levels of Concepts for Students
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This study intends to examine the blood sugar concept presented in major textbooks of BiologyⅠand the levels of blood sugar concept for high school students, and to analyze their visual representation about regulating blood sugar so as to know its relation to understanding those concepts. The findings of this study are as follows. The blood sugar concept is explained either with text or visual representation in the textbooks. The textbooks investigated include similar portions of three categories of texts, i.e., knowledge, life experience, and scientific gross-level, but no scientific microlevel category of text is found. The visual representation consists of drawings, graphs and diagrams. With regards to students' understanding the blood sugar concept, life experience and scientific gross-level were high, while the scientific gross-level and simple knowledge were dominant for the regulation of blood sugar. No response was reported for scientific micro-level. The analysis of the visual representation showed that 51.6% of the students could not understand the concepts, while the category of the hierarchy gross-level was 25.8% and that of hierarchy micro-level was 6.5%,which was very low. In conclusion, in order to promote students’ understanding of the concepts,improvement should be made as to not only how the textbooks present the concepts but also what strategies teachers use to deliver the concepts to students.
Abstract
This study intends to examine the blood sugar concept presented in major textbooks of BiologyⅠand the levels of blood sugar concept for high school students, and to analyze their visual representation about regulating blood sugar so as to know its relation to understanding those concepts. The findings of this study are as follows. The blood sugar concept is explained either with text or visual representation in the textbooks. The textbooks investigated include similar portions of three categories of texts, i.e., knowledge, life experience, and scientific gross-level, but no scientific microlevel category of text is found. The visual representation consists of drawings, graphs and diagrams. With regards to students' understanding the blood sugar concept, life experience and scientific gross-level were high, while the scientific gross-level and simple knowledge were dominant for the regulation of blood sugar. No response was reported for scientific micro-level. The analysis of the visual representation showed that 51.6% of the students could not understand the concepts, while the category of the hierarchy gross-level was 25.8% and that of hierarchy micro-level was 6.5%,which was very low. In conclusion, in order to promote students’ understanding of the concepts,improvement should be made as to not only how the textbooks present the concepts but also what strategies teachers use to deliver the concepts to students.
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