Rapid-cycling Brassica rapa를 이용한「식물의 구조와 기능」실험 모듈의 개발 및 적용
Development and Application of an Experimental Module about the Structure and Function of Plants using Rapid-cycling Brassica rapa
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The purpose of this study is to develop an experimental module about the structure and function of plants for the middle school students by using Rapid-cycling Brassica rapa (RcBr) and to apply it to the students in science talented class. The developed experimental module was composed of 6 units dealing with four concepts; osmotic action, water movement through the water pipe, photosynthesis, and transpiration under the subjects of what happens in roots, stems, and leaves of plants. It was applied to the 14 students of science talented class in Daejeon. The achievement test was used to determine the students' change of concept understanding of the structure and function of plants. It was effective to help students get the concepts regarding the structure and function of plants and change the concepts regarding the subcategories of each concept. Even though it was not significantly improving students' scientific attitude analyzed by TOSRA, it was meaningful to improve their attitude towards scientists. The change of the students' experimental behavior was also analyzed through the video clips for the class. Students were active during the class by showing the behavior patterns such as E (instrument manipulation and experiment), L (listening), and M (instrument transfer and movement). In conclusion, it was shown that the experimental module about the structure and functions of plants using RcBr was effective to improve students' concept understanding, while it also significantly improved students' attitude towards scientists.
Abstract
The purpose of this study is to develop an experimental module about the structure and function of plants for the middle school students by using Rapid-cycling Brassica rapa (RcBr) and to apply it to the students in science talented class. The developed experimental module was composed of 6 units dealing with four concepts; osmotic action, water movement through the water pipe, photosynthesis, and transpiration under the subjects of what happens in roots, stems, and leaves of plants. It was applied to the 14 students of science talented class in Daejeon. The achievement test was used to determine the students' change of concept understanding of the structure and function of plants. It was effective to help students get the concepts regarding the structure and function of plants and change the concepts regarding the subcategories of each concept. Even though it was not significantly improving students' scientific attitude analyzed by TOSRA, it was meaningful to improve their attitude towards scientists. The change of the students' experimental behavior was also analyzed through the video clips for the class. Students were active during the class by showing the behavior patterns such as E (instrument manipulation and experiment), L (listening), and M (instrument transfer and movement). In conclusion, it was shown that the experimental module about the structure and functions of plants using RcBr was effective to improve students' concept understanding, while it also significantly improved students' attitude towards scientists.
참고문헌 (38)
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