생물Ⅱ 단백질 합성 단원에서 비유를 활용한 수업이 고등학생들의 학업 성취도와 학습 동기에 미치는 효과
The Effects of Learning through Analogy in the Chapter of Protein Biosynthesis on the Learning Achievement and Learning Motivation of High School Students
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The purpose of this study is to constitute analogical learning materials for protein biosynthesis unit of Biology Ⅱ, and to find out how they affect the learning motivation and academic achievement for biology study. To begin with, we constituted two analogical learning materials based on the real-life examples to explain the protein biosynthesis process and induce more active class participation of the students. One is ‘a village with a library and a factory' that would help students understand the whole process of protein biosynthesis, and the other is ‘a doughnut factory' that would help them understand the interpretation process of the genetic information. Then we invited three biology teachers, and six intern teachers to review these materials to determine the effectiveness of these materials for class application and areas for improvement. After adjusting the teaching materials per their input, we used them in class based on TWA class model. The results from the class application of the analogical materials under this study show: (1) the teaching method that uses the analogical materials is more effective than conventional one-in terms of students' academic achievement of the protein biosynthesis process, and (2) it creates more positive effects in attracting interests from and motivates students to learn biology thanks to the analogical approach to the biological concepts. We also conducted interviews with the students to ask how helpful it was for their learning process. Most of them responded positively that they could easily associate the real-life examples to the process of protein biosynthesis and that they'd probably be able to remember the process for a long time.
Abstract
The purpose of this study is to constitute analogical learning materials for protein biosynthesis unit of Biology Ⅱ, and to find out how they affect the learning motivation and academic achievement for biology study. To begin with, we constituted two analogical learning materials based on the real-life examples to explain the protein biosynthesis process and induce more active class participation of the students. One is ‘a village with a library and a factory' that would help students understand the whole process of protein biosynthesis, and the other is ‘a doughnut factory' that would help them understand the interpretation process of the genetic information. Then we invited three biology teachers, and six intern teachers to review these materials to determine the effectiveness of these materials for class application and areas for improvement. After adjusting the teaching materials per their input, we used them in class based on TWA class model. The results from the class application of the analogical materials under this study show: (1) the teaching method that uses the analogical materials is more effective than conventional one-in terms of students' academic achievement of the protein biosynthesis process, and (2) it creates more positive effects in attracting interests from and motivates students to learn biology thanks to the analogical approach to the biological concepts. We also conducted interviews with the students to ask how helpful it was for their learning process. Most of them responded positively that they could easily associate the real-life examples to the process of protein biosynthesis and that they'd probably be able to remember the process for a long time.
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