유전 관련 개념에 대한 고등학생들의 비유 만들기 수업의 적용 효과
The Effects of Applying Instruction Using High School Students’ Self-Generated Analogies for Concepts in Genetics
1
조회
0
다운로드
26
인용
0
참고문헌
키워드
초록
In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.
Abstract
In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.
참고문헌 (30)
- 강혜정, "과학사를 이용한 교수 학습 전략이 유전 개념 이해에 미치는 효과", 생물교육, 33(2), pp.223~234 (2005), 한국생물교육학회
- 권성기, "구성주의적 과학학습심리학" (2001), 시그마프레스
- 권혁순, "화학 교육에서 비유의 사용 현황과 비유를 사용할 때 개념 이해에 영향을 미치는 요인", 박사, pp.2000
- 권혁순, "화학 교육에서 사용되는 비유에 대한 학생들의 이해도 및 비유 사용의 제한점", 한국과학교육학회지, 24(2), pp.287~297 (2004), 한국과학교육학회
- 김동렬, "생물Ⅱ 단백질 합성 단원에서 비유를 활용한 수업이 고등학생들의 학업 성취도와 학습 동기에 미치는 효과", 생물교육, 36(1), pp.11~25 (2008), 한국생물교육학회
- 손연아, "동기전략을 적용한 의미망 프로그램 활용 수업이 고등학교 생물 학업성취도와 학습동기에 미치는 효과: 생물Ⅰ ‘유전’ 단원을 중심으로", 한국과학교육학회지, 26(3), pp.393~405 (2006), 한국과학교육학회
- 김영민, "비유론과 과학교육" (2001), 원미사
- 김희백, "비유가 수업 에 대한 흥미와 세포소기관의 기능 이해에 미치는 효과", 한국생물교육학회지, 29(4), pp.346~353 (2001)
- 김희백, "유전 개념의 이해를 위한 염색체 모형 이용 수업의 효과", 생물교육, 30(3), pp.282~288 (2002), 한국생물교육학회
- 노태희, "비유물의 체계성과 표현 방식이 개념 회상 및 응용에 미치는 효과", 한국과 학교육학회지, 18(1), pp.83~92 (1998)
- 류수경, "과학 교수-학습에서 사용되는 비유 분석과 비유를 활용한 수업의 효과", 박사, pp.2005
- 문두호, "중학교 과학에서 사람의 유전에 관한 탐구 지향형 실험 모듈의 개발", 생물교육, 34(2), pp.218~231 (2006), 한국생물교육학회
- 변순화, "화학 개념 학습에서 물리적 비유를 사용한 학생 중심 비유 수업의효과", 한국과학교육학회지, 27(7), pp.634~641 (2007), 한국과학교육학회
- 이원경, "실험 결과 해석 과정에서 체계적 비유가 고등학생들의 효소 개념 변화에 미친 영 향", 한국과학교육학회지, 29(7), pp.663~675 (2007)
- 이은정, "중학교 유전 단원의 오개념 교정을 위한 학습 만화 프로그램의 개발 및 적용", 생물교육, 34(3), pp.355~364 (2006), 한국생물교육학회
- 정완호, "고등학생들의 유전과 진화 에 대한 오개념", 한국과학교육학회지, 14(2), pp.179~183 (1994)
- 정화숙, "제7차 고등학교 생물 Ⅰ과 생물 Ⅱ교과서에 제시된 비유 분석", 생물교육, 32(3), pp.189~203 (2004), 한국생물교육학회
- 최경희, "전기 관련 개념에 대한 학생들의 비유 개발 수업의 효과", 새물리, 48(5), pp.411~420 (2004), 한국물리학회
- 최선영, "제6차와 7차 초등학교 과학 교과서에 제시된 비유 비교분석", 초등과학교육, 25(2), pp.149~158 (2006), 한국초등과학교육학회
- Baker, W.P., "Effect of analogic instruction and reason level on achievement in general genetics", pp.390~713 (1995), ERIC Document Reproduction Service
- Dagher, Z,R., "Review of studies on the effectiveness of instructional analogies in science education", Science Education, 79(3), pp.295~312 (1995)
- Duit, R., "On the role of analogies and metaphors in learning science", Science Education, 75(6), pp.649~672 (1991)
- Else, M.J., "Should Different Types of Analogies Be Treated Differently in Instruction Observations from a Middle-School Life Science Curriculum", Paper presented at the annual meeting of the National Association for Research in Science Teaching Philadelphia (2003)
- Glynn, S.M., "Explaining science concepts: A teaching-with-analogies model" (1991), Lawrence Erlbaum.Glynn
- S.M., "Teaching science with analogies: A strategy for constructing knowledge" (1995), Erlbaum
- Harrison, A.G., "Teaching with analogies: A case study in grade-10 optics", Journal of Research in Science Teaching, 30(10), pp.1291~1307 (1993)
- Keller, J.M., "Course interest survey" (1993), Florida State University
- Rule, A.C., "Using form and function analogy abject boxes to teach human body systems", School Science and Mathematics, 104(4), pp.155~169 (2004)
- Taylor, N., "Using analogies to increase student interest in science", pp.32~45 (2007), Corwin Press
- Walczyk, J.J., "Use of learner-centered instruction in college science and mathematics classrooms", Journal of Research in Science Teaching, 40(6), pp.566~584 (2003)