실험 결과 해석 과정에서 사용한 체계적 비유가 고등학생들의 효소 개념 변화에 미친 영향
The Influence of the Systematic AnalogiesUsed at the Interpretation of Experimental Resultson High School Students' Conceptual Change of Enzymes
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세포 내의 화학 반응은 매우 복잡하고 추상적이어서 학생들이 이해하는 데 어려움을 갖고 있다. 본 연구에서는 이러한 세포 내 화학 반응에서 중요한 역할을 하는 효소 작용에 대한 이해를 돕기 위해 실험 결과 해석 과정에서 체계적 비유를 사용한 수업을 계획하고 10학년 학생들을 대상으로 이 수업이 효소 개념 이해에 미친 효과와 그 과정에서 체계적 비유가 어떤 역할을 하였는지 분석하였다. 실험반 학생들의 효소 개념 이해 정도가 대조반에 비해 유의수준 0.05에서 통계적으로 유의미한 차이를 보여 체계적 비유가 효소 개념 이해에 효과적임을 나타내었다. 효소 작용 개념을 내용별로 세분하여 살펴보면 특히 ‘온도pH에 따른 효소 구조 변화와 반응 속도’, ‘효소의 계속적무작위적 작용’과 같이 학생들이 이해하기 어려워하는 평형 범주의 속성을 지닌 개념에 대한 이해에서 체계적 비유의 효과가 크게 나타났다. 이 과정에서 체계적 비유는 학생들의 개념 지위를 향상시키는데 긍정적인 역할을 하였다. 비유물의 가시화와 친숙성은 학생들의 효소 작용 개념에 대한 이해가능성을 높였으며, 효소 반응 실험에서 나타난 현상을 과학 개념과 연결짓는데 발판 역할을 함으로써 실험 결과를 과학 개념으로 일관성 있게 설명할 수 있게 하여 개념 지위를 그럴듯함으로 향상시켰다. 또한 학생들에게 친숙한 비유는 학생들의 흥미를 유발시키고 어려운 과학 개념에 쉽게 다가갈 수 있도록 함으로써 정의적 측면에서도 매우 긍정적인 역할을 하였다.
Abstract
Chemical reactions in cells are so complicated and abstract that students have difficulty in understanding them. In this study, classes with the application of systematic analogies used at the interpretation of experimental results were taught to 10th-grade students in order to help them to understand the concept of enzymes, which play an important role in chemical reactions in cells. Effects of the classes on their understanding of the concept of enzymes and the role of systematic analogies were analyzed. The gap of understanding between the test group and the control group was significant at 0.05, indicating that systematic analogies are effective for students' understanding of the concept of enzymes. Looking into the concept of enzymes by individual element, the effect of systematic analogies was shown to be large for equilibrium-like processes, such as the enzyme structure change caused by temperature and pH; and the continuous and random actions of enzymes, which students have difficulty in understanding. For these processes, systematic analogies played a positive role in improving their conceptual status. The visualizations and familiarity of analogs increased their intelligibility regarding the concept of enzyme. Also, the systematic analogies increases their plausibility by helping to connect phenomena, taking place in the enzyme reaction experiments, with scientific concepts as scaffold. Accordingly, it was possible to explain experimental results as scientific concepts in a consistent manner. In addition, analogies familiar to students played a positive role from the affective perspective by promoting students' interest and helping them to approach hard scientific concepts.
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