본문 바로가기
KERD
논문KCI 등재

대면·비대면 전환 가능한 생명과학 수업이 고등학생의 개념 인식 변화와 정의적 영역에 미치는 영향

The Effect of High School Students' Concept Perception Change & Affective Domain by The Experience of The Biology Class Convertible from Contact to Non-Contact Class

변정호|권용주
뇌·AI기반교육연구소 (Institute of Brain·AI based Education)|2022.09|Brain, Digital, & Learning|제12권 제3호|pp. 541-565|DOI https://doi.org/10.31216/BDL.20220033

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

biology learningConcept changecontact classnon-contact classdigital collaboration tool

초록

The implementation of the online class by COVID-19 became a revealing period of the various problem in a school science class. However, the application of digital collaboration tools in the class could provide a solution to this problem like as Reduction of learning time, loss of motivation to learn, lack of interaction, the difficulty of concept change and etc. If a teacher applies the digital collaboration tool to his class, he could construct his science class convertible contact class to a non-contact class, In this context, the purpose of this study has focused development of a learning program that applied digital collaboration tools for the concept change of the human brain. The 45 high school students were recruited to attend two types of science classes (face class: 23, not face class: 22). The researchers tested the concept of the human brain, the motivation of biology activity, the motivation of biology learning, and the task commitment of biology learning between pre and post class period. As a result of this study, the concept change learning program of the human brain showed a positive effect on concept change from misconception to scientific concept and affective domain. Also, the effect of this program was statistically significant. Consequently, it could develop an effective learning program of concept change in the human brain to be able to convert the contact class into a non-contact class.

Abstract

The implementation of the online class by COVID-19 became a revealing period of the various problem in a school science class. However, the application of digital collaboration tools in the class could provide a solution to this problem like as Reduction of learning time, loss of motivation to learn, lack of interaction, the difficulty of concept change and etc. If a teacher applies the digital collaboration tool to his class, he could construct his science class convertible contact class to a non-contact class, In this context, the purpose of this study has focused development of a learning program that applied digital collaboration tools for the concept change of the human brain. The 45 high school students were recruited to attend two types of science classes (face class: 23, not face class: 22). The researchers tested the concept of the human brain, the motivation of biology activity, the motivation of biology learning, and the task commitment of biology learning between pre and post class period. As a result of this study, the concept change learning program of the human brain showed a positive effect on concept change from misconception to scientific concept and affective domain. Also, the effect of this program was statistically significant. Consequently, it could develop an effective learning program of concept change in the human brain to be able to convert the contact class into a non-contact class.

참고문헌 (92)

  1. Akour, I. A., "A conceptual framework for determining metaverse adoption in higher institutions of gulf area : An empirical study using hybrid SEM-ANN approach", Computers & Education : Artificial Intelligence, 3, pp.100052~ (2022)
  2. Brown, D. E., "International Handbook of Research on Conceptual Change", pp.121~137 (2013), Routledge
  3. Busso, D. S., "No brain left behind: Consequences of neuroscience discourse for education", Learning, Media and Technology, 40, pp.168~186 (2015)
  4. 변정호, "‘생명과학Ⅰ’ 이수에 따른 고등학생의 뇌에 대한 개념 차이", Brain, Digital, & Learning, 11(1), pp.149~164 (2021), 뇌기반교육연구소[DOI]
  5. 변정호, "메타버스 플랫폼을 활용한 생물 탐구 프로그램이 초등 과학영재의 정의적 영역에 미치는 영향", 학습자중심교과교육연구, 22(13), pp.641~657 (2022), 학습자중심교과교육학회[DOI]
  6. 조희형, "과학 교수 모형의 특징과 적용에 대한 이론적 고찰", 한국과학교육학회지, 30(5), pp.557~575 (2010), 한국과학교육학회
  7. 최섭, "가상현실 특성을 반영한 VR 프로그램 기반 수업 적용 및 효과", 한국과학교육학회지, 40(2), pp.203~216 (2020), 한국과학교육학회[DOI]
  8. Cobb, S. C., "Social presence and online learning : A current view from a research perspective", Journal of Interactive Online Learning, 8, pp.241~254 (2009)
  9. Collins, A., "Rethinking Education in the Age of Technology : The Digital Revolution and Schooling in America" (2018), Teachers College Press
  10. Dede, C., "Modelling and Simulation in Science and Mathematics Education", pp.282~319 (1999), Springer
  11. Dekker, S., "Neuromyths in education : Prevalence and predictors of misconceptions among teachers", Frontiers in Psychology, 3, pp.1~8 (2012)
  12. Di Pietro, G., "The Likely Impact of COVID-19 on Education : Reflections Based on the Existing Literature and Recent International Datasets", EUR 30275 EN, Publications Office of the European Union, ~ (2020)
  13. 도재우, "면대면 수업의 온라인 수업 전환과정에서 발생하는 설계 장애물에 대한 탐색", 교육문화연구, 26(2), pp.153~173 (2020), 교육연구소
  14. Driver, R., "A constructivist approach to curriculum development in science", Studies in Science Education, 13, pp.105~122 (1986)
  15. Fauth, B., "The effects of teacher competence on student outcomes in elementary science education : The mediating role of teaching quality", Teaching and Teacher Education, 86, pp.102882~ (2019)
  16. Fauville, G., "Zoom exhaustion & fatigue scale", Computers in Human Behavior Reports, 4, pp.100119~ (2021)
  17. Feiler, J. B., "Three pillars of educational neuroscience from three decades of literature", Trends in Neuroscience and Education, 13, pp.17~25 (2018)
  18. Förtsch, C., "Effects of biology teachers' professional knowledge and cognitive activation on students' achievement", International Journal of Science Education, 38, pp.2642~2666 (2016)
  19. Garrison, D. R., "E-learning in the 21st Century : A Community of Inquiry Framework for Research and Practice" (2016), Routledge
  20. Georghiades, P., "Beyond conceptual change learning in science education : Focusing on transfer, durability and metacognition", Educational Research, 42, pp.119~139 (2000)
  21. Gilmore, C. K., "Symbolic arithmetic knowledge without instruction", Nature, 447, pp.589~591 (2007)
  22. Gil-Pérez, D., "New trends in science education", International Journal of Science Education, 18, pp.889~901 (1996)
  23. 하민수, "예비생물교사와 현직생물교사의 진화 개념 비교 분석", 생물교육, 44(2), pp.277~288 (2016), 한국생물교육학회[DOI]
  24. Howard-Jones, P. A., "Neuroscience and education : Myths and messages", Nature Reviews Neuroscience, 15, pp.817~824 (2014)
  25. Howard-Jones, P. A., "The timing of educational investment : A neuroscientific perspective", Developmental Cognitive Neuroscience, 2, pp.S18~S29 (2012)
  26. Howe, C., "Supporting conceptual change in school science: A possible role for tacit understanding", International Journal of Science Education, 35, pp.864~883 (2013)
  27. Hwang, Y. H., "Non-face-to-face lab tour program entitled with"Online Open Lab"", The Korean Society for School Science, 15, pp.91~98 (2020)
  28. 강유진, "COVID-19 상황에서 온라인 비대면 수업에 대한 초등교사의 인식- 과학교과를 중심으로 -", 초등과학교육, 40(4), pp.460~479 (2021), 한국초등과학교육학회
  29. Kara, M., "Conceptions and misconceptions of instructional pertaining to their roles and competencies in distance education : A qualitative case study", Participatory Educational Research, 5, pp.67~79 (2018)
  30. Karatas, S., "Interactions in distance education environments : A trend analysis", Quarterly Review of Distance Education, 18, pp.63~82 (2017)
  31. Keller, J. M., "Motivational Design for Learning and Performance : The ARCS Model Approach" (2009), Springer
  32. Keller, M., "The impact of physics teachers' pedagogical content knowledge and motivation on students' achievement and interest", Journal of Research in Science Teaching, 54, pp.1~29 (2016)
  33. 김동렬, "Driver의 개념변화 학습 모형을 적용한 수업이 고등학생들의 식물의 광합성과 호흡의 오개념 교정에 미치는 효과", 한국과학교육학회지, 29(6), pp.712~729 (2009), 한국과학교육학회
  34. Kim, H. J., "Human relationships in the digital age: Implications toward Korean society", Journal of Speech, Media & Communication Association, 3, pp.7~30 (2004)
  35. 김현주, "외국인 학부생의 비대면 한국어 수업 경험에 대한 탐색: 줌(Zoom)을 활용한 실시간 온라인 수업을 중심으로", 인문사회 21, 11(4), pp.1679~1692 (2020), 인문사회 21
  36. 김인숙, "비대면 실시간 수업에서 교수적 디지털 상상력을 통한 상호작용 경험 분석", 교육공학연구, 36(3), pp.873~904 (2020), 한국교육공학회[DOI]
  37. 김갑수, "Covid 19 환경에서 초등 영재 학생들의 온라인 교육 효과 분석", 한국초등교육, 31(4), pp.407~419 (2020), 초등교육연구원[DOI]
  38. Kim, M. K., "Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths : A call for remedial action", Educational Philosophy and Theory, 50, pp.1214~1227 (2018)
  39. 김세현, "COVID­19에 따른 예비 과학교사들의 원격 수업실연 경험 분석", 교육문화연구, 27(6), pp.565~587 (2021), 교육연구소[DOI]
  40. 김용진, "시각에서 상 맺힘 경로에 대한 생물 전공 교사의 오개념 분석", 생물교육, 38(2), pp.331~341 (2010), 한국생물교육학회[DOI]
  41. Kuznetcova, I., "Multi-user virtual environments as a pathway to distributed social networks in the classroom", Computers & Education, 130, pp.26~39 (2019)
  42. 권성연, "온라인 학위과정에 참여하는 성인학습자의 참여동기, 학습참여도, 학습성과 간의 관계 분석", 수산해양교육연구, 30(4), pp.1421~1438 (2018), 한국수산해양교육학회[DOI]
  43. Lawson, A. E., "The nature and development of hypothetico-predictive argumentation with implications for science teaching", International Journal of Science Education, 25, pp.1387~1408 (2003)
  44. Lawson, A. E., "The role of hypotheticodeductive reasoning and physical analogues of molecular interactions in conceptual change", Journal of Research in Science Teaching, 30, pp.1073~1085 (1993)
  45. 이병룡, "유전자, DNA, 염색체에 대한 대학생의 개념 분석", 생물교육, 45(3), pp.418~426 (2017), 한국생물교육학회[DOI]
  46. 이정금, "교사의 상상력을 통한 유아교육과정 재구성 과정에 관한 연구", 유아교육연구, 38(1), pp.137~166 (2018), 한국유아교육학회[DOI]
  47. 이상의, "AAAS 생태개념 검사도구를 이용한 중·고등학생들의 생태 개념수준 및 오개념 탐색", 생물교육, 49(2), pp.240~250 (2021), 한국생물교육학회[DOI]
  48. 이세영, "생물 영역의 오개념에 관한 연구 동향 분석", 생물교육, 34(2), pp.174~184 (2006), 한국생물교육학회
  49. Leuchter, M., "Designing science learning in the first years of schooling. An intervention study with sequenced learning material on the topic of ‘floating and sinking", International Journal of Science Education, 36, pp.1751~1771 (2014)
  50. 임경민, "COVID-19로 인한 비대면 중학교 과학 수업에서 학생의 참여 형태 변화와 실재감 인식 탐색", 생물교육, 50(1), pp.107~124 (2022), 한국생물교육학회[DOI]
  51. Lowenthal, P., "Thinking beyond zoom using asynchronous video to maintain connection and engagement during the COVID-19 pandemic", Journal of Technology and Teacher Education, 28, pp.383~391 (2020)
  52. Mahler, D., "Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance", International Journal of Science Education, 39, pp.213~237 (2017)
  53. Martin-Loeches, M., "Neuroscience and education : we already reached the tipping point", Psicologia Educativa, 21, pp.67~70 (2015)
  54. McCabe, D. P., "Seeing is believing : the effect of brain images on judgments of scientific reasoning", Cognition, 107, pp.343~352 (2008)
  55. McLure, F., "A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes", International Journal of Science Education, 42, pp.703~721 (2020)
  56. Meschede, N., "Teachers' professional vision, pedagogical content knowledge and beliefs : On its relation and differences between pre-service and in-service teachers", Teaching and Teacher Education, 66, pp.158~170 (2017)
  57. Mills, R., "Learning in earth and space science : A review of conceptual change instructional approaches", International Journal of Science Education, 38, pp.767~790 (2016)
  58. The Plan of Future Curriculum with the People, "Ministry of Education", Ministry of Education, ~ (2021)
  59. Ministry of Education., "2015 Revised Curriculum-Science-" (2015), Ministry of Education
  60. Nadelson, L. S., "Conceptual change in science teaching and learning : introducing the dynamic model of conceptual change", International Journal of Educational Psychology, 7, pp.151~195 (2018)
  61. Nadler, R., "Understanding"zoom fatigue" : Theorizing spatial dynamics as third skins in computermediated communication", Computers and Composition, 58, pp.102613~ (2020)
  62. Nehm, R. H., "Item feature effects in evolution assessment", Journal of Research in Science Teaching, 48, pp.237~256 (2011)
  63. Nielsen, J. A., "An evaluation of the left-brain vs. right-brain hypothesis with resting state functional connectivity magnetic resonance imaging", PLoS ONE, 8, pp.e71275~ (2013)
  64. Novak, J. D., "Learning How to Learn" (1984), Cambridge University Press
  65. Nussbaum, J., "Alternative frameworks, conceptual conflict and accommodation : Toward a principled teaching strategy", Instructional Science, 11, pp.183~200 (1982)
  66. Understanding the Brain : Towards a New Learning Science, "Organisation for Economic Cooperation, and Development.", OECD, ~ (2002)
  67. The Future of Education and Skills: Education 2030, "Organisation for Economic Cooperation, and Development.", ~ (2018)
  68. Owen, A. M., "Putting brain training to the test", Nature, 465, pp.775~778 (2010)
  69. 박보람, "The Neuromyths of Pre-service Teachers in Korea", 윤리연구, 1(113), pp.1~23 (2017), 한국윤리학회[DOI]
  70. 박형용, "초등 예비교사의 자연선택 개념에 대한 이해", 생물교육, 46(1), pp.129~140 (2018), 한국생물교육학회[DOI]
  71. 박수원, "예비교사의 신경계신화 수준과 예측요인", 교원교육, 32(2), pp.185~212 (2016), 교육연구원
  72. Parker, J., "Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers’ learning about forces", International Journal of Science Education, 22, pp.89~111 (2000)
  73. Pasquinelli, E., "Neuromyths: Why do they exist and persist?", MIND, BRAIN, AND EDUCATION, 6, pp.89~96 (2012)
  74. Peper, E., "Avoid zoom fatigue, be present and learn", NeuroRegulation, 8, pp.47~56 (2021)
  75. Petrie, C., "How Learning Continued during the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers", pp.91~105 (2022), OECD Publishing
  76. Pietrocola, M., "Risk society and science education", Science & Education, 30, pp.1~25 (2021)
  77. Posner, G. J., "Accommodation of a scientific conception : Toward a theory of conceptual change", Science Education, 66, pp.211~227 (1982)
  78. Potvin, P., "Models of conceptual change in science learning : Establishing an exhaustive inventory based on support given by articles published in major journals", Studies in Science Education, 56, pp.157~211 (2020)
  79. Renner, J., "The power of purpose", Science Education, 66, pp.709~716 (1982)
  80. Rose, E., "Should you be a media ecologist? Bridging the gulfs of understanding between educational technology and media ecology", Educational Technology, pp.5~13 (2006)
  81. Saykili, A., "Distance education : Definitions, generations, key concept and future directions", International Journal of Contemporary Educational Research, 5, pp.2~17 (2018)
  82. Sharp, J. G., "VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship", Research Papers in Education, 23, pp.293~314 (2008)
  83. 송종숙, "개념변화 연구 동향(1984-2016): 연구 현황 분석과 향후 연구 방향에 대한 소고", 학습자중심교과교육연구, 17(3), pp.1~27 (2017), 학습자중심교과교육학회[DOI]
  84. Vaughn, A. R., "Understanding conceptual change and science learning through educational neuroscience", Mind, Brain, and Education, 14, pp.82~93 (2020)
  85. Verkijika, S. F., "Digital textbooks are useful but not everyone wants them : The role of technostress", Computers & Education, 140, pp.103591~ (2019)
  86. Vincent-Lancrin, S., "How Learning Continued during the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers", pp.21~47 (2022), OECD Publishing
  87. Vosniadou, S., "International Handbook of Research on Conceptual Ccange", pp.11~30 (2013), Routledge
  88. Wandersee, J., "Handbook of research on science teaching and learning", pp.177~210 (1994), Macmillan Publishing Company
  89. Weisberg, D. S., "The seductive allure of neuroscience explanations", Journal of Cognitive Neuroscience, 20, pp.470~477 (2007)
  90. Yanagata-Lynch, L. C., "Longitudinal design case of a university preservice technology integration curriculum", International Journal of Design for Learning, 5, pp.25~42 (2014)
  91. Yip, D. Y., "Questioning skills for conceptual change in science instruction", Journal of Biological Education, 38, pp.76~83 (2004)
  92. 윤영민, "예비 생물교사의 진화 개념에 대한 이해와 수업 내용 분석", 생물교육, 47(4), pp.448~465 (2019), 한국생물교육학회[DOI]

관련 논문AI추천

고등학교 생식과 발생 수업에서 두뇌맞춤 교수-학습 프로그램의 효과권용주, 변정호, 이일선, 이진영한국생물교육학회 · 생물교육2012 · 제40권 제1호인공지능을 활용한 생명과학 교수·학습 모델 개발변정호뇌·AI기반교육연구소 · Brain, Digital, & Learning2022 · 제12권 제1호e학습터 플랫폼을 활용한 원격 생물 학습이 초등학생들의 과학 관련 태도에 미치는 영향박형민, 임채성한국초등과학교육학회 · 초등과학교육2021 · 제40권 제1호‘생명과학Ⅰ’ 이수에 따른 고등학생의 뇌에 대한 개념 차이변정호뇌·AI기반교육연구소 · Brain, Digital, & Learning2021 · 제11권 제1호대면 및 대면 수업 상황에 따른 협력적 문제해결 중심 교수 모델(CoProC)의 적용이 특성화고 학생들의 인성 역량과 과학의 정의적 특성에 미치는 영향강시내, 남정희, 박지훈뇌·AI기반교육연구소 · Brain, Digital, & Learning2022 · 제12권 제3호‘생활과 과학’수업에서 문제중심학습이 고등학생의 과학긍정경험에 미치는 영향이아현, 정은영한국생물교육학회 · 생물교육2024 · 제52권 제3호

이 간행물의 다른 논문 (10건)

대면 및 대면 수업 상황에 따른 협력적 문제해결 중심 교수 모델(CoProC)의 적용이 특성화고 학생들의 인성 역량과 과학의 정의적 특성에 미치는 영향박지훈, 남정희, 강시내pp. 367-386과학연구자의 인지편향 조절을 위한 개별화 웹기반 교육 프로그램 개발배상우, 박은주, 하민수pp. 387-402고교학점제에 활용 가능한 시스템 사고 적용 탐구 모듈 개발 및 효과 분석 : 언어 네트워크 분석을 중심으로이효녕, 김유란pp. 403-422멀티미디어 영상자료 활용 초등영어 문화교육 효과 연구이동주, 박성은pp. 423-440중학교 자유학기를 위한 혼합학습 기반 주제선택 프로그램 개발김윤서, 이경택pp. 441-460
원문 보기