본문 바로가기
KERD
논문KCI 등재

‘생명과학Ⅰ’ 이수에 따른 고등학생의 뇌에 대한 개념 차이

The Differences of the Conception for Human Brain on High School Students according to The Completion of ‘Life ScienceⅠ’

변정호
뇌·AI기반교육연구소 (Institute of Brain·AI based Education)|2021.03|Brain, Digital, & Learning|제11권 제1호|pp. 149-164|DOI https://doi.org/10.31216/BDL.20210010

0

조회

0

다운로드

1

인용

0

참고문헌

키워드

high school studentmisconceptionLife sciencebrainneuromyth

초록

The purpose of this study is to investigate the misconception of the human brain according to completion of life science Ⅰ on high school students. Generally, the misconception of the human brain is called ‘Neuromyth’, because it would apply the knowledge from neuroscience to education through misunderstanding or misusage. The researcher recruited 104 high school students to analyze their misconception of the human brain, and divided them into two groups depending on the completion of life science; completed 54 students and not completed 50 students. All of the students fill out the survey to check the misconception, 16 questions in the survey were composed of three domains like learning, the function of the brain, structure of the brain. The researcher marked the score of each questionary whether correct, neutral, incorrect answer, and analyzed three domains score and total score about misconception by one-way ANOVA. The researcher was able to conclude as follows through the results of misconception analysis of the brain. First, high school students had various misconceptions related to the human brain. According to the result, it found out more than 50% of students had misconceptions of the brain in 7 out of 16 questions. Second, there are differences in misconceptions of the brain depending on whether or not students completed life science I. A result of statistical, it significantly found the difference between the two student groups. Third, there is a difference of the possibility for correcting misconceptions by the application of the life science curriculum. The misconception of brain function could change to the scientific conception more effective than other misconceptions because the statistical difference was found on the misconception of brain function.

Abstract

The purpose of this study is to investigate the misconception of the human brain according to completion of life science Ⅰ on high school students. Generally, the misconception of the human brain is called ‘Neuromyth’, because it would apply the knowledge from neuroscience to education through misunderstanding or misusage. The researcher recruited 104 high school students to analyze their misconception of the human brain, and divided them into two groups depending on the completion of life science; completed 54 students and not completed 50 students. All of the students fill out the survey to check the misconception, 16 questions in the survey were composed of three domains like learning, the function of the brain, structure of the brain. The researcher marked the score of each questionary whether correct, neutral, incorrect answer, and analyzed three domains score and total score about misconception by one-way ANOVA. The researcher was able to conclude as follows through the results of misconception analysis of the brain. First, high school students had various misconceptions related to the human brain. According to the result, it found out more than 50% of students had misconceptions of the brain in 7 out of 16 questions. Second, there are differences in misconceptions of the brain depending on whether or not students completed life science I. A result of statistical, it significantly found the difference between the two student groups. Third, there is a difference of the possibility for correcting misconceptions by the application of the life science curriculum. The misconception of brain function could change to the scientific conception more effective than other misconceptions because the statistical difference was found on the misconception of brain function.

참고문헌 (61)

  1. Allina, B., "The development of STEAM educational policy to promote student creativity and social empowerment", Arts Education Policy Review, pp.1~11 (2017)
  2. Babai, R., "Persistence of the intuitive conception of living things in adolescence", Journal of Science Education and Technology, 19, pp.20~26 (2010)
  3. Bahar, M., "Misconceptions in biology education and conceptual change strategies", Educational Science : Theory & Practice, 3, pp.55~64 (2003)
  4. Bybee, R. W., "Handbook of Research on Science Teaching and Learning" (1993), National Science Teachers Association
  5. Busso, D. S., "No brain left behind: consequences of neuroscience discourse for education", Learning, Media and Technology, 40, pp.168~186 (2015)
  6. Cole, M. W., "Global connectivity of prefrontal cortex predicts cognitive control and intelligence", The Journal of Neuroscience, 32, pp.8988~8999 (2012)
  7. Deboer, G., "A History of Ideas in Science Education : Implication for Practice" (1991), Teachers College Press
  8. Dekker, S., "Neuromyths in education : Prevalence and predictors of misconceptions among teachers", Frontiers in PSYCHOLOGY, 3, pp.1~8 (2012)
  9. Driver, R., "A constructivist approach to curriculum. development in science", Studies in Science Education, 13, pp.105~122 (1986)
  10. Dubinsky, J. M., "Neuroscience education for prekindergarten-12 teachers", Journal of Neuroscience, 30, pp.8057~8060 (2010)
  11. Edelenbosch, R., "Brain-based learning and educational neuroscience: boundary work", MIND, BRAIN, AND EDUCATION, 9, pp.40~49 (2015)
  12. Feille, J. B., "Three pillars of educational neuroscience from three decades of literature", Trends in Neuroscience and Education, 13, pp.17~25 (2018)
  13. Fisher, K., "A misconception in biology : amino acid and translation", Journal of research in science teaching, 21, pp.53~62 (1985)
  14. Fuller, J. K., "The neuroeducator : Professional of the future", Theory Into Practice, 24, pp.135~137 (1985)
  15. Gearin, B. M., "Translating the neuroscience of physical activity to education", Trends in Neuroscience and Education, 5, pp.12~19 (2016)
  16. Gilbert, J. K., "Children’s science and its consequences for teaching", Science Education, 66, pp.623~633 (1982)
  17. Gilbert, J. K., "Towards a lakatosian analysis of piagetian and alternative conceptions research programs", Science Education, 69, pp.681~696 (1985)
  18. Gilmore, C. K., "Symbolic arithmetic knowledge without instruction", Nature, 447, pp.589~591 (2007)
  19. Goswami, U., "Neuroscience and education", British Journal of Educational Psychology, 74, pp.1~14 (2004)
  20. 하민수, "예비생물교사와 현직생물교사의 진화 개념 비교 분석", 생물교육, 44(2), pp.277~288 (2016), 한국생물교육학회[DOI]
  21. 하민수, "선택형, 서술형, 면담 방법을 통한 생물 예비교사들의 자연선택개념 이해 비교분석", 생물교육, 44(4), pp.618~632 (2016), 한국생물교육학회[DOI]
  22. Harms, N. C., "What research says to the science teacher, vol 3", pp.94~112 (1981), National Science Teachers Association
  23. Howard-Jones, P. A., "The timing of educational investment: A neuroscientific perspective", Developmental Cognitive Neuroscience, 2, pp.S18~S29 (2012)
  24. Howard-Jones, P. A., "Neuroscience and education : myths and messages", Nature Reviews Neuroscience, 15, pp.817~824 (2014)
  25. 조영민, "질병과 관련된 생명과학개념에 대한 예비과학교사들의 개념 분석", Brain, Digital, & Learning, 10(1), pp.93~106 (2020), 뇌·AI기반교육연구소[DOI]
  26. Kang, S. J., "Reexamining the role of cognitive conflict in science concept learning", Research in Science Education, 34, pp.71~96 (2004)
  27. Karakus, O., "Primary and secondary school teachers’ knowledge and misconceptions about the brain in Turkey", Procedia-Social and Behavioral Science, 174, pp.1933~1940 (2015)
  28. Khalid, T., "Pre-service teachers’ misconceptions regarding three environmental issues", Canadian Journal of Environmental Education, 6, pp.102~119 (2001)
  29. 김성일, "뇌 기반 학습과학: 뇌과학이 교육에 대해 말해주는 것은 무엇인가", 인지과학, 17(4), pp.375~398 (2006), 한국인지과학회
  30. 김용진, "시각에서 상 맺힘 경로에 대한 생물 전공 교사의 오개념 분석", 생물교육, 38(2), pp.331~341 (2010), 한국생물교육학회[DOI]
  31. 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)
  32. 김현경, "우리나라 과학과 교육과정과 TIMSS 2019 생명과학 영역의 관계 분석", Brain, Digital, & Learning, 10(4), pp.473~484 (2020), 뇌·AI기반교육연구소[DOI]
  33. 김혜진, "2015 개정 교육과정에 따른 중학교 2학년 교과서의 과학교육 목표 분석- Klopfer의 교육목표 분류 중심으로 -", Brain, Digital, & Learning, 10(1), pp.123~135 (2020), 뇌·AI기반교육연구소[DOI]
  34. Lederman, N. G., "Science teachers’ conceptions of the nature of science: Do they really influence teaching behavior?", Science Education, 71, pp.721~734 (1987)
  35. 이세영, "생물 영역의 오개념에 관한 연구 동향 분석", 생물교육, 34(2), pp.174~184 (2006), 한국생물교육학회
  36. 이병룡, "유전자, DNA, 염색체에 대한 대학생의 개념 분석", 생물교육, 45(3), pp.418~426 (2017), 한국생물교육학회[DOI]
  37. 이진영, "중학교 과학 수업에서 진화에 대한 개념 변화 수업 모형의 적용 효과", 생물교육, 45(1), pp.102~116 (2017), 한국생물교육학회[DOI]
  38. Martin-Loeches, M., "Neuroscience and education : we already reached the tipping point", Psicologia Educativa, 21, pp.67~70 (2015)
  39. McCabe, D. P., "Seeing is believing : the effect of brain images on judgments of scientific reasoning", Cognition, 107, pp.343~352 (2008)
  40. 2015 Revised Curriculum-Science-, "Ministry of Education", Ministry of Education, ~ (2015)
  41. Modell, H., "Helping the learner to learn : the role of uncovering misconceptions", The American Biology Teacher, 67, pp.20~26 (2005)
  42. National Research Council, "A framework for K-12 science education: practices, crosscutting concepts, and core ideas" (2012), The National Academies press
  43. Nehm, R. H., "Item feature effects in evolution assessment", Journal of Research in Science Teaching, 48, pp.237~256 (2011)
  44. Nelson, B. C., "Scientific Inquiry in Educational Multi-user Virtual Environments", Educational Psychology Review, 19, pp.265~283 (2007)
  45. 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)
  46. Novak, J. D., "Learning How to Learn" (1984), Cambridge University Press
  47. Nussbaum, J., "Brain storming in the classroom to invent a model : a case study", School Science Review, 62(221), pp.771~778 (1981)
  48. Understanding the Brain: Towards a New Learning Science, "Organisation for Economic Cooperation, and Development", OECD, ~ (2002)
  49. Osborne, R., "Learning in Science: The Implication of Children's Science", pp.91~99 (1983), Heinemann
  50. Owen, A. M., "Putting brain training to the test", Nature, 465, pp.775~778 (2010)
  51. 박수원, "예비교사의 신경계신화 수준과 예측요인", 교원교육, 32(2), pp.185~212 (2016), 교육연구원
  52. 박보람, "The Neuromyths of Pre-service Teachers in Korea", 倫理硏究, 1(113), pp.1~23 (2017), 한국윤리학회[DOI]
  53. 박형용, "초등 예비교사의 자연선택 개념에 대한 이해", 생물교육, 46(1), pp.129~140 (2018), 한국생물교육학회[DOI]
  54. 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)
  55. Pasquinelli, E., "Neuromyths: why do they exist and persist?", MIND, BRAIN, AND EDUCATION, 6, pp.89~96 (2012)
  56. Renner, J., "The power of purpose", Science Education, 66, pp.709~716 (1982)
  57. 서경희, "언어 네트워크 분석을 활용한 교육과정 개정에 따른 자극과 반응 단원의 개념 연계성 변화", 생물교육, 48(1), pp.20~37 (2020), 한국생물교육학회[DOI]
  58. 서경희, "교육과정 개정에 따라 교육과정과 교과서에 나타난 동물 관련 개념의 수평적 ․ 수직적 연계성", 생물교육, 48(1), pp.110~129 (2020), 한국생물교육학회[DOI]
  59. 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)
  60. Weisberg, D. S., "The seductive allure of neuroscience explanations", Journal of Cognitive Neuroscience, 20, pp.470~477 (2007)
  61. 윤영민, "예비 생물교사의 진화 개념에 대한 이해와 수업 내용 분석", 생물교육, 47(4), pp.448~465 (2019), 한국생물교육학회[DOI]

관련 논문AI추천

The Neuromyths of Pre-service Teachers in Korea박보람, 추가람, 추병완한국윤리학회 · 倫理硏究2017 · 제1권 제113호청소년의 생명과학 학습에서 자기조절 과정의 두뇌 연결망 발달 모델 연구권승혁, 권용주, 박상희, 이수민뇌·AI기반교육연구소 · Brain, Digital, & Learning2022 · 제12권 제1호뇌 기반 과학 교수 학습 모형을 적용한「슬기로운 생활」수업의 효과김남일, 김재영, 임채성, 하지연한국초등과학교육학회 · 초등과학교육2008 · 제27권 제1호뇌 기반 학습과학: 뇌과학이 교육에 대해 말해주는 것은 무엇인가김성일한국인지과학회 · 인지과학2006 · 제17권 제4호고등학교 생식과 발생 수업에서 두뇌맞춤 교수-학습 프로그램의 효과권용주, 변정호, 이일선, 이진영한국생물교육학회 · 생물교육2012 · 제40권 제1호대면·비대면 전환 가능한 생명과학 수업이 고등학생의 개념 인식 변화와 정의적 영역에 미치는 영향권용주, 변정호뇌·AI기반교육연구소 · Brain, Digital, & Learning2022 · 제12권 제3호

이 간행물의 다른 논문 (9건)

토픽모델링을 활용한 국내 수학학습부진아 연구 동향 분석안도연, 손태권, 유성윤, 이광호pp. 1-13언어 네트워크 분석을 활용한 고등학생들의 과학교사에 대한 이미지 분석조윤정, 김영신, 임수민pp. 15-26중학교 과학교과서 여러 가지 힘 단원의 탐구 활동 분석이효녕, 최호명, 김지은pp. 27-48피지컬 컴퓨팅을 통한 생명과학 분야 빅데이터 기술의 교육적 활용박진선, 권용주pp. 49-60예비교사의 학교시민성 측정도구 개발 및 적용 방안 연구백승민pp. 61-91
원문 보기