질병과 관련된 생명과학개념에 대한 예비과학교사들의 개념 분석
Concept Status Analysis of Pre-Service Science Teachers on Life Science Concepts Related to Disease
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The concept of life sciences related to disease is a concept that requires attention of teaching due to high interests of students and many misconceptions. Therefore, pre-service science teachers need to have a precise and deep understanding of life science concepts related to disease before they can be put into the school. The purpose of this study is to identify the types of life science concepts status related to the diseases of pre-service science teachers. The study was conducted through an open survey divided into three areas: antibiotics, immunity and cancer. As a result, pre-service science teachers have often confused antibiotics with immune responses in the definition of antibiotics. In addition, when defining antibiotics, there was no precise classification of antibiotic targets such as microorganisms, bacteria, and viruses. In defining immunity, most of the explanation was based on acquired immunity, which excludes innate immunity. The most unscientific concept was the type of adaptation in the individual. In the definition of cancer, the explanation of the specificity of cancer cells, which pre-service teachers distinguish between malignant and benign tumors, was somewhat insufficient. This study is expected to be used for data on the current state of teacher education as well as the types of concepts related to the diseases of pre-service science teachers.
Abstract
The concept of life sciences related to disease is a concept that requires attention of teaching due to high interests of students and many misconceptions. Therefore, pre-service science teachers need to have a precise and deep understanding of life science concepts related to disease before they can be put into the school. The purpose of this study is to identify the types of life science concepts status related to the diseases of pre-service science teachers. The study was conducted through an open survey divided into three areas: antibiotics, immunity and cancer. As a result, pre-service science teachers have often confused antibiotics with immune responses in the definition of antibiotics. In addition, when defining antibiotics, there was no precise classification of antibiotic targets such as microorganisms, bacteria, and viruses. In defining immunity, most of the explanation was based on acquired immunity, which excludes innate immunity. The most unscientific concept was the type of adaptation in the individual. In the definition of cancer, the explanation of the specificity of cancer cells, which pre-service teachers distinguish between malignant and benign tumors, was somewhat insufficient. This study is expected to be used for data on the current state of teacher education as well as the types of concepts related to the diseases of pre-service science teachers.
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