유전 개념 지위의 횡단 분석
The Cross-sectional Analysis of Students' Conceptual Status on Genetics
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The purpose of this study is to investigate the degree of concept formation and the distribution of concept status on genetics for middle school, high school, and undergraduates. This research was accomplished by using three kinds of instruments-genetic concept test, Group Assessment of Logical Thinking(GALT), science motivation test-that gave informations on the current student state. Qualitative data was also collected by interview with the subjects. The result was as follows according to the three categories such as comprehensibility, plausibility and usability. The comprehensibility shows the highest increasing pattern among the components of positive status. On the contrary, negative(－) status of the plausibility appears most frequently for all groups of students. Positive concept status is much higher that the negative concept status for the intelligibility and students have highly stable and scientific concept status. Positive concept status of the plausibility increases and negative concept status of that decreases as the grade level becomes higher. Through this research it is expected to represent the necessity of investigating students' conceptual status and to find out the students' preconception status on genetics by this cross-sectional study.
Abstract
The purpose of this study is to investigate the degree of concept formation and the distribution of concept status on genetics for middle school, high school, and undergraduates. This research was accomplished by using three kinds of instruments-genetic concept test, Group Assessment of Logical Thinking(GALT), science motivation test-that gave informations on the current student state. Qualitative data was also collected by interview with the subjects. The result was as follows according to the three categories such as comprehensibility, plausibility and usability. The comprehensibility shows the highest increasing pattern among the components of positive status. On the contrary, negative(－) status of the plausibility appears most frequently for all groups of students. Positive concept status is much higher that the negative concept status for the intelligibility and students have highly stable and scientific concept status. Positive concept status of the plausibility increases and negative concept status of that decreases as the grade level becomes higher. Through this research it is expected to represent the necessity of investigating students' conceptual status and to find out the students' preconception status on genetics by this cross-sectional study.
참고문헌 (28)
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