중학생의 생물 학습에서 개념 체계도 작성 능력 변화에 관한 연구

Abstract

This study investigated how students became experienced in making concept maps. The problems of this study were how many concept mapping were required for students to be skilled in concept mapping and in what works the students had difficulties when they made concept maps. For this study, 111 middle school students made concept maps about the unit of ‘Structures and Functions of Plants' for 11 lessons. 108 students' concept mapping skills were examined through questionnaires and three students' concept mapping skills were observed and interviewed.The results were as follows: All the students thought that the concept mapping was getting easier with the experiences of concept mapping and they showed increased concept mapping scores. Exercises necessary for students to be skilled in concept mapping were 7~8 in high achievement level students, 9~10 in middle level, 12~13 in low level and 10 on the average. In high and middle achievement level students, the reasons why it was difficult to make concept map were ‘difficulties of concept mapping method' at the early stage, and ‘difficulties of learning contents' and ‘lack of mapping time' after the middle stage. Low level students selected the ‘difficulties of learning contents' largely aside from the ‘difficulties of concept mapping'. Difficult parts of concept mapping were ranked in the order of ‘making hierarchy', ‘finding relation between concepts', ‘writing linker', ‘finding concepts' in all students.