멘델 유전이론 발달과정에 나타난 과학자의 탐구과정에 대한 예비교사의 이해 분석
Analysis of Pre-service Teachers’ Understanding of Inquiry Process performed by Scientists during the Development of Mendelian Genetic Theory
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The purpose of this study was to analyze the developmental process of genetic theory and reasoning strategies used by Mendel and identify the pre-service teachers’ understanding of inquiry process performed by the scientist. The developmental stages and strategies of Mendelian genetic theory were analyzed using Darden’s analyzing framework. Based on the primary analysis, Darden’s analyzing framework was modified and then the developmental process of genetic theory and reasoning strategies ware re-analyzed to produce the final analyzing framework. Using this final analyzing framework, 79 pre-service teachers’ understanding of inquiry process performed by Mendel was analyzed. Their responses to questionnaire were classified as five different types such as proper response, mechanical response, mixed response, wrong answer, and non-response. The results of this study were as follows. The analyzing framework was reconstructed to review the inquiry processes and strategies used by Mendel in genetic theory development. This framework has some features; 1) it includes the problem finding strategy, 2) it emphasize the role of the theory assessment, and 3) it includes some detailed strategies for covering the molecular biology. Therefore the reconstructed analyzing framework explains more details of the stages and strategies of development of genetic theory than Darden’s framework. The preservice teachers have a high level of understanding of the genetics knowledge. However, they had a lower level of understanding about the inquiry process carried out by the scientists. Especially they had difficulties to answer to the questions that demand an explanation of the essential reasoning strategies in inquiry like Mendel’s theory assessment strategy. This difficulties were also observed in the questions that asked to think like scientist about problem. These findings suggest that teachers need to learn the process of knowledge development and reasoning strategies used by scientists in Mendelian genetics. Teachers can construct genetics lectures using the analyzing framework proposed in this study, and evaluate the student’s understanding of genetic concepts for providing an adequate learning environment.
Abstract
The purpose of this study was to analyze the developmental process of genetic theory and reasoning strategies used by Mendel and identify the pre-service teachers’ understanding of inquiry process performed by the scientist. The developmental stages and strategies of Mendelian genetic theory were analyzed using Darden’s analyzing framework. Based on the primary analysis, Darden’s analyzing framework was modified and then the developmental process of genetic theory and reasoning strategies ware re-analyzed to produce the final analyzing framework. Using this final analyzing framework, 79 pre-service teachers’ understanding of inquiry process performed by Mendel was analyzed. Their responses to questionnaire were classified as five different types such as proper response, mechanical response, mixed response, wrong answer, and non-response. The results of this study were as follows. The analyzing framework was reconstructed to review the inquiry processes and strategies used by Mendel in genetic theory development. This framework has some features; 1) it includes the problem finding strategy, 2) it emphasize the role of the theory assessment, and 3) it includes some detailed strategies for covering the molecular biology. Therefore the reconstructed analyzing framework explains more details of the stages and strategies of development of genetic theory than Darden’s framework. The preservice teachers have a high level of understanding of the genetics knowledge. However, they had a lower level of understanding about the inquiry process carried out by the scientists. Especially they had difficulties to answer to the questions that demand an explanation of the essential reasoning strategies in inquiry like Mendel’s theory assessment strategy. This difficulties were also observed in the questions that asked to think like scientist about problem. These findings suggest that teachers need to learn the process of knowledge development and reasoning strategies used by scientists in Mendelian genetics. Teachers can construct genetics lectures using the analyzing framework proposed in this study, and evaluate the student’s understanding of genetic concepts for providing an adequate learning environment.
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