Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Effects of Teaching Based on Driver's Conceptual Change Model on Rectifying High School Students' Misconception of Photosynthesis and Respiration

Driver의 개념변화 학습 모형을 적용한 수업이 고등학생들의 식물의 광합성과 호흡의 오개념 교정에 미치는 효과

  • Published : 2009.10.31
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Abstract

This study aims to research high school students' misconception of botanic photosynthesis and respiration, and as the measure of rectifying the misconception, to develop the teaching program based on Driver's conceptual change model, applying it to classes and observing the effect. Selected as the research subject was sixty-six students in 1st year of a highschool located in Busan who had chosen Biology Learning as discretionary subject, with their conceptual level on botanic photosynthesis and respiration researched through tests in drawing and descriptive writing. As a consequence of applying drawing as a way of classifying the levels of students' misconception on photosynthesis and respiration, many students' drawings included their misconception caused by textbooks or scientists, but after application of Driver's conceptual change model, they drew scientific drawings including the fundamental factors of botanic photosynthesis and respiration such as light, carbon dioxide, water, glucose, oxygen, leaf, chloroplast, mitochondria, stoma, and energy. Likewise, as a result of the descriptive writing test implemented for researching the students' conception on the various aspects of botanic photosynthesis and respiration, many students in the pretest showed misconception on the point of time and location at which botanic photosynthesis and respiration occur, botanic nutrient, the role of a leaf in photosynthesis, and the relation between botanic photosynthesis and respiration, but after teaching based on Driver's conceptual change model, their misconceptions on photosynthesis and respiration were rectified to a high degree.

본 연구에서는 고등학생들의 식물의 광합성과 호흡에 관련된 오개념을 조사하고, 이를 교정할 수 있는 방안으로 Driver 개념변화 학습 모형을 적용한 수업 프로그램을 개발 적용하여 그 효과를 알아보는데 목적이 있다. 연구 대상은 부산광역시 소재의 남자고등학교 재량교과 시간에 생물학습을 선택한 1학년 66명을 연구 대상으로 하였으며, 학생들의 광합성과 식물의 호흡에 관한 개념 정도는 그림그리기와 서술형 검사로 서로 상호적인 방법으로 조사되었다. 광합성과 식물 호흡에 관한 학생의 오개념을 단계별 수준으로 구분 짓는 방법으로 그림그리기 방법을 적용한 결과, 많은 학생들이 과학교과서나 과학자에 의해 이해되지 않은 오개념이 포함된 그림을 그렸으며, Driver 개념 변화 학습 모형 적용 후에는 식물의 광합성과 호흡의 필수 요소인 빛, 이산화탄소, 물, 포도당, 산소, 나뭇잎, 엽록체, 미토콘드리아, 기공, 에너지 등을 포함한 과학적 인 그림을 그렸다. 식물의 광합성과 호흡의 여러 측면에 대한 개념을 조사하기 위해 실시한 서술형 검사 결과에도 사전검사에서는 식물의 광합성과 호흡이 일어나는 시점과 장소, 식물의 영양소, 광합성에서의 잎의 역할, 식물의 광합성과 호흡의 관계에 대해서 많은 학생들이 오개념을 보였으나, Driver 개념변화 학습 모형을 적용한 수업 후에는 식물의 광합성과 호흡에 대한 오개념이 많이 교정된 것으로 나타났다.

Keywords

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