Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Effects on Step-by-step Writing Program for Middle School Students' Understanding of Evolutionary Concepts

중학생의 진화 개념 이해 향상을 위한 단계별 글쓰기 프로그램의 효과

  • Yeeun Kim (Sejong Academy of Science and Arts) ;
  • Heeyoung Cha (Korea National University of Education)
  • 김예은 (세종과학예술영재학교) ;
  • 차희영 (한국교원대학교)
  • Received : 2024.09.10
  • Accepted : 2024.10.09
  • Published : 2024.10.31
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Abstract

The purpose of this study was to develop instructional programs aimed at enhancing middle school students' understanding of evolutionary concepts using a step-by-step writing strategies and an applicable evaluation rubric for evolutionary concepts. To achieve this, a step-by-step writing instructional model (PEECE) was devised as a method for scientific writing, and essential evolutionary core concepts were selected considering the middle school curriculum's coverage of biological evolution. Six evolutionary core concepts-variation, inheritance of variation, differential survival and reproduction, microevolution, and macroevolution-were chosen, with each serving as the focus of a lesson in a four-lesson program following the PEECE lesson model. The program was implemented with 16 students in a co-curricular middle school class. Pre- and post-lesson evolutionary concept checklists were administered to diagnose and compare the level of evolutionary concept understanding. Additionally, students' writing materials for each evolutionary core concept were collected, scored using an evolutionary concept evaluation rubric, and thoroughly analyzed. The results indicated that the step-by-step writing strategy effectively enhanced understanding of the six evolutionary core concepts and reduced cognitive biases and misconceptions about evolution. Contrasted with the optional evolution concept test, the descriptive writing activity provided a more tangible insight into students' scientific concepts, biases, and misconceptions, facilitating teachers' assessment of understanding and feedback provision. Moreover, the jointly developed evaluation rubric offered specific scoring criteria, enabling objective assessment without subjective influence, allowing analysis and scoring of students' writing materials across evaluation areas for collecting fundamental data.

본 연구는 단계별 글쓰기 전략을 활용한 중학생 대상 진화 개념 이해 향상 프로그램과 프로그램에 적용 가능한 진화 개념 평가 루브릭을 개발하여 중학생의 진화 개념 이해 향상에 효과가 있는지를 알아보고자 수행하였다. 이를 위해 과학 글쓰기의 한 방법으로 단계별 글쓰기 수업 모형(PEECE)을 고안하고, 중학교 교육과정을 고려하여 생물의 진화를 설명하는 데 필요한 진화 핵심 개념을 선정하였다. 선정한 진화 핵심 개념은 변이, 변이의 유전, 차등적 생존과 차등적 생식, 소진화와 대진화로 6가지이며, 각 진화 핵심 개념을 수업의 주제로 하여 매차시마다 PEECE 수업 모형에 따라 진행되는 8차시 4회분의 프로그램으로 개발했다. 이 프로그램은 중학교 공동교육과정의 수업 학생 16명을 대상으로 적용했다. 수업 전후에 진화 개념 검사지를 통해 진화 개념 이해 수준을 진단하고, 수업 후 같은 진화 개념 검사지로 진화 개념 이해 향상을 비교했다. 또한 수업을 통해 진화 핵심 개념별로 학생들의 글쓰기 자료를 수집하여 진화 개념 평가 루브릭을 활용하여 채점하고 면밀하게 분석했다. 연구 결과, 개발된 단계별 글쓰기 전략은 6가지 진화 핵심 개념 이해 향상에 효과적인 것으로 나타났으며 진화에 대한 인지적 편향과 오개념의 표현이 감소함을 확인했다. 선택형 검사 도구인 진화 개념 검사지보다 서술형 검사 도구인 글쓰기 활동지는 학생들의 진화에 대한 과학적 개념, 인지적 편향, 오개념을 가시적으로 드러낼 수 있어서 교사가 학생의 이해 상태를 확인하고 피드백을 주기에 용이했다. 또한 함께 개발한 평가 루브릭은 구체적인 채점 기준을 제공하므로 채점자의 주관이 개입될 우려 없이 객관적인 채점이 가능하며, 학생의 글쓰기 자료를 평가 영역별로 분석하고 점수를 산출하여 학생의 기초 자료를 수집할 수 있었다.

Keywords

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