항상성 , 동·식물 분류 , 식물의 양분생산에 대한 학생의 개념 조사와 오개념 형성 원인으로써 교사 요인의 분석

다국어 초록 (Multilingual Abstract)

This study evaluates on students` understanding and misunderstanding of homeostasis, classification of animals and plants, and food production in plants, and analyzes the teacher factor as a possible source of students` misconception. A total number of 863 students and 47 biology teachers at the middle and high school were randomly selected. Students` conceptions and misconceptions were measured with concept evaluation statements (CES) which was translated into Korean by author. The CES was developed and validated by Simson and Marek (1988). Teacher`s misconceptions were investigated the way in which teachers marked students` work. The supposed answer given to the teachers to mark was based on misconceptions held by students tested in concept evaluation statements. The results of this study are as follows 1. 0% of 7th Grade students, 4.5% of 9th Grade students and 5.4% of 11th Grade students understood homeostasis. There was a significant difference at the level of students` understanding of homeostasis according to schools and gender(P<0.05). Many students had a tendency of understanding the conception of the homeostasis by experiences and unscientific use of everyday language rather than a scientific concept. 2. 0.4% of 7th Grade students, 3.1% of 9th Grade students and 2.9% of 11th Grade students understood classification of animals and plants. There was a significant difference at the level of students` understanding of classification of animals and plants according to schools and gender(P<0.05). Students classified animals and plants through personal experiences and observations instead of trying to classify through microscopic analysis of animals and plants cell. 3. 1.2% of 7th Grade students, 10.3 of 9th Grade students and 19.4% of 11th Grade students understood food production in plants. There was a significant difference at the level of students` understanding of food production in plants according to schools and gender(P<0.05). Students had a misconception that food production in plants was done by an absorption of nutrients from soil not by photosynthesis. 4. A large proportion of teachers surveyed in this study appear to have misconceptions about homeostasis(38.1%), classification of animals and plants(34.1%), food production in plants(40.4%). The male teachers had, more misconceptions than female teachers(P<0.05). However, they didn`t show any significant differences according to schools and teaching experience(P>0.05). 5. According to the investigation of teachers` perception, 29.8% of the teachers acknowledged that they might be a cause for students` misconceptions. This study shows that 38.3% of teachers did not understand the analyzed biological concepts precisely. By comparing the data of students and teachers, it turned out that teachers participate in the students` misconceptions. And teachers themselves acknowledged that students` misconceptions could be caused by them. Therefore, teachers` right understanding of fundamental biological concepts should precede to students` biology education. New training programs for biology teachers seem to be urgent.