수업에 의해 변화되는 9학년 유전 개념의 생태 지위 분석 = Analysis of Ecological Niche in 9th Graders` Genetic Concepts after Instruction

다국어 초록 (Multilingual Abstract)

In conceptual ecology, a concept does not exist independently but occupies an ecological niche in ecological environment. Among many biological concepts, genetic concepts are connected to several units including the genetics unit, and within the genetics unit the concepts of sub-areas are highly dependent on one another. For this reason, we analyzed conceptual diversity and conceptual proximity of genetic concepts through the ecological niche approach. For this purpose, we surveyed 995 9th graders. The areas covered in the survey were four genetic concepts: gene, chromosome, mitosis, and meiosis. The questionnaire presented biological concepts or terms related to each area, and the respondent marked the relevance between the presented biological concepts or terms and each area on a scale of 1~30 points. With 9th grade students, we analyzed the change of genetic concepts through class by the ecological niche approach. Through class, the total number of concepts increased in all of the areas, and the increase was smallest in the area of meiosis followed by mitosis, chromosome and gene. Relative density decreased with increases in the number of concepts. The conceptual diversity index also increased through class in all of the areas, and the increase was smallest in the area of meiosis followed by mitosis, chromosome and gene. In addition, difference in the relative density of concepts was reduced after class, and difference in the score of relevance was also reduced and consequently similarity among concepts increased. From these results were drawn conclusions as follows: First, through class, the conceptual diversity of genetic concepts increased. Second, through class, the conceptual proximity of genetic concepts increased.

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