교과서의 증거를 바탕으로 구성한 고등학생들의 진화적 설명에서 나타나는 논변 구조와 진화 개념 유형 = High School Students` Argumentative and Conceptual Aspects in Evolutionary Explanation Constructed Based on Evidences of Textbook

다국어 초록 (Multilingual Abstract)

The purposes of this study are to investigate high school students` explanation constructed based on evidences supporting evolution in the science textbooks and to examine the influence of the evidences on the argumentative and conceptual aspects of their explanations. For this, a questionnaire has been developed to ask students for constructing the explanation based on evidences in the unit of ``evolution`` in science textbooks for 9th grader, and implemented to 50 students of the 10th grade. And interviewing with five students and analyzing four 9th grader`s textbooks were conducted to explore the effects of textbook evidences on students` explanation. The results indicated that most students showed ERC argumentative structure, which means they inferred and claimed based on evidence. However, in conceptual aspects, students showed misconceptions such as a linear evolutionary route model, teleological thoughts and Lamarckian concepts. One of the reasons why students showed the misconceptions in their explanations is suggested that the evidences of evolution are not presented as data supporting evolutionary theories such as natural selection(NS) and phylogenetic tree from common ancestor(CA), but as piecemeal knowledge in a separated section in the textbooks. Also, it may constrain students` reasoning and meaning-making of evolution that insufficient and limited data are presented as evidences of evolution in the textbooks.

참고문헌 (Reference)

1 하민수, "진화 기작에 관한 설명의 질적 횡단 연구" 한국생물교육학회 35 (35): 106-116, 2007

2 이춘승, "중고등학생들의 진화에 관한 오개념 유형과 유형별 원인 분석" 한국생물교육학회 35 (35): 611-621, 2007

3 박종분, "자연선택개념의 이해를 위한 활동중심수업의 효과" 한국과학교육학회 23 (23): 505-516, 2003

4 이미숙, "남북한 고등학교 생물 교과서 진화 영역 내용 비교" 한국생물교육학회 35 (35): 134-149, 2007

5 신영준, "국민공통기본교육과정 과학과 생명영역에서의 탐구 활동 연계성 분석" 한국생물교육학회 32 (32): 135-141, 2004

6 김경희, "국가 학업성취도 평가(TIMSS/PISA)에나타난 우리나라 중고등학생의 성취 변화의 특성,한국교육과정평가원 연구자료"

7 장혜선, "과학적 증거와 설명에 대한 초등학교 6학년 학생의 이해" 한국과학교육학회 23 (23): 634-649, 2003

8 이길재, "과학사에 근거한 학생들의 진화 개념 분석" 한국과학교육학회 26 (26): 25-39, 2006

9 조희형, "과학교육총론" 과학교육사. 2001

10 교육부, "과학과 교육과정 해설" 서울:대한교과서(주). 1997

11 김동렬, "고등학생들의 자연 선택 개념 이해를 위한 학습자 활동 중심 프로그램 적용 효과" 한국생물교육학회 36 (36): 107-123, 2008

12 김학현, "고등학교 생물 교과서에서의 진화내용분석" 한국과학교육학회 23 (23): 470-483, 2003

13 Mayer,E, "What evolution is" BasicBooks. 2001

14 Mead,L.S, "Transforming Our Thinking aboutTransitional Forms" 2 (2): 310-314, 2009

15 Toulmin,S, "The uses of argument. Cambridge" Cambridge University Pre 1958

16 Sandoval, W. A., "The qualityof students' use of evidence in written scientificexplanations" 23 (23): 23-55, 2005

17 Erduran, S., "TAPpinginto argumentation: Developments in the applicationof Toulmin’s argument pattern for studying sciencediscourse" 88 : 915-933, 2004

18 McNeill, K. L, "Supporting students' construction of scientificexplanations by fading scaffolds in instructionalmaterials" 15 (15): 153-191, 2006

19 Duschl, R. A., "Supporting andpromoting argumentation discourse in science education" 38 : 39-72, 2002

20 Demastes, S, "Students'conceptual ecologies and the process of conceptualchange in evolution" 79 : 637-666, 1995

21 Bishop, B., "Student conceptionsof natural selection and its role in evolution" 27 : 415-427, 1990

22 Linn, M. C., "Shiftsand convergences in science learning and instruction" Macmillan 438-490, 1996

23 Bell, P., "Scientific arguments aslearning artifacts: Designing for learning from theweb with KIE" 22 : 797-817, 2000

24 Mayer,E, "One long argument: Charles Darwinand the Genesis or Modern Evolutionary Thought" Harvard University Press,. 1993

25 Settlage, J., "Natural selectionconceptions assessment: Development of the twotiertest "Understanding Biological Change." Paperpresentation at the National Association of Researchin Science Teaching annual meeting" April 1995,San Francisco, CA. 1995

26 National Research Council, "National Science EducationStandards" National Academyof Science. 1996

27 Brumby,M.N, "Misconceptions about the conceptof natural selection by medical biology students" 68 (68): 493-503, 1984

28 Bizzo,N, "From Down Landlord to Brazilian highschool students: What has happened to evolutionaryknowledge on the way" 31 : 537-556, 1994

29 Sandoval, W. A., "Explanationdriveninquiry: Integrating conceptual and epistemicscaffolds for scientific inquiry" 88 (88): 345-372, 2004

30 Brewer, W. F., "Explanation in scientists and children" 8 : 119-136, 1998

31 Swarts, F. A., "Evolution in secondary school biology textbooks ofthe PRC, the USA and the latter stages of the USSR" 31 : 475-505, 1994

32 Kelly, G. J., "Epistemic levels inargument: An analysis of university oceanographystudents' use of evidence in writing" 86 : 314-342, 2002

33 Jimenez-Aleixandre, M. P., "Doing the lesson or doing science:Argument in high school genetics" 84 (84): 287-312, 2000

34 Catley,K.M, "Darwin’s missing link - a novelparadigm for evolution education" 90 : 767-83, 2006

35 Sandoval,W, "Conceptual and epistemic aspectsof students’ scientific explanations" 12 (12): 5-51, 2003

36 Kuhn,D, "Children and adults as intuitive scientists" 96 (96): 674-689, 1989

37 Jensen, M. S., "Changes in students’understanding of evolution resulting from differentcurricular and instructional strategies" 33 (33): 879-900, 1996

38 American Association for the Advancement of Science(AAAS), "Benchmarks for science literacy:A Project 2061 report" Oxford UniversityPress 1993

39 Sampson, V., "Assessmentof the ways students generate arguments in scienceeducation: Current perspectives and recommendationsfor future directions" 92 (92): 447-472, 2008

40 Jeffery, K.R., "A study of the presenceof evolutionary protoconcepts in pre-high schooltextbooks" 31 : 507-518, 1994

41 Passmore, C., "A modeling approachto teaching evolutionary biology in high schools" 39 (39): 185-204, 2002