물관과 체관 개념 정의에서 생기는 교과서 및 중등 생물 교사들의 오개념 조사 연구 = Research Articles : An Investigation on Science Textbooks and Teachers' Misconception during the Definition of Vessel and Sieve Tube in the Secondary School

다국어 초록 (Multilingual Abstract)

The present study was carried out with the purposes as follows : firstly to investigate on both the actual condition of the operational definitions which the biology teachers had written on the classroom board, and the misconceptions on the applied course textbooks for some terminologies, such as vessel and sieve tube, secondly to determine whether textbooks or teachers could act as a cause of forming students` misconception, thirdly to propose an alternative plan if require. We asked some questionaries to fifty biology teachers who attended on 1998` summer qualification training course. We analyzed the questionaries completed by the teachers and the science textbooks of middle school and high school biology I, II. The results were as follows. 1. As to teachers` recognition level of operational definition, 32 percent of the teachers answered that they basically were understanding the elements of SAPA inquiry process skills. They could be able to define operationally concepts, and could make use of it. 2. Terminologies of vessel and sieve tube which were defined and discussed in the middle school science books and high school biology I and II texts, were found to be improperly described. Therefore, it. was considered that some textbooks could function as an external cause among the many causes of forming misconception. 3. As the results of an analysis on the concepts of secondary biology teachers` operational definitions concerning with the terminologies of vessel and sieve tube, the rate of misconception responses appeared as 24 percent for the vessel, 12 percent for the sieve tube. 4. The results of the content analysis on the questionaries concerning with the secondary biology teachers` misconceptions were indicated that the misconceptions were formed mostly by teachers and textbooks at classroom where teaching and learning activities were taking place. The higher the educational level of students was, the lower the misconceptions tended to form In conclusion, in order to reduce the misconception of the students, it was necessary to revise and compensate for the weak points concerning with the operation definition of concepts in textbooks and for teachers to establish an accurate conceptual system through self-study or retraining programs.