고등학생들의 생물학습에서 개념도와 순환학습을 통합한 수업의 효과 = Integrating Concept Mapping and the Learning Cycle to Teach Genetics and Reproduction to High School Students

다국어 초록 (Multilingual Abstract)

Although many studies have investigated the effectiveness of concept mapping and the learning cycle, in Korea none have explored the effectiveness of concept mapping and the loaming cycle combined. This study explored the effectiveness of concept mapping, the learning cycle, and a combination of concept mapping/learning cycle(CL) in high school biology class. Students` science achievement, the science related attitudes and scientific inquiry ability was measured. The results indicated that concept mapping, the teaming cycle, and CL treatment were significantly differently from the traditional one in science achievement(p<.05). However, the three treatments were not significantly different from each other. No significant difference exists among different learnings in high and average-ability students. But, concept mapping was the most effective in low-ability students. For the students` scientific inquiry ability, CL and learning cycle were more effective than concept mapping and traditional learning. No significant difference exists among different learnings in high-ability students. CL and learning cycle were more effective than concept mapping and traditional learning in average and low-ability students. For the students` science rotated attitudes, concept mapping, the learning cycle, and CL were more effective than the traditional learning. But, there was no significant difference among these three groups.