생식세포분열 문제해결과정에서 나타나는 과학고와 일반고 학생의 개념과 표상의 오류

Abstract

Objectives The purpose of this study was to analyze error types in the connection between concepts and representations used by high school students in solving the meiosis problem, and to analyze the difference in the frequency of error types between science high school and general high school students. Methods The subjects were 75 science high school and 93 general high school, a total of 168 students. The connection between concepts and representations used by students in solving the meiosis problem was analyzed. First, errors in each stage of meiosis were classified by Masnick & Klahr(2003), and then error types were analyzed in terms of the connection between concepts and representations by Kang, Lee, & Noh(2008). Results As a result of the study, error types in the connection of concepts and representations that appeared in solving the meiosis problem could be divided into 10 types. As a result of analyzing the frequency of error types, it was confirmed that the level of understanding of meiosis was not relatively high because each study subject had an average of 2.3 error types. The most common types of connection errors between concepts and representations were ‘failing to connect’, ‘impossible connection’, and ‘insufficient connection’. The error types of science high school and general high school students showed a significant difference only in ‘impossible connection’, but there was no significant difference in the other types. Conclusions Through the causes and solutions of connection errors between concepts and representations, it will be possible to help students prevent errors in genetic learning as well as in meiosis learning. In addition, it is expected that the wrong use of representations will be prevented, and students' connection errors will be reduced and used in learning strategies to improve the understanding of scientific concepts.