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불자(佛子)들과 교사 및 학생들의 생명 및 생물 분류 개념 비교
구슬애 ( Seul Ae Ku ),차희영 ( Hee Young Cha ) 경북대학교 과학교육연구소 2012 과학교육연구지 Vol.36 No.2
The purpose of this study is to find the concept of life, the categories of living things and the systems of categorizing them contained in Buddhism, a sort of metaphysical philosophy. For this, monks who devotes themselves to Buddhism were interviewed, and the differences of the definition of life, the categorizing of living creatures and categorizing systems between biology and other subject teachers and students who are Buddhist and ones who are not were inquired. The result shows that in Buddhism, they use ``being`` and ``sentience being`` as the terms for creatures and they believe creatures are not individual ones but one collective existence connected with each other, which is very different from the biological definition of creatures. Buddhist include metaphysical beings in categories of living things rather than plants. Buddhist criteria for categorizing things which have life, that is living beings, are how they are born, whether they have a certain form and ,lastly, whether they are conscious or not. Through this research results we could expect to identify the misconceptions about concept of life and the categories of living things.
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박지현 ( Ji Hyeon Park ),차희영 ( Hee Young Cha ),구슬애 ( Seul Ae Ku ) 한국생물교육학회 2011 생물교육 Vol.39 No.3
The purpose of this study is to investigate the degree of concept formation and the distribution of concept status on genetics for middle school, high school, and undergraduates. This research was accomplished by using three kinds of instruments-genetic concept test, Group Assessment of Logical Thinking(GALT), science motivation test-that gave informations on the current student state. Qualitative data was also collected by interview with the subjects. The result was as follows according to the three categories such as comprehensibility, plausibility and usability. The comprehensibility shows the highest increasing pattern among the components of positive status. On the contrary, negative(-) status of the plausibility appears most frequently for all groups of students. Positive concept status is much higher that the negative concept status for the intelligibility and students have highly stable and scientific concept status. Positive concept status of the plausibility increases and negative concept status of that decreases as the grade level becomes higher. Through this research it is expected to represent the necessity of investigating students` conceptual status and to find out the students` preconception status on genetics by this cross-sectional study.
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진화에 대한 흥미와 수용 정도에 따른 고등학생들의 진화 개념 지위 차이 분석
류선희 ( Sun Hee Ryu ),차희영 ( Hee Young Cha ),구슬애 ( Seul Ae Ku ) 한국생물교육학회 2012 생물교육 Vol.40 No.4
The purpose of this research was to find out the conceptual status of evolution concept in termsof the interest and acceptance of evolution of high school students. We tested the interest andacceptance of evolution and then were distinguished subjects into 4 groups based on the testingresults which were which were `both high interest and acceptance of evolution`, ``high interest andlow acceptance of evolution``, low interest and high acceptance of evolution`, ``both low interest andacceptance``. We had selected total 16 students as four students from each group and interviewedthem to find out their conceptual status on evolution concept. We analyzed the interview dataaccording to the framework developed specially in this research. The group both high acceptanceand interest of evolution showed that they had highest variety of (+) conceptual status and thegroup both low interest and acceptance of evolution that they had lowest variety of (+) conceptualstatus. The implication in this research confirms that high group in acceptance makes the conceptualstatus wider and it is stored in the shape of an image within the students` cognitive structure. Thisalso makes us realize that to teach evolution effectively, the acceptance and interest of evolutionshould be considered along with the need of the teaching-learning programs using various visualaudiolesson materials regarded to the evolutionary concept.
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김경민 ( Kyung Min Kim ),차희영 ( Hee Young Cha ),구슬애 ( Seul Ae Ku ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.5
The purpose of this study was to identify the differences in classification skills shown in classification activities between the gifted and regular students in elementary schools. The subjects for the research consisted of six gifted students in an institute for the gifted for science annexed to P school district in Gangwon-do and 6 students at B and M general elementary schools. Results were as follows: The time taken for classification activities of the gifted was shorter than regular regardless of subjects for classifying. The number of standards for classifying for the gifted was more than regular students. Coefficient for measuring classification skills of the gifted was higher than regulars regardless of age. Consequently, there was a difference in the time taken for classifying and generating the number of standards and in a numerical index of classification activities performed at science classes between the science gifted and the regular students.
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생물 전공자와 비전공자의 진화에 관한 개념, 흥미, 수용 및 종교성에 관한 연구
하민수 ( Min Su Ha ),차희영 ( Hee Young Cha ),구슬애 ( Seul Ae Ku ) 한국생물교육학회 2010 생물교육 Vol.38 No.3
The understanding of evolutionary concepts is an essential component in biology playing a crucial role in unifying biological concepts and providing an explanatory framework. This study aims to compare biology major with non-major college students in conceptions, interest, and the acceptance of evolution related with religiosity, in order to verify the expertise of biology major students. Participants included 141 biology major and 142 non-major students (major in humanities and social sciences). Multiple choice questions were utilized for studying the conceptions of evolutionary mechanisms, while Likert type questions were employed for studying religiosity, and the interest in and the acceptance of evolution. The results indicated there were no significant differences between biology major and non-major college students in the evolutionary conceptions and the acceptance of evolution. Biology majors exhibited lower religiosity and higher interest in evolution than nonmajors. The evolutionary conceptions were significantly correlated with the acceptance of evolution in both groups, however religiosity is negatively correlated with the acceptance of evolution. Based on the results of this study, we suggest a teaching program to improve evolutionary expertise in biology majors which could be designed to differentiate religious perspectives from evolutionary conceptions and to provide examples of plausible evidence for evolution.
ScienceON
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