진화 교육 연구 경험 유무에 따른 생명과학 교사의 교수 실행 사례 연구

고유선,차희영,임미리,Ko, Yuseon,Cha, Heeyoung,Lim, Mili 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.4

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.

초등 과학 영재 학생들의 자연선택 개념 이해를 위한 논변 활동에서 나타난 인식적 이해와 논변활동 수준 분석

박철진,차희영,Park, Chuljin,Cha, Heeyoung 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.4

This study analyzes the epistemic considerations and the argumentation level revealed in the discourse of the key concept of natural selection for science-gifted elementary students. The paper analyzes and discusses the results of a three-student focus group, drawn from a cohort of twenty gifted sixth-grade elementary students. Nature, generality, justification, and audience were used to analyze epistemic consideration. Learning progression in scientific argumentation including argument construction and critique was used to analyze students' scientific argumentation level. The findings are as follows: First, Epistemic considerations in discourse varied between key concepts of natural selection discussed. The nature aspect of epistemic considerations is highly expressed in the discourse for all natural selection key concepts. But the level of generality, justification and audience was high or low, and the level was not revealed in the discourse. In the heredity of variation, which is highly expressed in terms of generality of knowledge, the linkage with various phenomena against the acquired character generated a variety of ideas. These ideas were used to facilitate engagement in argumentation, so that all three students showed the level of argumentation of suggestions of counter-critique. Second, students tried to explain the process of speciation by using concepts that were high in practical epistemic considerations level when explaining the concept of speciation, which is the final natural selection key concept. Conversely, the concept of low level of epistemic considerations was not included as an explanation factor. The results of this study suggest that students need to analyze specific factors to understand why epistemological decisions are made by students and how epistemological resources are used according to context through various epistemological resources. Analysis of various factors influencing epistemological decisions can be a mediator of the instructor who can improve the quality and level of the argumentation.

교사들의 진화 개념 이해 향상을 위한 논변활동 프로그램 효과 분석

권지은 ( Jieun Kwon ),차희영 ( Heeyoung Cha ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.4

This study aims to develop biology teachers`` education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group’s written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

초등과학영재들의 자연선택 개념 형성을 위한 논변활동 효과 분석

박철진 ( Chuljin Park ),차희영 ( Heeyoung Cha ) 한국과학교육학회 2016 한국과학교육학회지 Vol.36 No.4

The purpose of this study is to develop the argumentation program to build scientific concepts on natural selection for science-gifted elementary students and to know how to implement this program. For this study, nine key concepts about natural selection such as the overproduction of offspring, limited resources, population stability, competition, variation, heredity of variation, differential survival, change of the population and speciation were selected through the literature study. The programs were developed by learning cycle instructional model. Argument writings and discourses have been collected, analyzed and compared before and after the program. Two questionnaires to compare pre and post concept change consist of multiple choice questionnaire and open-ended response question were developed and applied to 19 science-gifted elementary students. Sufficiency of the explanation and conceptual quality of the explanation were used to assess the quality of their arguments before and after the program. Discourse and visual models collected from the highest and lowest group about score improvement were compared. The scores of the gifted statistically improved significantly in multiple choice questionnaire. Students’ alternative conceptions about natural selection at the beginning of the program decreased and changed scientifically after the program. Visual models drawn by the students supported the results as well. This study asserts that elementary science-gifted students are able to explain evolutionary perspectives about organism change and use the key concepts of natural selection. The study means that evolutionary perspective is possible to be reflected in elementary science curriculum for the gifted.

SSI 토론 수업에서 SNS 활용이 성격특성별 의사결정능력에 미치는 효과

장서윤 ( Seoyoon Jang ),차희영 ( Heeyoung Cha ),박혜민 ( Hyemin Park ),박철진 ( Chuljin Park ) 한국과학교육학회 2016 한국과학교육학회지 Vol.36 No.5

This study developed an SSI (Socio-Scientific Issue) discussion program that applies a creative technique called six thinking hats, and then investigated the differences in argumentation patterns and effects on the decision-making abilities of each character feature of students between SNS debate and existing face to face debate. There were three SSI themes - Designer Babies, embryonic stem cell study, and legitimacy of abortion. Students were divided into two groups, the debate group using SNS and face to face debate group. The character patterns of students were divided to `extraversion,` `agreeableness,` and `conscientiousness` through test sheets for character features for each student. Both groups were educated for creative discussion methods using six thinking hats and then, the class progressed. As a result of analyzing argumentation patterns used in SNS debate and face to face debate, the most used argumentation pattern was the cause pattern. But comparing to face to face debate, other patterns (mark, inference, authority, motive) were also used in SNS debate. The study analyzed three factors of decision-making ability for each character feature of students such as complexity, perspectives, and inquiry. As a result, for `complexity` factor, there was a significant difference between SNS debate group and face to face debate group only in the student group of Agreeableness. For `perspectives` factor, there were significant differences between SNS debate group and face to face debate group in all three characters. Finally, for inquiry, there were no significant differences between SNS debate group and face to face debate group in all three characters. Accordingly it would be necessary to apply SNS debate using the six thinking hats in SSI education to enhance perspectives.

생물학적 경쟁과 적응에 대한 예비 생물 교사의 인식

조지선 ( Jiseon Jo ),차희영 ( Heeyoung Cha ),양필승 ( Pilseung Yang ) 한국과학교육학회 2016 한국과학교육학회지 Vol.36 No.5

The purpose of this study is to find out whether pre-service biology teachers` biological meanings of competition and adaptation is the same as everyday meanings to understand natural selection and evolution. Fifty three pre-service biology teachers answered written tests and thirteen of them were interviewed. The tests on general meanings on competition and adaptation, tests on biological meanings on competition and adaptation and tests on natural selection were administered. Questions on semi-structured interviews were composed of only biological meanings about competition and adaptation. Analyzing data through four steps, pre-service biological teachers` general meanings on competition and adaptation were compared with the definitions of Korean dictionary and compared with biological definitions. Pre-service teachers` alternative conceptions about biological competition and adaptation were classified and the alternative conceptual types were checked when explaining natural selection and evolution. They realized competition is battle for intention or purpose like everyday meaning of competition. However, they didn`t realize adaptation happen in the population level. They thought that adaptation, like in everyday life meaning, is getting suitable to environment for survival on an individual level. By relating adaptation to evolution, they thought that long-lasting adaptation become evolution. This study has significance with respect to suggesting the alternative concepts of competition and adaptation based on effective evolution teaching from constructivism viewpoint and highlighting the importance of the concepts of biological competition and adaptation, which have been concerned rarely for a long time.

거꾸로 하는 문제중심 학습(FPBL) 수업에서 나타난 학생들의 인식론적 프레이밍 분석 - 고등학교 생명과학 동아리 적용 사례를 중심으로 -

유경주 ( Gyoungju Yu ),차희영 ( Heeyoung Cha ) 한국생물교육학회 2021 생물교육 Vol.49 No.3

The purpose of this study was to analyze the characteristics of the discourses through epistemological framing and the factors influencing the epistemological framing of high school students involved in FPBL(Flipped and Problem-Based Learning) classes on cancer. FPBL classes in twelve steps were conducted for three weeks with 16 students of a life-science club in a general high school. To collect data from four groups of four students, group activities were recorded as well as the whole-class activities. During the classes, the data from all discourses and activities were collected, and interviews and self-evaluation reports were performed. All the discourses and interviews were transcribed and coded. The analysis showed that discourses regarding ‘finding the right answers’, ‘using only the information given by the teacher’, ‘accumulating information without criticism’, ‘filling in the worksheets without discussion’, ‘producing output to satisfy the teacher’, and ‘being not confident in learning’ were found when classroom-game framing was formed. When making-sense-of-phenomena framing was established, discourses featuring ‘there are no fixed answers’, ‘using one's background knowledge and asking questions with curiosity’, ‘critical search for information and organization of it’, ‘active discussion’, ‘reaching a rational solution’, and ‘expressing self-confidence in learning’ appeared. The factors that affected classroom-game framing were misconceiving unstructuredness of FPBL, misunderstanding the finding-facts step, positioning framing of indicator-receiver, and having the burden to produce output. The factors that affected the formation of making-sense-of-phenomena framing were students’ internalization of problems, the teacher’s feedback, characteristics of the problem-solving step, and positional framing of facilitator-constructor. These results can be useful resources for teachers who want to apply FPBL lessons to their classes to promote learner's epistemological framing.

과잉확신 인지편향에 따른 교수 실행 사례 연구 : 과학교사의 진화 수업을 중심으로

손정열 ( Jeongyeol Son ),차희영 ( Heeyoung Cha ) 한국교원대학교 과학교육연구소 2020 청람과학교육연구논총 Vol.25 No.-

The purpose of this study is to identify the effects of overconfidence bias on the evolutionary concept of science teachers on teaching practice and to suggest directions for improving teacher education. Teachers scheduled for evolutionary classes were first targeted to examine understanding and the degree of overconfidence bias of evolution. By comparing and analyzing the results of the overconfidence bias test, instructional materials, and in-depth interviews, each teacher's understanding and degree of overconfidence bias could be measured. As a result of analyzing the differences in teaching practice according to each teacher's understanding and degree of overconfidence bias, four differences were found. According to the results of the study, even if the understanding of scientific concepts is high, teachers with high cognitive bias of overconfidence show various errors in the teaching practice process.

의사결정 유형 및 성격특성에 따른 예비생물교사들의 SSI(Socio-Scientific Issues) 토론 담화 차이 분석

최고은 ( Go-eun Choi ),차희영 ( Heeyoung Cha ) 한국과학교육학회 2018 한국과학교육학회지 Vol.38 No.5

The purpose of this study is to identify the differences of argumentation discourses for Socio-Scientific Issues in the types of decision-making and personality traits of pre-service biology teachers. For this study, SSI discussion topics were selected according to four types of decision making: logical reasoning, suggestion of complement, emotional base, and internal conflict. Three groups were constructed based on personality traits such as extroversion, acceptability, and integrity. Each three group used the workbook specially developed and freely used the smart device for discussion. A recorder and a camcorder were used to record each group, their behavior was recorded and the written materials during the discussion were collected for the results. Using Walton’s analysis framework, the collected data analyzed in terms of the source of utterance, the process of dialogue shift, and the critical movements that can judge the reasoning of utterance. As a result of the study, it was confirmed that the decision-making type of SSI topics and learners’ personalities were influential in the decision-making process of SSI small group discussions. This research shows that there is a need to develop instructional materials considering decision-making types and learners’ personality types of students as well as pre-service teachers for SSI discussion.

SSI 주제의 의사결정 유형에 따른 성격특성별 토론과정 분석을 위한 이론적 고찰

최고은 ( Choi Goeun ),차희영 ( Cha Heeyoung ) 한국교원대학교 과학교육연구소 2016 청람과학교육연구논총 Vol.22 No.2

Socio-Scientific Issues(SSI)regards as social and cultural dilemma. it is connected to many areas beyond science and it can be discussion among various stakeholders related to the problem. The discussion is a form of scientific argumentation and this process is able to developing scientific literacy. However, Scientific discussion in school science is often taught within right procedures and conclusions. School science argumentation is intended to be linear with predictable outcomes such as textbook and teacher`s guide book. Therefore, this paper describes background about analysis of discussion process by personality trait according to decision making types of SSI topics. And suggests what is a method to effectively guide for SSI discussion.