The Differences of the Conception for Human Brain on High School Students according to The Completion of ‘Life ScienceⅠ’ = ‘생명과학Ⅰ’ 이수에 따른 고등학생의 뇌에 대한 개념 차이

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the misconception of the human brain according to completion of life science Ⅰ on high school students. Generally, the misconception of the human brain is called ‘Neuromyth’, because it would apply the knowledge from neuroscience to education through misunderstanding or misusage. The researcher recruited 104 high school students to analyze their misconception of the human brain, and divided them into two groups depending on the completion of life science; completed 54 students and not completed 50 students. All of the students fill out the survey to check the misconception, 16 questions in the survey were composed of three domains like learning, the function of the brain, structure of the brain. The researcher marked the score of each questionary whether correct, neutral, incorrect answer, and analyzed three domains score and total score about misconception by one-way ANOVA. The researcher was able to conclude as follows through the results of misconception analysis of the brain. First, high school students had various misconceptions related to the human brain. According to the result, it found out more than 50% of students had misconceptions of the brain in 7 out of 16 questions. Second, there are differences in misconceptions of the brain depending on whether or not students completed life science I. A result of statistical, it significantly found the difference between the two student groups. Third, there is a difference of the possibility for correcting misconceptions by the application of the life science curriculum. The misconception of brain function could change to the scientific conception more effective than other misconceptions because the statistical difference was found on the misconception of brain function.

목차 (Table of Contents)

• Introduction Research Method Results Conclusions and Educational Implications