지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study aimed to identify sub-concepts of cell division and their description levels in Life Science I textbooks and to analyze high school students’ understanding and misconceptions about cell division. Three kinds of science textbooks for the ninth grade and three kinds of Life Science I were examined, and the questionnaires for understanding of cell division were administered to 237 high school students in three schools. The questionnaire consisted of six questions that were categorized into two parts: mitosis and meiosis. An analysis of textbooks revealed that the concepts of sister chromatid and chromonema in mitosis were described insufficiently. In the case of meiosis, explanations were inadequate for student understanding, including the interphase, the process of DNA duplication, the crossing over, and the change of genetic information via the process of duplicating chromosomes. An analysis of the questionnaire showed that students had a results-oriented comprehension of mitosis although they compared the chromosome number and genetic information in new skin cell and original skin cell correctly. And students had several misconceptions regarding meiosis; an ovum is different from a germ cell; a somatic cell and a germ cell have different genetic information because of their functions. Finally, around twenty percent of students could not distinguish homologous chromosomes from sister chromatid. Students’ misunderstanding of cell division were related to the description way of these concepts in textbooks. In textbooks, the changes of genetic information in mitosis were described as results-oriented; meanwhile, several concepts, such as chromonema, sister chromatid, and homologous chromosomes, were introduced with segmented explanations. These findings can provide guidance for the teaching and learning of cell division to teachers and curriculum developers.
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참고문헌 (24)
참고문헌 신청
Ching-Soong, B. / 1993 / The inclusion of STS material in the most frequently used secondary science textbooks in the U. S / Journal of Research in Science Teaching 30 (4) :
Chinnici, J. P. / 2004 / Student as ‘Human chromosome’ in role-playing mitosis and meiosis / The American Biology Teacher 66 (1) : 35 ~ 39
Cho, J. I. / 1993 / A study on the college science students’ and science teachers’ understanding of chromosome behavior / Journal of the Korean Association for Research in
Choi, B. S / 1987 / Relationship between the cognitive levels of students and understanding of concrete and formal science content / Journal of the Korean Association for Res
Choi, K. / 1996 / The development of evaluating framework for a science textbook in a secondary school / Journal of the Korean Association for Research in Science Education 1
Chinnici, J. P. / 2004 / Student as ‘Human chromosome’ in role-playing mitosis and meiosis / The American Biology Teacher 66 (1) : 35 ~ 39
Cho, J. I. / 1993 / A study on the college science students’ and science teachers’ understanding of chromosome behavior / Journal of the Korean Association for Research in
Choi, B. S / 1987 / Relationship between the cognitive levels of students and understanding of concrete and formal science content / Journal of the Korean Association for Res
Choi, K. / 1996 / The development of evaluating framework for a science textbook in a secondary school / Journal of the Korean Association for Research in Science Education 1
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