Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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An Approach of Ecological Niche to Analysis of Recognition of 5th Grade Elementary students for Conception of Photosynthesis

생태 지위적 접근을 통한 5학년의 광합성 개념 분석

  • Received : 2010.12.27
  • Accepted : 2011.06.01
  • Published : 2011.06.30
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Abstract

There have been studies about conceptual ecology making a profound study of conceptual changes in learners' cognitive structure. Because learners' cognitive structure have been compared to ecology, it is natural to think that conception in learner's cognitive structure have a niche as species in ecology have niches. Therefore, it is necessary to study niche approach about conception that learners recognize in their cognitive structure. The purposes of this study were to identify relationships among conceptions that 5th grade elementary school students recognize about photosynthesis and to identify how these relationships among conceptions about photosynthesis change before and after a class of photosynthesis in curriculum in terms of an approach of ecological niche which are composed of 3 domains - diversity of conceptions, relevance and frequency rate of conceptions, and competition among conceptions. Open ended questionnaire was developed by 4 fields: photosynthetic place, photosynthetic products, photosynthetic materials needed and environment factors of photosynthesis. The subjects sampled in this study were 310 5th grade elementary students in 5 cites. Before and after classes in photosynthesis in science curriculum, students were asked to write down conceptions that they knew about the 4 fields of photosynthesis of questionnaire and to write down scales of relevance from 1 to 30 about how they think the conceptions are related to the field of photosynthesis. The results of this study showed the following: First, most students have had a variety of conceptions and commonly recognized 'light' and 'water' as concepts in photosynthesis. Second, students still recognized their preconceptions like 'soil' and 'root,' etc. that were far from scientific conceptions of photosynthesis although they took classes in photosynthesis. Third, students needed to take the various strategies of teachers because they did not recognized scientific conceptions appropriately about photosynthetic fields. Fourth, it appeared that photosynthetic conceptions recognized by students had status in terms of relevance and frequency rate of conceptions, and competition among conceptions, and that they looked like the niche of conceptions in their conceptual ecologies.

학습자의 개념 형성 요인을 심층적으로 분석하는 개념 생태 관련 연구들이 많이 진행되어 오고 있다. 학습자의 인지 구조를 생태계로 비유한다면, 인지 구조 속에 존재하는 개념은 생태계의 종으로 비유할 수 있다. 따라서 생태계 내 종이 생태 지위를 가지듯이, 학습자의 개념 생태 내 개념도 생태 지위를 가질 수 있다. 이 연구는 개념의 다양성, 개념의 관련성과 빈도율 변화, 개념 간 경쟁관계로 구성된 생태 지위적 접근을 통하여, 광합성 학습 전 후에 5학년들이 인식하는 광합성 개념 간 관계를 분석하였다. 설문지는 광합성 장소, 광합성 생성물질, 광합성 필요물질, 광합성 환경요인 네 영역으로 구성되어 있으며, 각 영역별로 알고 있는 개념과 그 개념의 관련성 정도를 점수(1~30 점)로 기입하도록 제작되었다. 5개 도시 소재 11개 초등학교의 5학년 11학급 총 310명의 학생들을 대상으로 설문하여 분석하였다. 연구 결과는 다음과 같다. 첫째, 학생들은 광합성에 '빛'과 '물'을 공통적으로 많이 인식하면서 다양한 개념들을 지니고 있었다. 둘째, 학습 후에도 학생들은 '뿌리', '바람' 등과 같은 오개념이 여전히 나타나고 있었으며, 광합성 영역별로 오개념과 과학 개념이 공존하고 있었다. 셋째, 학습을 통하여 '빛'에 대한 학생들의 인식이 높아지고 있지만, 광합성 영역에 따른 적절한 개념을 인식하지 못하고 있기 때문에 교사들의 지속적이면서 효율적인 교수 전략이 필요하다. 넷째, 학생들이 인식하는 개념들은 개념 생태내에서 위상을 갖고 복잡하게 얽혀져 있는 것으로 보아 생태 지위를 갖고 있는 것으로 판단된다.

Keywords

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