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The Effects of Activity-Centered Instruction on Understanding of Natural Selection Concept  

Park, Jong-Boon (Korea National University of Education)
Lee, Mi-Sook (Korea National University of Education)
Lee, Kil-Jae (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.23, no.5, 2003 , pp. 505-516 More about this Journal
Abstract
The concept of evolution is one of the most important concepts in the learning biology. However lots of students have difficulties in understanding its mechanism because their preexisted alternative concepts interrupt in gaining the correct idea of evolution. Students usually have the Larmarkian or teleological ideas of evolution. The purpose of this study is to investigate the effectiveness of an activity-centered instruction on the learner's conceptual change from misconception into the scientific concept, Darwinian one, and achievement. For the study, 162 students were sampled from a high school: 81 students for the activity-centered instruction and 81 students for traditional instruction. The result is as follows; 1) The activity-centered instruction is more effective than the traditional one in understanding the concept of Darwinian natural selection(p<.05) and in changing the students' various misconceptions of evolution into Darwinian one. 2) The activity-centered instruction concerning natural selection is more effective in their achievement(p<.01). 3) However, after both of the instructions, some students still kept the Lamarkian thoughts.
Keywords
activity-centered instruction; misconception; conceptual change; evolution; natural selection;
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