In the genetics domain of biology, several concepts are complicatedly interrelated. In particular, meiosis includes various concepts also in the genetics domain, so many students may consider it as the reason of difficulty of genetics. When a concept is developed, related background concept may serv...
In the genetics domain of biology, several concepts are complicatedly interrelated. In particular, meiosis includes various concepts also in the genetics domain, so many students may consider it as the reason of difficulty of genetics. When a concept is developed, related background concept may serve a central role. Thus, this study was to analyze the effect of meiosis background concepts on the understanding of meiosis which high school students may recognize as important and difficult in the genetics domain. To accomplish the purpose of this study, the concept test of the 10th grade(724), 11th grade(862), a total of 1586 was fulfilled in relation to the 8 background concepts needed for meiosis and meiosis learning. Through the preceding study, the selected 8 background concepts were as follow: nuclear phases, chromosome, mitosis, sexual reproduction· nonsexual reproduction, gamete, gene, mother cell·daughter cell , cell cycle. In order to verify the effect of background concepts on meiosis, the concept test uses the correlation analysis and multi regression method according to grades and meiosis achievement. In addition, according to the meiosis achievement, the background concepts were analysed by item types. The summary made from the findings of this study is as follow. First, It is found that the influential background concepts are as follow; cell cycle, chromosome in high graded, and mother cell·daughter cell, mitosis, chromosome, nuclear phases in middle graded, and mother cell·daughter cell, nuclear phases, gene in low graded. Consequently, the influential background concepts were differed depending on the meiosis. Second, mitosis in 10th grade, mother cell·daughter cell in 11th grade was significantly influential, but both of grades were influenced by mother cell·daughter cell, mitosis, cell cycle, except for nuclear phases. Third, the achievement according to item types was differed not by meiosis achievement, but by each background concepts. In the case of nuclear phases, cell cycle, the achievement of application item was higher than that of knowledge and understanding, but in the other cases, the result was opposite. This study would be significant data to interpretate the reason for student's weak understanding of meiosis. Thus, given the achievement according to item types of each background concepts and these concepts having effect on meiosis depending on the levels of students, teaching-learning activity would largely support the meiosis learning of students.
In the genetics domain of biology, several concepts are complicatedly interrelated. In particular, meiosis includes various concepts also in the genetics domain, so many students may consider it as the reason of difficulty of genetics. When a concept is developed, related background concept may serve a central role. Thus, this study was to analyze the effect of meiosis background concepts on the understanding of meiosis which high school students may recognize as important and difficult in the genetics domain. To accomplish the purpose of this study, the concept test of the 10th grade(724), 11th grade(862), a total of 1586 was fulfilled in relation to the 8 background concepts needed for meiosis and meiosis learning. Through the preceding study, the selected 8 background concepts were as follow: nuclear phases, chromosome, mitosis, sexual reproduction· nonsexual reproduction, gamete, gene, mother cell·daughter cell , cell cycle. In order to verify the effect of background concepts on meiosis, the concept test uses the correlation analysis and multi regression method according to grades and meiosis achievement. In addition, according to the meiosis achievement, the background concepts were analysed by item types. The summary made from the findings of this study is as follow. First, It is found that the influential background concepts are as follow; cell cycle, chromosome in high graded, and mother cell·daughter cell, mitosis, chromosome, nuclear phases in middle graded, and mother cell·daughter cell, nuclear phases, gene in low graded. Consequently, the influential background concepts were differed depending on the meiosis. Second, mitosis in 10th grade, mother cell·daughter cell in 11th grade was significantly influential, but both of grades were influenced by mother cell·daughter cell, mitosis, cell cycle, except for nuclear phases. Third, the achievement according to item types was differed not by meiosis achievement, but by each background concepts. In the case of nuclear phases, cell cycle, the achievement of application item was higher than that of knowledge and understanding, but in the other cases, the result was opposite. This study would be significant data to interpretate the reason for student's weak understanding of meiosis. Thus, given the achievement according to item types of each background concepts and these concepts having effect on meiosis depending on the levels of students, teaching-learning activity would largely support the meiosis learning of students.
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