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한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.4, 2017년, pp.659 - 668
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This study was conducted to identify whether there is a significant difference in the developmental stages of the evolution concept depending on the major and the country. For this study, college students (both biology major and non-biology major) in Korea and the United States answered evolution co...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 진화 개념이 주는것은? | , 2007; Settlage, 1994). 진화 개념은 유전과 생태와 같은 생물학의 여러 개념들 간의 관계를 유의미하게 연결해줄 뿐만 아니라 생물학적 현상의 궁극적 설명 역시 제공해 준다(Ha et al., 2012). | |
| 과학적 진화 개념의 오개념은? | 과학적 진화 개념(자연선택 및 돌연변이)의 이해를 방해하는 다양한 오개념들이 존재한다. 가장 대표적인 오개념이 목적론적 설명, 의도에 의한 진화적 변화, 라마라크의 용불용설 등이 있다. 또한 과학적 지식의 수준이나 인지적인 능력의 한계로 인하여 가지게 되는 오개념과 달리 종교적인 믿음에 근거하는 창조론적 설명 역시 진화의 대안 개념으로 꾸준히 논의되어 왔다. | |
| 생물 교사들의 진화 개념에 대한 연구는? | 우리나라의 생물 교사들의 진화 개념의 이해 역시 매우 낮은 수준으로 알려져 있다. Ha & Cha(2007)의 연구에서는 현직 교사가 예비 교사에 비하여 더 많은 오개념을 보였으며, Lee & Cha(2014)의 연구에서는 진화적 설명을 다른 생물 개념에 전이시키는 것을 생물교사들이 어려워하는 것을 확인하였다. 그 이외에 많은 나라에서 실시한 진화 개념의 이해 수준에 관한 연구에서 공통된 결과는 학습자들이 매우 높은 수준의 오개념을 가지고 있다는 것이다(Brumby, 1984; Ha, 2016a; 2016b; Kampourakis & Zogza, 2008; Meir et al., 2007; Settlage, 1994). |
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