중학교 광합성 개념에 대한 교사의 지도 개념과학생의 획득 개념 사이의 개념 네트워크 분석

초록

One of the key goals of science education is to enable students to acquire scientific concepts. Most science concepts are learned through teachers in class. Therefore, this study analyzesconceptual structure that teachers use to teach students and the conceptual structure thatstudents develop as they learn new concepts. Specifically, we examined the differencesbetween the conceptual frameworks used by teachers to teach students and the networksof concepts that students actually acquire, focusing on the topic of photosynthesis inmiddle school. Within the domain of photosynthesis, we categorized concepts into thephotosynthesis reactants, photosynthesis products, environmental factors. This studyrevealed that the types of concepts used by teachers in class and those acquired bystudents are similar, but the network structures differ. Teachers do not clearly distinguishand explain subtopics, and students also do not distinguish subtopics to acquired concepts. Teachers focus on explaining concepts, and students’ conceptual networks are influenced bysubsequent learning as well. Based on these findings, it is crucial for teachers to understandthe conceptual structures that students develop and to clearly articulate sub-concepts toguide their learning effectively. Furthermore, future research should explore whether thereare variations in acquired conceptual networks based on characteristics of the learners.

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