고등학교 생태계 구성 수업에서 수업 단계에 따른 교사의 지도 개념의 연계성 분석

초록

Making students understand scientific concepts is one of the primary goals of science education. Traditionally, most scientific knowledge has been acquired through teachers during class time, with teachers exerting a decisive influence on science learning. In general, teachers structure their lessons into three stages: introduction, development, and wrap-up. It is therefore important to examine how scientific concepts are connected across these stages. This study analyzed the conceptual connections between teaching stages in the context of teaching ecosystems. To this end, both a concept network and a connection network were examined. Three teachers participated in the study, and their lessons were categorized according to the components of an ecosystem and the interactions among those components at each stage. The analysis revealed that the number of concepts presented during the introduction stage increased as the lessons progressed. However, the functions of both the introduction and wrap-up stages were not fully realized, with instruction being largely concentrated on biotic and abiotic elements. Based on these findings, it is suggested that the introduction stage should emphasize prerequisite concepts necessary for understanding the lesson topic, while the development stage should elaborate and deepen students’ conceptual understanding.

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