중학교 생명의 (生命) 연속성 (連續性) 개념 (槪念) 오인에 (誤認) 관한 연구

Preconception is one of the key influencing conditions of student`s learning process. Same of preconceptions, previous experience of the student is different from teacher`s scientific notion. These are called as a misconception. Therefore teachers can enhance these student learning process by understanding of these common some misconceptions among typical students. The objective of this study is tea establish new teaching strategy for the 3rd grade middle school students, by analyzing misconceptions of genetic continuity. Once analyzing the reason of having misconception, aditional special teaching was introduced by considering associated them. Comparative study was done between opposite sex as well as different abilities. Total 294 students were selected for the study from both boys and girls middle school from 12 classes each, The 244 student, were categorized as upper, middle and lower group. The test was done by getting answer for 50 question developed by author. The wrong answers given by students due to misconception was analyzed by personal interview. The effect of misconception of learning process was reviewed by having controlled experiment between treated additional study group and without it. The results are as follows. 1) The misconception on genetic continuity. Students have misconception on cell division and genetics. This misconception can be further elaborate as chromosome, meiosis, phenotype and genotype, gametogenesis and the ratio, twin and blood type. The reason these misunderstanding comes mainly from the poor concept on homologous chromosome. 2) Misconception between different sex and ability group. There was more misconception among the poor ability groups but, no observable difference between sexes. 3) Camparison of the study group between experiment group and control group. Much enhanced study effect was discovered among the experiment groups. 4) Learning effects due to sex, treatment and abilities. The analysis of variance shows that the main effect of learning process was treated out to be due to the ability difference and introduction of treatment. There was no difference between sexes. Two way interaction effect shows that there was significant difference (sex × ability) and (treatment × ability), but no difference is found for (sex × treatment). Based on above mentioned study, the enhanced teaching can be accomplished by understanding of typical students misconception. Positive teaching strategies for the lower ability students should be developed to enhance teaching effect.