The purpose of this study was to develop the elaborate analogies and to examine the role that the elaborate analogies can play when preservice teachers learn two fundamentally important concepts from a biology text. Two biology concepts are ‘Prokaryotic cell and Eukaryotic cell’, ‘Animal cell’. This study developed a control texts with no analogy, simple analogy texts, elaborate analogy texts on the basis of biology concepts. The eleborate analogy texts were developed using the Teaching-with-Analogies Model. The elaborate-analogy consists of pictorial and text components in which similarities between the analog and the target concept are made explicit. Verbal and pictorial processes combine to promote a mapping key features. For this study, 54 preservice teachers were sampled in the experiment. A one way ANOVA was performed to examine the effect of text treatments. The results indicated that elaborate analogy text type increased learners' interest, understanding and self-efficacy about the biology concept and text itself. Furthermore, the elaborate analogy text enhanced learners' biology concept learning and inference-making as well. In addition, elaborate analogy text increased learners' metacognitive process to correctly assess their knowledge of biology concepts. Thus, elaborate analogies improved the biology knowledge and attitudes of learners by relating what is familiar to what is new. The results are consistent with a constructivist view of learning science and suggest that biology textbook for preservice teachers and high school students should be adapted to use analogy in a more systematic way.
KCI 등재
세포 개념의 정교화 비유 교재의 개발과 적용
Development and Application of the Elaborate Analogy Texts in Learning Cell Concept
생물교육
약어 : 생교
2008 vol.36, no.3, pp.397 - 411
DOI : 10.15717/bioedu.2008.36.3.397
발행기관 : 한국생물교육학회
연구분야 : 교육학
Copyright © 한국생물교육학회
약어 : 생교
2008 vol.36, no.3, pp.397 - 411
DOI : 10.15717/bioedu.2008.36.3.397
발행기관 : 한국생물교육학회
연구분야 : 교육학
Copyright © 한국생물교육학회
elaborate analogies, cell concept, preservice teachers, attitudes, inference-making.
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세포 개념의 정교화 비유 교재의 개발과 적용
@article{ART001283126},
author={
서범석
and
임영진
and
정화숙
},
title={
세포 개념의 정교화 비유 교재의 개발과 적용
},
journal={
생물교육
},
issn={2234-876X},
year={2008},
number={3},
pages={397 - 411},
doi={10.15717/bioedu.2008.36.3.397},
url={http://dx.doi.org/10.15717/bioedu.2008.36.3.397}
TY - JOUR
AU - 서범석
AU - 임영진
AU - 정화숙
TI - 세포 개념의 정교화 비유 교재의 개발과 적용
T2 - 생물교육
PY - 2008
VL - 36
IS - 3
PB - 한국생물교육학회
SP - 397 - 411
SN - 2234-876X
AB - The purpose of this study was to develop the elaborate analogies and to examine the role that the elaborate analogies can play when preservice teachers learn two fundamentally important concepts from a biology text. Two biology concepts are ‘Prokaryotic cell and Eukaryotic cell’, ‘Animal cell’. This study developed a control texts with no analogy, simple analogy texts, elaborate analogy texts on the basis of biology concepts. The eleborate analogy texts were developed using the Teaching-with-Analogies Model. The elaborate-analogy consists of pictorial and text components in which similarities between the analog and the target concept are made explicit. Verbal and pictorial processes combine to promote a mapping key features. For this study, 54 preservice teachers were sampled in the experiment. A one way ANOVA was performed to examine the effect of text treatments. The results indicated that elaborate analogy text type increased learners' interest, understanding and self-efficacy about the biology concept and text itself. Furthermore, the elaborate analogy text enhanced learners' biology concept learning and inference-making as well. In addition, elaborate analogy text increased learners' metacognitive process to correctly assess their knowledge of biology concepts. Thus, elaborate analogies improved the biology knowledge and attitudes of learners by relating what is familiar to what is new. The results are consistent with a constructivist view of learning science and suggest that biology textbook for preservice teachers and high school students should be adapted to use analogy in a more systematic way.
KW - elaborate analogies, cell concept, preservice teachers, attitudes, inference-making.
DO - 10.15717/bioedu.2008.36.3.397
UR - http://dx.doi.org/10.15717/bioedu.2008.36.3.397
ER -
서범석 , 임영진 and 정화숙 (2008). 세포 개념의 정교화 비유 교재의 개발과 적용. 생물교육, 36(3), 397 - 411.
서범석 , 임영진 and 정화숙 . 2008, “세포 개념의 정교화 비유 교재의 개발과 적용”, vol.36, no.3, pp. 397 - 411. Available from: doi:10.15717/bioedu.2008.36.3.397
서범석 외. “세포 개념의 정교화 비유 교재의 개발과 적용“ 생물교육 36.3 pp. 397 - 411. (2008): 397.
서범석 , 임영진 , 정화숙 . 세포 개념의 정교화 비유 교재의 개발과 적용 생물교육 [Internet]. 2008; 36(3), : 397 - 411. Available from: doi:10.15717/bioedu.2008.36.3.397
서범석 , 임영진 and 정화숙 . “세포 개념의 정교화 비유 교재의 개발과 적용“ 생물교육 36, no.3, (2008): 397 - 411. doi: :10.15717/bioedu.2008.36.3.397