식물 분류 대안개념의 원인에 대한 연구 : 중학생의 사고, 과학 교과서, 과학 교사를 중심으로

Abstract

The purpose of this study was to analyze the cause of alternative conceptions of plant classification. The 600 students at 7th grade were surveyed by questionaire on alternative conception. After that,40 students who have alternative conceptions, 6 elementary school teachers, and 6 middle school teachers were involved in depth interview. Also, 16 science textbooks were analyzed. The results were that the source of alternative conceptions in classification of spermatophytes and sporic plants originated in the facts that they classified the plants according to whether they blossom or not, not knowing the concept of spores. As to the classification of angiosperms and gymnosperms, the students confused ‘ovules’ with ‘seeds’ because the teachers and textbooks don't explain ‘the presence of a ovary’ clearly as a classificatory criterion. The cause of confusion in gymnosperms and monocotyledons attributes to the fact teachers and textbooks guide students to focus on not ‘finding something in common’ but ‘confirming differences’. As for vascular plants and non-vascular plants, students developed alternative conception through simple inference. There were many factors in the causes of alternative conceptions of plant classification. These were attributable to description error and lack of illustrations on science textbooks, lack of plant observation activities, conceptual errors of teachers, and knowledge that has been simply implanted in student's mind.