The purpose of this study is to analyze change of the niche overlap of students concepts in 9th grade nervous system domains through the classes. The analysis was performed by changing in niche overlap graph, niche space size, and overlap index through the classes. 412 9th grade students participated in this study. Concepts in neuron, central nervous system, and peripheral nervous system were selected from preliminary survey. The questionnaire was composed of neuron, central nervous system, and peripheral nervous system. Students were asked to complete the questionnaire before and after classes. The findings is as follow. First, the level of understanding and relevance of scientific concepts were increased as a result of learning. Second, size of niche space except peripheral nervous system was reduced after classes. It indicated that deviation of understanding level and relevance of the concept declined. Third, there was a huge overlap among concepts that correlated with each domain after classes. The high overlap among concepts is thought to be due to similarity of understanding level and relevance among concepts. Based on the results, I have the suggestion. First, teachers need to plan and instruct to offer students highly relevant scientific concept in well-organized form. Second, students had lack of concepts in peripheral nervous system. In addition they had both scientific concept and non-scientific concept. Therefore, when planning a lesson, teachers need to identify students preconceptions and establish the teaching-learning strategies for understanding scientific concepts.
Ⅲ. 연구 결과 및 논의
Ⅳ. 결론 및 제언