Jour. Korean Earth Science Society, v. 30, no. 3, p. 305 316, June 2009 (w ) y x w w w y 1, *Á ³ 2 Áx 3 1, 556-855, û 456 2 w w w / w, 561-756, 1ƒ 644-14 3 û w y w /w œ l, 500-757, Ÿ Ÿ 333 Understanding on the Fossilization of Middle School Students Koo-Geun Hwang 1, *, Kyu-Seong Cho 2, and Min Huh 3 1 Branch school of Geomun Middle School, Jeonnam 556-855, Korea 2 Division of Science Education/Institute of Science Education, Chonbuk National University, Chonbuk 561-756, Korea 3 Faculty of Earth Systems and Environmantal Sciences and Korea Dinosaur Research Center, Chonnam National University, Gwangju 500-757, Korea Abstract: Experiments to explain fossilization have been introduced in elementary and middle school science textbooks. Most of them have explained the processes by the mold and cast formed by imprint of bivalve or leaf. The processes explained in the textbooks are more similar to that of trace fossil than body fossil, because the external molds from experiment are imprints after the model was taken off. However fossils of the figures in the textbooks are mostly body fossils. Therefore, the students may be willing to equate the experiment process with the fossilization of the body fossils. The misconceptions were confirmed in this study by the questionnaire which asked 9th grade students on this subject. Many students thought that the body fossils were fossilized imprints and the fossils of terrestrial organism were formed on land without transportation, that is, they did not understand well about biostratinomy and crustal movement. The misconception about the environment in which fossils formed was already reported in a survey on the elementary school students, but has not revised until ninth grade. Therefore, to remove the misconception related to the fossilization, the fossil models in the experiments may be replaced by trace fossils, or new experiments for body fossil should be designed.,fzxpset science textbook, experiment, fossilization, middle school student, misconception. : Á w w y y w» w y» x. x ù w e p x ƒ ù z y y y x w. ù y ƒ z y w y y y x w ƒ. w 9w w y w w y y ƒw ùkû. w, y y š ƒw y n ƒ y ww wš. y y w w w y 9w w ¾ š ùkû. y y w» w x y ã ù y y y w x w ƒ. w, x, y y, w, *Corresponding author: kghwang@korea.kr Tel: 82-61-666-8542 Fax: 82-61-666-8560
306 y Á ³ Áx y x n d z š n n y j w» y w w w w. y w w w x ú w wš y mw y w y». w y w ü œ,, (Fig. 1) w y šƒ ƒwš ( Ÿ, 1998; y, 2002, 2004; Dong et al., 2001; Hwang et al., 2002, 2008; Huh et al., 2003, 2006). w w w œ sww w y ü Á Áš w sw š w y w (½, 1999) w» w w ƒ š. ¾ y š w (1998) œm w wi, II y ü w y, ½ (1999) š w y ü, y (2005) y t», ½ (1999) š w w y w w. ½ (1999) w y w ù w ƒ û wš z š ƒ v w š» w. w, (2000) w w d y w w š šw. wr, 2005w w sƒ y w r w y w d w t y w w ùkù y w w ƒ û ƒ sƒ û ( z, 2006). x, w y ü y Fig. 1. Various fossils recently found in southern Korea. (a) A sauropod pes track from the Jindong Formation (Hwang et al., 2004). (b) Dinosaur bones from the Boseong dinosaur fossil site (Huh et al., 2006). (c) Dinosaur eggs from the Boseong dinosaur fossil site (Huh et al., 2006). (d) A pterosaur teeth from the Jinju Formation (Yun and Yang, 2001). (e) Turtle bones from the Boseong dinosaur fossils site (Huh et al., 2006). (f) Arthropod tracks from the Uhangri Formation (Hwang et al, 2002). Scale bars=5 cm.
y x w w w 307 Fig. 2. Experiments related to fossilization in the elementary (a) and a middle school science textbook (b). x w ü x mw w w. ù x x y w y x x w ƒ. y y Á w w ü wš w y y w w w w ƒ y y ww» w wš w. ü y, w sw y x y» x w w (Fig. 2). (necrolysis), y n (biostratinomy), (diagenesis) y y s w ü w wš(table 1-4), w ƒ š y y w w w (Fig. 3). ü Á w y wš w y y y y sw w (Table 1). š y x w y» x y x wš w (Table 2 3). ü 8w sw ü w w 9w y x w w w. w 8 w wš ƒ w w w w 256 w w. x y y y wwš x ù kx, O, X w w w (Fig. 3). x œm œwš w x kw y wš y y y ww w. š w y y wš w y y wwš w. w y y, y n y, ƒ y y v w x y w w w (Fig. 3). w w 9 ƒ w w, w. w yw» w w 9 w œm sw y x
308 y Á ³ Áx Table 1. The contents related to fossilization in the science textbooks of elementary and middle school Grade Contents Elementary Middle school (8th) school (4th) EM K (J) K (K) KS DI DH DS DD BB JH Definition of fossils 0 0 0 0 0 0 0 0 0 0 Distinction between body and trace fossils x x x x x x x x x x Experiment about fossilization 0 0 0 0 0 0 0 0 0 0 Drawing explaining fossilization of body fossil 0 x x x x x 0 0 0 x Sedimentary environment for fossilization x x x x x x x x x x Biostratinomy 0 x x x x x 0 0 x x Diagenesis of fossils x x x x x x x 0 0 x Conditions for fossil preservation x 0 0 0 0 0 0 0 0 0 Crustal movement 0 x x 0 x x x 0 0 0 Excavation 0 x x x x x x x x x Index and facies fossils x 0 0 0 0 0 0 0 0 0 EM, Ministry of Education and Human Resources Development; K, Kyohak; KS, Kumsung; DI, Daeil; DH, Donghwa; DS, Doosan; DD, Didimdol; BB, Blackbox; JH, Jihak Table 2. Comparisons of drawings for fossilization in the science textbooks Grade Elementary school (4th) Middle school (8th) Company EM DS DD BB Fossil Fish, Bivalve, Asteroids Quadrupeds Quadrupeds, Molluscs Molluscs Sedimentary environment Aquatic Aquatic Subaerial Subaerial Mortality Included Included Included Included Biostratinomy Burial Burial Burial Burial Diagenesis Not included Not included Recrystallization, Internal mold Internal mold Crustal movement Included Included Included Not included Excavation Included Not included Included Not included x w. w w ƒ w ü ù w ƒ ( š, w ) w w ü w y y w w ƒ. w 8 w w w yw» w s v w. y ü w 4w 2 w» w 4 y, w 2w w 6 ƒ š. ü r w w y y» x, y x w, y w d, y œ y., y w, x t y y š š (, 2002). w w ü d, y x, y x, t y y š, w ü w ù y w wš ( y, 2001;, 2001;, 2001; x, 2001;, 2001; x, 2001; ½, 2001; ½, 2001; Ÿ, 2001). y w ƒ n d ƒ wù wš y y sww y wš. ù y y w w š.
y x w w w 309 Table 3. The fossil photographs in the science textbooks of the elementary and middle schools Grade Publishing company Trace fossils Fossil photograph Body fossils Elementary school (4th) Middle school (8th) EM Dinosaur footprints and eggs, Bird footprints Fishes, Gastropods, Leaves, Trilobites, Crab, Dinosaurs, Silicified-woods, Asteroids, Echinoids, Brachiopods, Fern K (J) Dinosaur footprints Trilobites, Ammonoids, Fern K (K) Dinosaur footprints Leaves, Bivalve, Dragonfly, Coral, Fusullina, Ammonoids, Fern KS Dinosaur footprints Silicified-woods, Ammonoids, Insects, Coral, Fern, Leaves DI Dinosaur footprints Dinosaurs, Bivalve, Fishes, Trilobites, Leaves, Insects. DH Dinosaur and bird footprints Coral, Stromatolite, Trilobites, Brachiopods, Archaeopteryx., Fern, Dinosaurs, Ammonoid, Leaves DS Dinosaur footprints Fern, Coral, Stromatolite, Trilobites, Dinosaurs, Ammonoid, Archaeopteryx., Brachiopods DD Dinosaur footprints, Coprolites Dinosaurs, Insects, Leaves, Mammoth, Fern, Coral, Trilobites, Ammonoids BB Dinosaur footprints Bird footprintssilicified-woods, Trilobites, Coral, Dinosaurs, Fern JH Dinosaur eggs Leaves, Fish, Dinosaurs, Insects, Fern, Trilobites, Jelly fish Table 4. Comparisons of experiments for fossilization in the science textbooks Grade Elementary school (4th) Middle school (8th) Company EM K (J) K (K) KS DI DH DS DD BB JH Materials B, P B B B B, L B B B B, L G, L Method Imprint Imprint Imprint Imprint Body fossil Imprint Imprint Imprint Imprint Imprint Sedimentary Environment subaerial subaerial subaerial subaerial subaerial subaerial subaerial subaerial subaerial subaerial Mortality x x x x x x x x x x Biostratinomy Burial Burial Burial Burial Burial Burial Burial Burial Burial Burial Diagenesis x x x x x x x x x x Crustal movement x x x x x x x x x x B: Bivalve, L: Leaf, G: Gastropoda, P: Pine cone, x: not included y x œm y» x mw wš, w y y ƒ w š (Table 1 2). x w 1 w w w y x w y. ƒ y y sw ƒ y y š w (Benton and Harper, 1997) w x y y x w ww. y y z w ü w w mw ƒ n d š w w. š w,, Ÿ (Impregnation), v (Encrustation) ü x(internal mould) w x w š š w w w w ü x wš (Table 1 2). ƒ y y ù w ù w n d y» w v w y n y y. x y ƒ w w š w mw w ù w ƒ w 3 w š y w w. œw y y x ƒ ü y n ù š ƒ w ü. y w ü w
310 y Á ³ Áx Fig. 3. Questionnaire used to investigate student's understanding related to fossilization. š ù w ù xk w w wš. ƒ n w ƒ, Ë»ƒ y y» y x» w» w. y w w w y t y 2 w wš, t, œ ù p t y š y y w y w wš., w 1 y œ t y wš. œw y ü y y y wš, x y» š x y y w ü y. y (Table 3) y y y wš y. y» x Á w w y x x d û y w wš 1 w wš ƒ ù û w ù w ù e p (Table 4). x w y y y w 1 ƒ w š œ e pƒ ƒ ù(½, 2001), x y x y ù x ƒ ƒ. û y w ù x Ë»ƒ ùƒ k û
y x w w w 311 Fig. 4. After the death of the bivalves, they have preserved in various ways. Moulds and casts could be formed as the result of the diagenesis (redrawn from Benton and Harper, 1997). y y (Fig. 4) (Benton and Harper, 1997; Clarkson, 1998; Taylor and Lewis, 2005). y» w w x» k y x w ƒ w ù n w» (Table 4)., x w y š» w v w d» w. x x ù,, e e w w x w (Table 4). ù y ƒ y y z y š sww, ù p, ù, š, y. w y x x w ƒw w. w w y» w ù x w y w ù wš x n d û n d y x w w y y xw w. w y x w w» w w w w ƒ y» x x y y y ww w (Fig. 3). y» x w 71% w û y x š w x wš (Fig. 5a). š x n y š w w 75% w w. y y 95% w x ¼ š w w wwš.
312 y Á ³ Áx Fig. 5. Answer ratios to the queries about fossil model preserved as the result of the experiments in the science textbooks (a) and the fossil type of the bivalve presented on the questionnaire (b). Many students thought that both fossil models and fossils were originated from shell imprint although they had undergone different fossilizations. ù Ë»ƒ y w 83% w ùƒš û y š w y x y x ¾ wš (Fig. 5b). w y y y y» w, ù,, ù p, š», œ y w w. 87% w w w y w ü w w y ¾ ƒ ù y y š ƒwš (Fig. 6)., w y y ƒ sw š w wš. y r 70% w w w y y wù ƒ w ƒ š 2 w ù û w y, ƒ ù p y 40-50% ù., œ y 20% ƒ û ù. p, y kw w 13% w y yw w w (Fig. 6). y x w x w y w w w ù Fig. 6. The ratios which student regarded the presented fossils in the questionnaire as trace fossils. mw w Fig. 7 88-92% w ù,, œ n š ù p(86%)ù (97%) y š ƒw y x wš. w ƒ w z y y ƒwš. x w w. w w w w (
y x w w w 313 kw w w w w ƒ š. ù y w w w 78% y x x wwš (Fig. 8). Fig. 7. The ratios which student answered that the presented fossils in the questionnaire were formed in a subaerial environment., 2000) ƒ n d ù, ƒ y, ƒ ƒ y n w ¾ š. mw w y x w w Fig. 8 w û ù. y y sw ƒ w w w 2% wš y n w w w. ù ƒ n y w w y k w w. p, y y sw w y j y y ù. y y û y,, y, û¼ sw., y ƒ y û e, ƒ. ù û¼ ƒ y ƒ w y w» ƒ (Benton and Harper, 1997; Dodd and Stanton, 1990; Thulborn, 1990). x x ù ù w y x, x y w, x y ù y w. š y x y y y x x y y w ù x n d x ƒ y y xw w ƒ. ƒ y û» w z qwš w w (necrolysis) ƒ n sw d w» ƒ» w n (biostratinomy), y w Fig. 8. Student s understandings of each concepts relating to the fossilization.
314 y Á ³ Áx w ù y j yw y (fossil diagenesis) j y y (Dodd and Stanton, 1990). ù x ü ƒ y y y š ƒ z y n ù œ w y y ww» w ƒ w k (Table 1 2). y» w w w v w. w ƒ»zƒ wš n y w y ù w, ƒ y ƒ y y e (Dodd and Stanton, 1990). ù y n d û w w» w šy v wš n d û y x (Lockley and Hunt, 1995; y, 2002, 2004). y ƒ ù x y y œw w ƒ y ¾ y w w y w w v ƒ., w y y w w ƒ û (Fig. 8), y n ù w ü sw w ù w y y y y y y w x w w ùkû (Table 5). x y x Ë» w š w ù w y w y x y š w 87% Ë»ƒ y y š w 67% w ù kûš, y x Ë» š w y Ë»ƒ y y š w w 33% y y 13% { ùkû. w y Table 5. The joint probability table showing that understandings on the fossilization of the experiment and fossil molllusc are dependant P(I) P(S) Sum P(T) P(TI)=0.87 P(TS)=0.67 0.81 P(B) P(BI)=0.13 P(BS)=0.33 0.19 Sum 0.71 0.29 1 P(I): The trace made fossil model in the experiment, P(S): The shell made fossil model in the experiment, P(T): The trace made the fossil mollusc, P(B): The shell made the fossil mollusc y y y w q x w (Table 5) w y y w w x w w ü w š w. y y» š w y» x y y y» k w. w y y w k w ww t y y w z û»š ùƒ û y y š w. w x y z n y w w ew w y y ww» w y y š x ù œ v. wr, ü n d y ƒ w y y š š(huh et al., 2003, 2006; Hwang et al., 2002, 2008; Kim et al., 2006; Yang et al., 1995) š y y w ƒ. x w w x w v mw w y ƒ ƒw w y w ¾ œ v w š ƒ. w y y ƒ y» x mw š
y x w w w 315. ù x w w x y n, y y w ü w. w x y w y y w ƒ y y y x w ww ƒ. w ƒ w y w Ë»ƒ y ù y ¾ x ƒ y wwš y y š w w ƒ y y š ƒw y n ù y» w ƒ ww w. p, x x ƒw w y ƒw y w x w ùkû. w» w x y y w w y w ù y ƒ n d x y y x w ƒ. š y x w x w w y n š n d» w w. w w w Ì x w, ½, û, û,,, z,» Ì. š x,,, w, y,, ½ z,», z,, k, w, 2001, w w 2. w,, 287 p., 2002, w (4-2). z,, 96 p. ½, šx, ½ x, ½û,, z, ½, û, ½,, 2001, w w2.,», 272 p. ½,, 1999, w š w y w w w. w wz, 20, 143-150. ½, ½,, y,,,, x, zû, w, x, y, ½, 2001, w w 2.,», 292 p., ½, y,,,,,,,,, 2001, w w 2. y,, 296 p.,, 2000, w ' d y ' -w. w wz, 21, 219-229. Ÿ,, 1998, w w d w» w š. wz, 34, 94-104. x, k,,,, ½ «, ½ y, ¼, ³, ½, ½, 2001, w w 2.,», 263 p., 1998, y t. w wz, 19, 495-504.,, 2001, w x y. š wz, 17, 69-76. Ÿ, x,, y,,», k,, y, x, z,,, ½,, y,», 2001, w w 2. w,», 279 p., Ÿt, ½»,, «,, k,, y, ½, ½ k,, 2001, w w 2. q, 303 p., ½, 1999, w y ü w. w wz, 20, 151-155. z,, y, 2006, 2005 ƒ w sƒ - w-. w sƒ,, 237 p. y, «, ½», w, x,, y, x, z,, 2001, w w 2. w,, 278 p. y,, ½w, 2005, 7 w y w t». w wz, 26, 477-488. x, ½, ½, ½,,,», x,,,,, 2001, w w 2.,, 296 p. y, x,, 2002, y» d ƒ œ y. wz, 38, 361-375. y, x,, 2004, û» d ƒ œ w. w z, 40, 145-159. Benton, M. and Harper, D., 1997, Basic Palaeontology. Longman, Hong Kong, China, 342 p.
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