초등학생들의 계절의 변화 단원의 학습에서 모델링 중심 과학 탐구 수업의 효과
Effects of Modeling-Based Science Inquiry Instruction on Elementary Students’ Learning in the Unit of Seasonal Changes
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In this study, modeling pedagogies were employed to re-design and teach the unit of Seasonal Changes in the 6th grade science curriculum. The effects of the modeling-based program were investigated in both the conceptual and affective domains using an approach of mixing quantitative and qualitative techniques. The result showed that the students in the modeling-based science inquiry classroom gained a higher mean score in a conceptual achievement test than their counterparts in a traditional science classroom. The number of the conceptual resources activated to explain the causes of the seasons, as well as the types of student explanations developed through the combination of the resources activated, were greater in the modeling-based classroom. The modeling-based science inquiry was also effective in improving student attitudes toward science lessons. It was revealed, however, that the students experienced both positive and negative epistemic feelings during the modeling- based science inquiry. Implications of these findings for science education and relevant research were suggested and discussed.
Abstract
In this study, modeling pedagogies were employed to re-design and teach the unit of Seasonal Changes in the 6th grade science curriculum. The effects of the modeling-based program were investigated in both the conceptual and affective domains using an approach of mixing quantitative and qualitative techniques. The result showed that the students in the modeling-based science inquiry classroom gained a higher mean score in a conceptual achievement test than their counterparts in a traditional science classroom. The number of the conceptual resources activated to explain the causes of the seasons, as well as the types of student explanations developed through the combination of the resources activated, were greater in the modeling-based classroom. The modeling-based science inquiry was also effective in improving student attitudes toward science lessons. It was revealed, however, that the students experienced both positive and negative epistemic feelings during the modeling- based science inquiry. Implications of these findings for science education and relevant research were suggested and discussed.
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