초등 과학 수업에서 팀 기반 학습이 학습자의 과학 개념 이해도 및 태도에 미치는 영향
The Effects of Team-Based Learning on Learners’ Science Concept Understanding and Attitude in Elementary Science Classroom
1
조회
0
다운로드
10
인용
0
참고문헌
키워드
초록
In the elementary science classroom, inquiry-based learning activities are often limited to students' hands-on experiences. As a result, students often overlook core concepts they are supposed to acquire from the inquiry activities and show difficulties in applying those concepts in a real life context. To make a connection between the hands-on activities and the concept leaning, a small-group discussion can be considered. In this study, we designed a team-based learning (TBL) model for the elementary science classroom. We developed teaching and learning materials for the "Comfortable Environments" unit in the 6th grade curriculum based on the TBL model. After appling the model with 32 6th grade students, we compared the TBL participants' level of concept understanding and attitudes toward science before and after the intervention, and also compared them with their counterpart control group who participated in a traditional classroom. The results showed that the level of concept understanding of the TBL participants were higher than that of the control group. However, there was no statistically significant difference found in attitudes toward science between the TBL participants and the control group. In addition, the interviews with the TBL participants showed that they positively perceived the TBL experiences.
Abstract
In the elementary science classroom, inquiry-based learning activities are often limited to students' hands-on experiences. As a result, students often overlook core concepts they are supposed to acquire from the inquiry activities and show difficulties in applying those concepts in a real life context. To make a connection between the hands-on activities and the concept leaning, a small-group discussion can be considered. In this study, we designed a team-based learning (TBL) model for the elementary science classroom. We developed teaching and learning materials for the "Comfortable Environments" unit in the 6th grade curriculum based on the TBL model. After appling the model with 32 6th grade students, we compared the TBL participants' level of concept understanding and attitudes toward science before and after the intervention, and also compared them with their counterpart control group who participated in a traditional classroom. The results showed that the level of concept understanding of the TBL participants were higher than that of the control group. However, there was no statistically significant difference found in attitudes toward science between the TBL participants and the control group. In addition, the interviews with the TBL participants showed that they positively perceived the TBL experiences.
참고문헌 (36)
- 강석진, "과학 개념 학습에서 협동적 소집단 토론의 효과", 한국과학교육학회지, 22(1), pp.93~101 (2002)
- 강호감, "초등과학교육론", pp.222~236 (2007), 교육과학사
- 2007년 개정 초등학교 교유과정 해설(IV) : 수학, 과학, 실과, "교육과학기술부", ~ (2008)
- 강석진, "학습 전략에 따른 소집단 토론에서의 언어적 상호작용 양상 비교", 한국과학교육학회지, 21(2), pp.279~288 (2001)
- 박은숙, "팀 커뮤니케이션 향상을 위한 팀기반학습의 대학수업에서의 적용", 기독교교육정보, 27(27), pp.171~199 (2010), 한국기독교교육정보학회
- 박인숙, "일부지역 치위생과 학생들에 대한 치위생 교육과정의 팀기반학습이 학습동기와 자기주도 학습력에 미치는 효과", 한국치위생학회지, 10(1), pp.127~140 (2010), 한국치위생학회
- 박인우, "협동 학습을 위한 참여적 학습자" (2004), 아카데미프레스
- 심미자, "새시대 교수법: 팀 기반 학습(Team-Based Learning) 전략", 공학교육, 16(3), pp.57~60 (2009)
- 의대생들의 전문직업성 육성을 위한 팀러닝 신규 교과목 개발, "안덕선", ~, pp.KRF-2004-076-E00003 (2004)
- 과학과 교육내용 적정성 분석 및 평가, "이양락", 한국교육과정평가원, ~, pp.한국교육과정평가원 연구보고 RRC 2004-1-6 (2004)
- 이영민, "웹기반 상황학습 환경에서 과제유형과 협력방식이 학습자의 과제수행력과 집단효능감에 미치는 영향", 교육과학연구, 37(3), pp.47~75 (2006), 교육과학연구소
- 이용섭, "천문영역에 대한 STAD모형의 협동 학습이 초등학생들의 학업성취도와 과학에 관련된 태도에 미치는 효과", 초등과학교육, 25(2), pp.141~148 (2006), 한국초등과학교육학회
- 임희준, "초등 자연수업에서의 학생 중심의 활동을 강조한 협동 학습의 교수 효과", 한국과학교육학회지, 18(2), pp.201~208 (1998)
- 정은영, "초등학교 과학과 실험 및 관찰 수업 사례에서 나타난 수업의 문제점 : 도시 지역의 수업 사례를 중심으로", 초등과학교육, 23(4), pp.287~286 (2004), 한국초등과학교육학회
- 조형정, "학습과정과 성과개선을 위한 팀 기반 학습의 개념적 탐색", 교육종합연구, 6(2), pp.27~42 (2008), 교육종합연구소
- Cestone, C., "Peer assessment and evaluation in team-based learning", New Directions for Teaching and Learning, 116, pp.69~78 (2009)
- Dana, S., "Implementing team-based learning in an introduction to law course", Journal of Legal Studies Education, 24(1), pp.59~108 (2007)
- Fennema, E., "Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males", Journal for Research in Mathematics Education, 7(5), pp.324~326 (1976)
- Fink, L. D., "Beyond small groups: Harnessing the extraordinary power of learning teams, in Team-based learning: A transformative use of small groups", pp.3~26 (2004), Praeger Publisher
- Johnson, D., "Effects of cooperative, competitive and individualistic goal structures on achievement: A meta-analysis", Psychology Bulletin, 89, pp.47~62 (1981)
- Kuhn, D., "Do students need to be taught how to reason", Educational Research Review, 4(1), pp.1~6 (2010)
- Lane, D., "Teaching skills for facilitating team-based learning", New Directions for Teaching and Learning, 116, pp.55~68 (2008)
- Lemke, J., "Talking science: Language, learning, and values" (1990), Ablex Publishing Corporation
- Martin, D. J., "초등과학교육-구성주의적 접근" (1999), 시그마프레스
- Michaelsen, L., "The essential elements of team-based learning", New Direction for Teaching and Learning, 116, pp.7~27 (2008)
- Michaelsen, L., "Team-based learning: A transformative use of small groups in college teaching" (2004), Stylus Publishing
- Palsole, S., "Team-based learning in asynchronous online settings", New Directions for Teaching and Learning, 116, pp.87~95 (2008)
- Reznitskaya, A, "Collaborative reasoning: A dialogic approach to group discussions", Cambridge Journal of Education, 39(1), pp.29~48 (2009)
- Schwarzer, R., "Self-efficacy. Thought control of action" (1992), Hemisphere
- Slavin, R., "Synthesis of research on cooperative learning", Educational Leader-ship, 48(5), pp.71~82 (1991)
- Strauss, A., "Qualitative analysis for social scientists. Cambridge" (1987), Cambridge University Press
- Sweet, M., "The social foundation of team-based learning: students accountable to students", New Directions for Teaching and Learning, 116, pp.29~40 (2008)
- Tobin, K., "Reasoning ability of preservice primary teachers: Implications for science teaching", Australian Journal of Education, 28(1), pp.89~98 (1984)
- Vasan, N., "A survey of student perceptions of team-based learning in anatomy curriculum: Favorable views unrelated to grades", Anatomical Sciences Education, 2(4), pp.150~155 (2009)
- Vygotsky, L., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Wertsch, J., "The significance of dialog in Vygotsky's account of social, egocentric, and inner speech", Contemporary Educational Psychology, 5(2), pp.150~74 (1980)