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초등학생들의 과학의 본성에 대한 명시적 교수 효과 분석

Analysis of Explicitly Instructional Effects about Nature of Science of Elementary School Students

김선경|김현경|김동욱|백성혜|김지나
한국초등과학교육학회 (The Korean Elementary Science Education Society)|2008.08|초등과학교육 (Journal of Korean Elementary Science Education)|제27권 제3호|pp. 261-272

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참고문헌

키워드

elementary studentsscience educationNOSNature of Scienceexplicitly instruction
주제분류교육학

초록

This study focused on explicitly instructional effects about NOS(Nature of Science) of sixth grade students. Participants were 28 sixth grade students. Data sources included classroom observations of the explicit NOS science lessons, questionnaire, and interviews. 5 students among the participants were selected for the interviews. Date were analyzed for finding the changes of students' thoughts. Before the instruction, the majority of participants held naive views of NOS, but after the instruction, the majority of participants held informed views of NOS. Developing informed conception of NOS within curriculum is necessary to growth of science education.

Abstract

This study focused on explicitly instructional effects about NOS(Nature of Science) of sixth grade students. Participants were 28 sixth grade students. Data sources included classroom observations of the explicit NOS science lessons, questionnaire, and interviews. 5 students among the participants were selected for the interviews. Date were analyzed for finding the changes of students' thoughts. Before the instruction, the majority of participants held naive views of NOS, but after the instruction, the majority of participants held informed views of NOS. Developing informed conception of NOS within curriculum is necessary to growth of science education.

참고문헌 (41)

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