본문 바로가기
KERD
논문KCI 등재

학생주도형 수업전략을 활용한 과학 교수 학습이 초등학생의 과학과 핵심역량에 미치는 효과

The Effects of Science Teaching and Learning Using Student-led Instructional Strategies on Elementary School Students’ Science Core Competencies

노석구|강헌태
한국초등과학교육학회 (The Korean Elementary Science Education Society)|2020.05|초등과학교육 (Journal of Korean Elementary Science Education)|제39권 제2호|pp. 228-242|DOI http://dx.doi.org/10.15267/keses.2020.39.2.228

2

조회

0

다운로드

7

인용

0

참고문헌

키워드

science core competencystudent centered educationscience teaching and learning
주제분류교육학

초록

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching- learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student’s scientific ability. In addition, I would like to discuss the implications of teachers’ teaching-learning composition.

Abstract

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching- learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student’s scientific ability. In addition, I would like to discuss the implications of teachers’ teaching-learning composition.

참고문헌 (48)

  1. APA, "Learner-centered psychological principles: A framework for school reform and redesign" (1997), American Psychological Association
  2. Choi, H., "Learning content and constructivism", Edezone 21, Ministry of Education, ~ (2000)
  3. Dalgarno, B., "Choosing learner activities for specific learning outcomes: A tool for constructivist computer assisted learning design", Planning for progress, partnership and profit:Proceedings Ed Tech’98. Perth (1998), Australian Society for Educational Technology
  4. Duffy, T., "Designing environments for constructivist learning" (1993), Springer-Verlag
  5. Duit, R, "Improving science education" (1995), The University of Chicago Press
  6. Eggen, P, "Educational psychology:Window on classrooms" (1999), Merrill
  7. Fosnot, "Theory, perspectives, and practice" (1996), S.N
  8. Grow, G. O., "Teaching learners to be self-directed", Adult Education Quarterly, 41(3), pp.125~149 (1991)
  9. 하희수, "학생 중심의 과학 학습 공동체 이해를 위한 행위주체성에 대한 이론적 고찰", 한국과학교육학회지, 39(1), pp.101~113 (2019), 한국과학교육학회[DOI]
  10. Ha, J., "Development of the ALP model for efficient application of flipped learning", Doctor, pp.2017
  11. 하민수, "2015 개정 과학과 교육과정에 기초한 과학과 핵심역량 조사 문항의 개발 및 적용", 한국과학교육학회지, 38(4), pp.495~504 (2018), 한국과학교육학회[DOI]
  12. Hanze, M., "Cooperative learning, motivational effects, and student characteristics : An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes", Learning and Instruction, 17(1), pp.29~41 (2007)
  13. "Authentic learning on the web: Guidelines for course design" (2007)[URL]
  14. 허경섭, "학습자의 활동중심의 내재적 가치 탐색", 교육철학연구, (50), pp.235~256 (2010), 한국교육철학학회[DOI]
  15. Jacobs, G. M., "Aha!Cooperative learning" (2011), Sigma Press
  16. 조헌국, "2015 개정 교육과정에서 나타나는 과학적 탐구 요소 분석: 과학탐구실험을 중심으로", 교과교육학연구, 22(3), pp.208~218 (2018), 교과교육연구소[DOI]
  17. Johnson, R. T., "Cooperation and competition: Theory and research" (1989), Interaction Book
  18. Jonassen, D. H., "Objectivism versus constructivism : Do we need a new philosophical paradigm?", ETR&D, 39(3), pp.5~14 (1991)
  19. Jun, S., "Development of scientific communication skills test for elementary school students", Doctor, pp.2013
  20. 강인애, "‘학습자 중심 교육’의 의미에 대한 재조명: 현직교사들의 이해와 실천을 중심으로", 학습자중심교과교육연구, 9(2), pp.1~34 (2009), 학습자중심교과교육학회
  21. Keller, J. M., "Development and use of the ARCS model of instructional design", Journal of Instructional Development, 10(3), pp.2~10 (1983)
  22. 김철훈, "라운드 로빈 기법을 적용한 과학수업이 초등학생의 과학적 의사소통능력, 과학 학습동기 및 학업성취도에 미치는 영향", 초등과학교육, 36(4), pp.394~404 (2017), 한국초등과학교육학회[DOI]
  23. Kil. H., "A study on instructional principles of learner-centered education", Korean Association for Learner-centered Curriculum and Instruction, 1(2), pp.1~30 (2001)
  24. 김형욱, "학습자 활동 중심 과학 수업이 초등학생의 과학에 대한 태도, 학업성취도 및 개념 지속성에 미치는 영향", 과학교육연구지, 42(2), pp.106~119 (2018), 과학교육연구소[DOI]
  25. 김현경, "2015 개정 고등학교 과학과 교육과정의 적용 방안", 교육과정평가연구, 21(1), pp.61~77 (2018), 한국교육과정평가원[DOI]
  26. Kim, H., "Development of evaluation system of definitional characteristics related to science at the national level", The Korean Association for Science Education, 18(2), pp.158~163 (1998)
  27. Kim, I., "A study on the characteristics and implementation of learner-centered instruction", The Korean Society for the Study of Elementary Education, 17(2), pp.125~151 (2003)
  28. 김주아, "2009와 2015 개정 교육과정의 초등학교 3, 4학년 과학 교과서 발문유형 비교 연구", 대한지구과학교육학회지, 11(2), pp.116~124 (2018), 대한지구과학교육학회[DOI]
  29. Curriculum development policy joint workshop for the 2015 revised curriculum, "Korea Institute for Curriculum and Evaluation", Korea Institute for Curriculum and Evaluation, ~ (2015)
  30. Kwon, N., "Learner-centered education character and theory", Korean Association for Learner-centered Curriculum and Instruction, 1(1), pp.29~40 (2001)
  31. Kwon, N., "Learner-centered psychology and its significance", Korean Association for Learner-centered Curriculum and Instruction, 3(1), pp.67~82 (2003)
  32. Lea, S. T., "Higher education students’ attitudes to student centered learning : Beyond’ educational bulimia’", Studies in Higher Education, 28(3), pp.321~334 (2003)
  33. 이정원, "2015 개정 과학과 교육과정과 교수ᐧ학습자료에 포함된 8가지 과학 실천 분석: 통합과학 중심으로", 학습자중심교과교육연구, 17(17), pp.85~111 (2017), 학습자중심교과교육학회[DOI]
  34. 이진숙, "2015 개정 과학과 공통 교육과정에서의 핵심역량-교과역량, 교과역량-성취기준의 관계 분석", 통합교육과정연구, 11(2), pp.1~25 (2017), 한국통합교육과정학회
  35. A study on the development of life-skills: Communication, problem solving, and self-directed learning, "Lee, S.", Korea Education Development Institute, ~, pp.RR2003-15-03 (2003)
  36. 임유나, "2015 개정 과학과 교육과정의 교육내용 적정화 검토: 공통교육과정을 중심으로", 학습자중심교과교육연구, 15(12), pp.437~460 (2015), 학습자중심교과교육학회
  37. McComb, B. L., "The learnercetered classroom and school" (1997), Jossey-Bass Publishers
  38. Ministry of Education, Science and Technology, "Elementary science 6-1 teacher’s guide" (2011), Kumsung
  39. Ministry of Education, "Science and curriculum", Ministry of Education, ~ (2015)
  40. Ministry of Education, "Elementary school 5-6grade science 6-1 teacher’s guide", Bisang, ~ (2015)
  41. 박재근, "2015 개정 초등 과학과 교육과정의 성취 기준과 탐구 활동 변화 분석", 초등과학교육, 36(1), pp.43~60 (2017), 한국초등과학교육학회[DOI]
  42. 박선영, "2015 개정 교육과정에 따른 자연모방 기술의 학습-4차 산업혁명시대의 과학교육", 현장과학교육, 11(3), pp.408~419 (2017), 한국현장과학교육학회[DOI]
  43. Putnam, J., "Cooperative learning in diverse classrooms" (1997), Merrill, Prentice-Hall
  44. Roseth, C. J., "Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures", Psychological Bulletin, 134(2), pp.223~246 (2008)
  45. 신세인, "‘재미있는 과학수업’에 대한 교사와 학생의 인식 비교", 학습자중심교과교육연구, 18(22), pp.451~476 (2018), 학습자중심교과교육학회[DOI]
  46. 송진웅, "2015 과학과 교육과정 개정의 주요 방향 및 쟁점 그리고 과학교실문화", 현장과학교육, 9(2), pp.72~84 (2015), 한국현장과학교육학회[DOI]
  47. Slavin, R., "Cooperative learning: Theory, research and practice" (1995), Allyn & Bacon
  48. 윤도운, "2015 개정 과학과 교육과정의 과학과 핵심역량 하위요소 추출 및 적용", 학습자중심교과교육연구, 18(24), pp.1301~1319 (2018), 학습자중심교과교육학회[DOI]

이 간행물의 다른 논문 (10건)

2015 개정 교육과정에 따른 초등학교 과학과 교사용 지도서의 참고자료 분석- 3~6학년 물리영역을 중심으로 -송진웅, 김형욱pp. 155-167시민과학 활동에 참여한 초등학생들의 과학 관련 정의적 특성 및 측정에 대한 인식 분석신정윤, 박상우pp. 168-182초등학생과 중학생의 과학긍정경험 향상 요인에 대한 질적 탐구이일, 강훈식, 신영준, 이수영, 이성희, 곽영순, 하지훈pp. 183-203전자기 관련 실험 활동에서 초등 교사가 사용한 표상 패턴과 의미 형성 과정 분석장진아pp. 204-2182015 개정 교육과정 과학과 교과역량에 대한 초등교사의 인식과 적용 실태 분석곽영순, 신영준, 하지훈pp. 219-227
원문 보기