과학 수업에서 정의적․행동적․인지적 영역에 대한 초등학생들의 자기 인식 분석
Analysis of Elementary School Students’ Self-Perception on the Affective, Behavioral and Cognitive Domains of Science Instruction
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The purpose of this study is to investigate the self-perceptions of the elementary school students’ on the affective, behavioral and cognitive domains in science class. To see if there are differences in students’ perceptions according to grade levels, a self-perception questionnaire was applied to third and fifth grade students in Seoul, Korea. The major results of the study are as follows. First, the perception level of the affective domain was higher than that of the cognitive domain in third grade students. There was no significant difference in the self-perception level of the fifth grade students. Both third and fifth grade students perceived the greatest improvement in the cognitive domain through one year of science teaching. Second, in the life science class, the same tendency was also observed. The students in the third and fifth grade reported that cognitive domains were the most improved through the one-year life science class. Third, when the students’ perceptions were compared by grades, the third grade students showed higher self-perception scores than fifth grade students. As the grade increased, the perception scores of the students’ lowered. Based on these findings, implications for science education research and teaching and learning at school are discussed.
Abstract
The purpose of this study is to investigate the self-perceptions of the elementary school students’ on the affective, behavioral and cognitive domains in science class. To see if there are differences in students’ perceptions according to grade levels, a self-perception questionnaire was applied to third and fifth grade students in Seoul, Korea. The major results of the study are as follows. First, the perception level of the affective domain was higher than that of the cognitive domain in third grade students. There was no significant difference in the self-perception level of the fifth grade students. Both third and fifth grade students perceived the greatest improvement in the cognitive domain through one year of science teaching. Second, in the life science class, the same tendency was also observed. The students in the third and fifth grade reported that cognitive domains were the most improved through the one-year life science class. Third, when the students’ perceptions were compared by grades, the third grade students showed higher self-perception scores than fifth grade students. As the grade increased, the perception scores of the students’ lowered. Based on these findings, implications for science education research and teaching and learning at school are discussed.
참고문헌 (33)
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