뇌기반 진화적 접근법에 따른 과학 야외학습이 초등학생들의 흥미와 성취도에 미치는 영향
Analyses of Elementary School Students' Interests and Achievements in Science Outdoor Learning by a Brain-Based Evolutionary Approach
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This study analyzed the effects of science outdoor activity applying a Brain-Based Evolutionary (ABC-DEF) approach on elementary school students' interest and academic achievement. Samples of the study were composed of 3 classes of 67 sixth graders in Seoul, Korea. Unit of ‘Ecosystem and Environment’ was selected as a object of the research. Textbook- and teachers' guidebook-based instruction was implemented in comparison group, brain-based evolutionary approach within classroom in experimental group A, and science outdoor learning by a brain-based evolutionary approach in experimental group B. In order to analyze the quantitative differences of students' interests and achievements, three tests of ‘General Science Attitudes’, ‘Applied Unit-Related Interests’, and ‘Applied Unit-Related Achievement’ were administered to the students. To find out the characteristics which would not be apparently revealed by quantitative tests, qualitative data such as portfolios, daily records of classroom work, and interview were also analyzed. The major results of the study are as follows. First, for post-test of interest, a statistically significant difference between comparison group and experimental group B was found. Especially, the ‘interests about biology learning’ factor, when analyzed by each item, was significant in two questions. Results of interviews the students showed that whether the presence or absence of outdoor learning experience influenced most on their interests about the topic. Second, for post-test of achievement, the difference among 3 groups according to high, middle, and low levels of post-interest was not statistically significant, but the groups of higher scores in post-interest tends to have higher scores in post-achievement. It can be inferred that outdoor learning by a brain-based evolutionary approach increases students' situational interests about leaning topic. On the basis of the results, the implications for the research in science education and the teaching and learning in school are discussed.
Abstract
This study analyzed the effects of science outdoor activity applying a Brain-Based Evolutionary (ABC-DEF) approach on elementary school students' interest and academic achievement. Samples of the study were composed of 3 classes of 67 sixth graders in Seoul, Korea. Unit of ‘Ecosystem and Environment’ was selected as a object of the research. Textbook- and teachers' guidebook-based instruction was implemented in comparison group, brain-based evolutionary approach within classroom in experimental group A, and science outdoor learning by a brain-based evolutionary approach in experimental group B. In order to analyze the quantitative differences of students' interests and achievements, three tests of ‘General Science Attitudes’, ‘Applied Unit-Related Interests’, and ‘Applied Unit-Related Achievement’ were administered to the students. To find out the characteristics which would not be apparently revealed by quantitative tests, qualitative data such as portfolios, daily records of classroom work, and interview were also analyzed. The major results of the study are as follows. First, for post-test of interest, a statistically significant difference between comparison group and experimental group B was found. Especially, the ‘interests about biology learning’ factor, when analyzed by each item, was significant in two questions. Results of interviews the students showed that whether the presence or absence of outdoor learning experience influenced most on their interests about the topic. Second, for post-test of achievement, the difference among 3 groups according to high, middle, and low levels of post-interest was not statistically significant, but the groups of higher scores in post-interest tends to have higher scores in post-achievement. It can be inferred that outdoor learning by a brain-based evolutionary approach increases students' situational interests about leaning topic. On the basis of the results, the implications for the research in science education and the teaching and learning in school are discussed.
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