초등과학실험수업에서 탐구요구수준에 따른 학습의 효과: 인지적 영역을 중심으로

Abstract

In this study the effects of science learning with the level of inquiry requirement in elementary school scienceexperiment instruction were investigated on cognitive domain. We assigned seventy-three students of the fifth gradecharacteristics of the students' learning science on cognitive domain were compared and analyzed with the levels ofthem. The higher level (HL) inquiry-required instruction was more efective in increasing and maintaining thememory on the science learning than the lower level (LL). Especially, in the aspects of the experimental methodsand taking cares which the students engage and perform actively rather than do passively, the memory scores of HLgroup were higher than those of LL. In addition, the memory scores and the degre of maintenance were higherstimulate the students to challenge the problems, thereby make them construct meaning actively and improve theamount and degree of maintenance of memory on science learning.