과학 도서 독후활동 프로그램의 개발 및 효과 실험 연구
A Study on the Development of an After-Reading Activity Program for Science Books and its Effect
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초록
과학 도서에 대한 독서 지도는 중등 과학교육에서 과학 관련 진로 교육에 적절한 교육 방안이다. 독서 지도에서는 도서를 읽은 후 적절한 독후활동을 하는 것이 중요하다. 독서 교육이나 독후활동에 대한 연구는 국어나 사회 등의 인문계 교과목에서 초등학생을 대상으로 주로 수행되었고, 독서와 독후활동의 효과를 명확히 구분하기 어려운 문제가 있다. 독서 지도에서 독후활동의 효과를 알아보기 위해서는 비교반과 실험반에 모두 독서활동을 하고 독후활동의 유무를 통제하는 체계적인 연구를 수행할 필요가 있다. 이 연구는 과학 도서 독후활동 프로그램을 개발하고 그 효과를 실험 연구를 하여 알아본 것이다. 기존에 연구된 독후활동을 정리하고, 중학교 1학년 과학 수업에 활용할 수 있는 독후활동 프로그램을 개발하였다. 독후활동 프로그램은 추천도서, 읽기자료, 독후활동으로 구성된다. 중학교 1학년 남녀 4개 학급을 실험 집단과 비교 집단으로 구분하고, 두 집단 모두 독서 활동을 한 후 실험 집단에는 독후활동을 적용하고 비교 집단에는 관련 문제 풀이를 하였다. 연구 결과 성취도 검사에서는 두 집단에서 차이가 나타나지 않았다. 과학 관련 태도 검사에서는 하위 영역에서 수업처치와 성별에 따른 상호작용 효과가 나타났다. 여학생의 경우 독후활동을 한 집단이 과학 관련 태도(과학의 사회적 의미, 과학적 태도의 수용, 과학에 대한 직업으로서의 관심)가 높아졌다. 이는 중학교 여학생의 과학 진로 교육에 독후활동이 유용하게 활용될 수 있음을 의미한다. 실험 집단에 대해 독후활동에 대한 인식 조사를 하였는데, 독후활동이 어려워도 독서 내용을 이해하는 데 도움이 되는 경우가 있었다. 과학교육에서 독서와 독후활동에 관심을 가지고 계속 활용하는 것이 필요하다.
Abstract
Instructing students to read science books is appropriate for the science career education in secondary education and an after-reading activity is also crucial in the reading education. Studies on reading education or after-reading activities were performed mainly in the areas of language or sociology for elementary students. In addition, many previous studies could not distinguish the effect of reading and after-reading activities. In order to investigate the effect of an after-reading activity, this research conducted a systematic study in which both the experimental group and control group performed the reading activity, while only the experimental group performed the after-reading activity. In this study an after-reading activity program of science books was developed and the effect of the program was investigated. The after-reading activities reported in previous studies were analyzed, and the after-reading activity program for the 7th grade science class was developed. The after-reading activity program consists of the recommended books, the reading materials and the after-reading activities. Four male/female classes were alloted as experimental groups and control groups and both groups performed the activity of reading science books. The after-reading activity was applied in the experimental group, and the control group performed a problem solving activity. Results showed that there was no difference in the achievement test scores of the two groups. In the science-related attitude test, the interaction effect was significant by treatment and gender. The female students showed higher science-related attitude (the social meaning of science, the acceptance of scientific attitude, and the interest in jobs in science) in the experimental group than those in the control group. This result shows the after-reading activity can be used in science career education for middle school female students. The perceptions on the after-reading activity program were surveyed in the experimental group. There was an after-reading activity which was helpful to understand the content of the science book, even though the activity was difficult to students. The science educator should pay more attention and use the after-reading activity.
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