초등과학 수업에서 과학적 논변생성 탐구학습이 학생의 의문생성력과 과학 학업성취도 및 프로그램 인식에 미치는 영향

Abstract

This study investigated the changes in elementary school students' question generation ability, scientific achievement, and program perception after applying scientific argument generation inquiry learning in elementary science classes. To this end, the experimental group applied scientific argument generation inquiry learning to fourth graders of P Elementary School in G-si, Gyeonggi-do, and the comparative class gave traditional classes presented in textbooks. The results are as follows. First, after applying scientific argument generation inquiry learning, the experimental group's question generation power was higher on average than that of the comparative group in the post-test, which showed a statistically significant difference. Second, after the scientific argument generation inquiry learning, the average of the experimental group was higher than that of the comparative group in the post-test, which showed a statistically significant difference. This helped improve the achievement of science. Third, there was a statistically significant difference in the average of post-testing in students' perceptions of the program in which students generate questions and provide claim, evidence, and reasoning in scientific argument generation inquiry learning. Regarding the class, the students suggested that the scientific argument generation activity was fun and exciting, and there was an opinion that they wanted to continue the scientific argument generation program.