초등학교 과학 수업에서 ‘디지털 리터러시’ 향상을 위한 수업모형의 개발과 적용 효과
Development of a Instructional Model for Improving “Digital Literacy” in Elementary School Science Class and the Application Effect
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The purpose of this study is to develop a instructional model for improving “digital literacy” in elementary school science classes and identify its application effect. For this, an instructional model called IMED was developed to cultivate students’ digital literacy in elementary school science classes. The study investigated whether the digital literacy of students could be improved when the IMED was applied to elementary school science classes. As a result of the analysis, for students who received classes using the IMED, the average values were higher in all sub-element of digital literacy, compared to the comparison group. Additionally, no significant difference could be confirmed in the six digital literacy elements in the comparison group, whereas significant differences were confirmed in all elements in the experimental group. These findings confirmed that the IMED developed in this study was effective in improving the digital literacy of the learners. Cultivating digital literacy in future generations of students is a major challenge in education today. It is expected that the IMED instructional model and instructional strategy developed in this study, considering the characteristics of science subjects, will provide directions for future studies on how to cultivate core competencies.
Abstract
The purpose of this study is to develop a instructional model for improving “digital literacy” in elementary school science classes and identify its application effect. For this, an instructional model called IMED was developed to cultivate students’ digital literacy in elementary school science classes. The study investigated whether the digital literacy of students could be improved when the IMED was applied to elementary school science classes. As a result of the analysis, for students who received classes using the IMED, the average values were higher in all sub-element of digital literacy, compared to the comparison group. Additionally, no significant difference could be confirmed in the six digital literacy elements in the comparison group, whereas significant differences were confirmed in all elements in the experimental group. These findings confirmed that the IMED developed in this study was effective in improving the digital literacy of the learners. Cultivating digital literacy in future generations of students is a major challenge in education today. It is expected that the IMED instructional model and instructional strategy developed in this study, considering the characteristics of science subjects, will provide directions for future studies on how to cultivate core competencies.
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