참과학과 자연 연결의 측면에서 자연기반학습의 의미 탐색을 위한 실행 연구
Action Research to Explore the Meaning of Nature Based Learning in Terms of the Authentic Science and Nature Connection
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The purpose of this study is to show how nature-based learning gives meaning to authentic science and nature connection. For the study, nature-based learning based on plant-related units was applied to 4th-grade students in elementary school. In the learning process, a qualitative analysis was conducted to find out how students learn science in terms of authentic science and how it is connected to nature. Student in nature was closely observed and students' behavior and conversations were collected through the teacher diary and students' activity sheets based on observations. And after nature-based learning, a questionnaire was prepared and interviewed students. The data were conceptualized by classifying the data into keywords according to the subject and classified according to the subject using typological analysis. In the results, while experiencing nature as a context of learning, students in nature were interested in science and were connected to active participation. In addition, the students focused on the learning topic and helped them understand and remember what they learned. Nature-based learning provided opportunities for communication and problem-solving and experienced authentic science based on the context in the real world as nature was connected to daily life. Through their experiences in nature, students experienced the enjoyment of nature and empathy and preciousness for creatures. This experience helped connect students with nature, and furthermore, students thought about the relationship between nature and themselves and expressed a sense of responsibility for life.
Abstract
The purpose of this study is to show how nature-based learning gives meaning to authentic science and nature connection. For the study, nature-based learning based on plant-related units was applied to 4th-grade students in elementary school. In the learning process, a qualitative analysis was conducted to find out how students learn science in terms of authentic science and how it is connected to nature. Student in nature was closely observed and students' behavior and conversations were collected through the teacher diary and students' activity sheets based on observations. And after nature-based learning, a questionnaire was prepared and interviewed students. The data were conceptualized by classifying the data into keywords according to the subject and classified according to the subject using typological analysis. In the results, while experiencing nature as a context of learning, students in nature were interested in science and were connected to active participation. In addition, the students focused on the learning topic and helped them understand and remember what they learned. Nature-based learning provided opportunities for communication and problem-solving and experienced authentic science based on the context in the real world as nature was connected to daily life. Through their experiences in nature, students experienced the enjoyment of nature and empathy and preciousness for creatures. This experience helped connect students with nature, and furthermore, students thought about the relationship between nature and themselves and expressed a sense of responsibility for life.
참고문헌 (52)
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