하브루타 질문 관찰 수업에서 질문 생성 강화가 초등학생의 관찰 지식에 미치는 영향
The Effect of Question-generating Reinforcement on Elementary Students’ Observational Knowledge in a HAVRUTA Teaching Class
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The study aims to investigate the effect of observation lesson that reinforce the generation of questions on observational knowledge types. The subjects for this study were selected two groups in the 3~4th grade students at an elementary school. The experimental group participated in the lesson reinforcing the generation of questions(N=20) and the comparative group participated in a traditional lesson with a teacher-directed approach using the papers presented(N=20). The results of this study were as follows. First, Lessons that reinforce the generation of questions have been shown to be effective in increasing students’ observational knowledge and in varying types of observational knowledge. Analysis of the types of observed knowledge produced by students showed that the total amount of observational knowledge increased significantly compared to the comparison group (p<.05), and that the types of observational knowledge varied as well. Second, in general, the students were positive about observation lessons that strengthened the generation of questions. Students showed high interest in class, were better able to understand the content of lesson, and said the activities that strengthened the generation of questions helped observation lessons, which is thought to increase the participation of lessons that enhanced the generation of questions. From the above results, the process of generating questions and exploring on their own improves student inquiries, so the process of generating questions themselves and presenting answers by students in observation lessons has reinforced students’ leading and active attitudes toward knowledge and improved observational ability.
Abstract
The study aims to investigate the effect of observation lesson that reinforce the generation of questions on observational knowledge types. The subjects for this study were selected two groups in the 3~4th grade students at an elementary school. The experimental group participated in the lesson reinforcing the generation of questions(N=20) and the comparative group participated in a traditional lesson with a teacher-directed approach using the papers presented(N=20). The results of this study were as follows. First, Lessons that reinforce the generation of questions have been shown to be effective in increasing students’ observational knowledge and in varying types of observational knowledge. Analysis of the types of observed knowledge produced by students showed that the total amount of observational knowledge increased significantly compared to the comparison group (p<.05), and that the types of observational knowledge varied as well. Second, in general, the students were positive about observation lessons that strengthened the generation of questions. Students showed high interest in class, were better able to understand the content of lesson, and said the activities that strengthened the generation of questions helped observation lessons, which is thought to increase the participation of lessons that enhanced the generation of questions. From the above results, the process of generating questions and exploring on their own improves student inquiries, so the process of generating questions themselves and presenting answers by students in observation lessons has reinforced students’ leading and active attitudes toward knowledge and improved observational ability.
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