초등학생의 과학 관련 정의적․행동적․인지적 영역과 모둠 활동에 대한 인식 분석
Analysis of Elementary School Students’ Perceptions on Science-related Affective, Behavioral and Cognitive Domains and Group Activities
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In this study, we analyzed the self-perceptions of elementary school students’ affective, behavioral, cognitive domains and the perceptions of group activities in science learning. The research subjects are 100 elementary school students living in Seoul. The major results of the study are as follows. First, the levels of self-perceptions of elementary students about the affective, behavioral and cognitive domains in science learning was slightly higher than normal levels. Second, 62.0% of the students were opposed to organizing groups of homogeneous groups with similar levels of achievement. Third, the students wanted to be evaluated for individual (46.0%), although they did group activities. Fourth, students like to do group activities. Students are quite actively involved in group activities and recognize that group activities are quite useful. Fifth, students answered that group activities can be more enjoyable to attend classes than individual activities. On the other hand, students responded that they could fight against their disagreeable friends when doing group activities. Sixth, only two students (2.0%) talked about emergent property as a feature of group activities. Based on the results of this study, implications for science education research and group activities in the school are discussed.
Abstract
In this study, we analyzed the self-perceptions of elementary school students’ affective, behavioral, cognitive domains and the perceptions of group activities in science learning. The research subjects are 100 elementary school students living in Seoul. The major results of the study are as follows. First, the levels of self-perceptions of elementary students about the affective, behavioral and cognitive domains in science learning was slightly higher than normal levels. Second, 62.0% of the students were opposed to organizing groups of homogeneous groups with similar levels of achievement. Third, the students wanted to be evaluated for individual (46.0%), although they did group activities. Fourth, students like to do group activities. Students are quite actively involved in group activities and recognize that group activities are quite useful. Fifth, students answered that group activities can be more enjoyable to attend classes than individual activities. On the other hand, students responded that they could fight against their disagreeable friends when doing group activities. Sixth, only two students (2.0%) talked about emergent property as a feature of group activities. Based on the results of this study, implications for science education research and group activities in the school are discussed.
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