사고지도 기반의 포스터를 활용한 초등과학 수업의 효과
The Effects of Elementary Science Classes Using Posters Based on Drawing-oriented Thinking Maps
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In this study, we developed the instructional strategy that combined a thinking map to show the cognitive process of learner visually and a poster to deliver the core of subject compressively. The ‘living organism and environment’ unit of the sixth grade of elementary science was selected as the target unit. Two classes of the 6th grade were divided into the experimental group and the control group. The results to examine the effects of the newly developed instruction were as follows. First, it was proven that using the posters based on drawing-oriented thinking map did not help improving the science learning motivation of learners except for the positive feeling on learning science. Second, it contributed to the improvement of learners’ scientific attitudes, especially in curiosity, openness, and cooperation. Third, it was proven that this strategy was effective to change the learners’ self-directed learning ability in positive ways. In the process of making posters using drawing-oriented thinking maps, students learned how to construct meaningful knowledge by themselves and had a constant communication with each other. Considering the essential functions of posters, it is necessary to develop a systematic instructional model so that the main functions to find accurately and to solve effectively the core of subject can be used in conjunction with the class.
Abstract
In this study, we developed the instructional strategy that combined a thinking map to show the cognitive process of learner visually and a poster to deliver the core of subject compressively. The ‘living organism and environment’ unit of the sixth grade of elementary science was selected as the target unit. Two classes of the 6th grade were divided into the experimental group and the control group. The results to examine the effects of the newly developed instruction were as follows. First, it was proven that using the posters based on drawing-oriented thinking map did not help improving the science learning motivation of learners except for the positive feeling on learning science. Second, it contributed to the improvement of learners’ scientific attitudes, especially in curiosity, openness, and cooperation. Third, it was proven that this strategy was effective to change the learners’ self-directed learning ability in positive ways. In the process of making posters using drawing-oriented thinking maps, students learned how to construct meaningful knowledge by themselves and had a constant communication with each other. Considering the essential functions of posters, it is necessary to develop a systematic instructional model so that the main functions to find accurately and to solve effectively the core of subject can be used in conjunction with the class.
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