POE 수업 모형을 적용한 생물 수업에서 탈북 학생이 보이는 학습의 특성 분석
Analysis of Learning Characteristics of North Korean Defector Students in Biology Class Using POE Model
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초록
The purpose of this study was to investigate the characteristic reaction of the defector students in the biology class using POE instruction model. The subjects of this study were 5 North Korean defector students attending alternative school. For this study, 14 activity classes were developed. This study was carried out by qualitative study, in which all the contents of the lesson were recorded, the data of the activity were analysed and the interview was conducted. The results of the study were as follows. First, the use of concept cards and models for the students who had difficulty in reminding scientific concepts emerged as a learning strategy that helped students to connect the science phenomena with science concepts. Second, the students did not perceive the non-equilibrium state of disagreement between the prediction stage and observation stage of the POE class model. In the explanatory phase, even if they recognized cognitive inconsistencies, it was difficult to explain them as scientific concepts. Third, it was difficult for the students to use various science concepts required in the prediction, observation, and explanation stages. Therefore, it was found out that the teachers should actively use the teaching strategies using various scaffolds. This study suggests that when the POE class is applied to the defector students, it will be difficult to lead a successful teaching only by applying the teaching model itself. In other words, using concept cards or models can help remind students of scientific concepts, or using various scaffolds actively, students have an opportunity to express their own ideas and become active learners.
Abstract
The purpose of this study was to investigate the characteristic reaction of the defector students in the biology class using POE instruction model. The subjects of this study were 5 North Korean defector students attending alternative school. For this study, 14 activity classes were developed. This study was carried out by qualitative study, in which all the contents of the lesson were recorded, the data of the activity were analysed and the interview was conducted. The results of the study were as follows. First, the use of concept cards and models for the students who had difficulty in reminding scientific concepts emerged as a learning strategy that helped students to connect the science phenomena with science concepts. Second, the students did not perceive the non-equilibrium state of disagreement between the prediction stage and observation stage of the POE class model. In the explanatory phase, even if they recognized cognitive inconsistencies, it was difficult to explain them as scientific concepts. Third, it was difficult for the students to use various science concepts required in the prediction, observation, and explanation stages. Therefore, it was found out that the teachers should actively use the teaching strategies using various scaffolds. This study suggests that when the POE class is applied to the defector students, it will be difficult to lead a successful teaching only by applying the teaching model itself. In other words, using concept cards or models can help remind students of scientific concepts, or using various scaffolds actively, students have an opportunity to express their own ideas and become active learners.
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