자기 조절 기반 문제 중심 초등 과학 프로그램의 개발 및 적용
Development and Application of Problem-based Learning Program based on the Self-Regulation in Elementary Science Education
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The purpose of this study is to develop the problem-based learning program based on the self-regulation in elementary science education and to examine its effects on the elementary school student’s self-regulated learning ability and problem solving ability. After analyzing the elementary curriculum of the selected areas of biology and energy, the practical problems were developed and then the teaching-learning plan and student worksheets were prepared. The subjects in this study were 25 students as experimental group and 25 students as comparison group in a fifth-grade of H elementary school in Gyeonggi province. After application of the program, its effects on the self-regulation ability and problem-solving ability of the subjects were analyzed. The main results of this study are like followings. First, the problem-based learning program based on the self-regulation of 23 class hours were developed according to the learning model for the problem-based learning based on the self-regulation. Second, the experimental group showed meaningful enhancements in the self-regulated learning ability and the problem solving ability, compared with the comparison group (p<.001). In conclusion, the program developed in this study implies that the problem-based learning applied self-regulated learning strategies will be helpful to attract voluntary participation from students and promote their problem solving ability and self-regulated learning ability, and the program might change the teacher-centered science class to learner-centered class.
Abstract
The purpose of this study is to develop the problem-based learning program based on the self-regulation in elementary science education and to examine its effects on the elementary school student’s self-regulated learning ability and problem solving ability. After analyzing the elementary curriculum of the selected areas of biology and energy, the practical problems were developed and then the teaching-learning plan and student worksheets were prepared. The subjects in this study were 25 students as experimental group and 25 students as comparison group in a fifth-grade of H elementary school in Gyeonggi province. After application of the program, its effects on the self-regulation ability and problem-solving ability of the subjects were analyzed. The main results of this study are like followings. First, the problem-based learning program based on the self-regulation of 23 class hours were developed according to the learning model for the problem-based learning based on the self-regulation. Second, the experimental group showed meaningful enhancements in the self-regulated learning ability and the problem solving ability, compared with the comparison group (p<.001). In conclusion, the program developed in this study implies that the problem-based learning applied self-regulated learning strategies will be helpful to attract voluntary participation from students and promote their problem solving ability and self-regulated learning ability, and the program might change the teacher-centered science class to learner-centered class.
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