초등과학 수업에서 과학적 의문생성을 위한 관찰학습 프로그램의 개발 및 적용
The Development and Application of the Observational Learning Program to Create Scientific Questions in Elementary Science Class
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The purpose of this study was to investigate the effects of observational learning program to create scientific questions in elementary science class. The objects of this study were the 4th grade of both an experimental class (45 students) and a comparative class (45 students) at the D elementary school science class located in Gyeonggido. The results of this study were as follows: First, the change of student’s question-generating ability in the experimental group applying this program was higher, it was statistically meaningful differences (p<.001). It was found that this program can improve the questioning ability of elementary school students by changing the number of questions, diversification of question types, and improvement of question level. Second, students’ science process skill and scientific attitude of experimental group were higher for this program, also it was statistically meaningful differences (p<.01). And third, a scientific achievement of the experimental group after applying this program was higher, it was statistically meaningful differences (p<.01). Therefore, the observational learning program to create scientific questions applied in this study might be useful to improve the elementary student’s question-generating ability, scientific achievement, science process skill and scientific attitude.
Abstract
The purpose of this study was to investigate the effects of observational learning program to create scientific questions in elementary science class. The objects of this study were the 4th grade of both an experimental class (45 students) and a comparative class (45 students) at the D elementary school science class located in Gyeonggido. The results of this study were as follows: First, the change of student’s question-generating ability in the experimental group applying this program was higher, it was statistically meaningful differences (p<.001). It was found that this program can improve the questioning ability of elementary school students by changing the number of questions, diversification of question types, and improvement of question level. Second, students’ science process skill and scientific attitude of experimental group were higher for this program, also it was statistically meaningful differences (p<.01). And third, a scientific achievement of the experimental group after applying this program was higher, it was statistically meaningful differences (p<.01). Therefore, the observational learning program to create scientific questions applied in this study might be useful to improve the elementary student’s question-generating ability, scientific achievement, science process skill and scientific attitude.
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