질문중심 STEAM 프로그램이 초등학생의 과학탐구능력에 미치는 효과
The Effect of Question Enhancement STEAM Programs on the Science Process Skills of Elementary School Students’
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The purpose of this study was to find out ‘how STEAM program based on question-stimulated affect students’ science process skills’. The effects of students-centered methods of question-centered STEAM program were analyzed quantitatively. In this study, question-strategies based on the learning stages were used: state a hypothesis, design an experiment, conduct an experiment, analyze the results, make a conclusion. We set one of two classes of 5th grade from C elementary school located in Incheon metropolitan city in Korea as an experiment group and another class as a comparative group to analyse the learning effect. We made the redesigned topic-based curriculum of over two subjects mainly centered on of 『Unit 2. Acid and Base』 and 『Unit 4. Structure and Function of Our Body』 of Grade 5. We developed and implemented the Creative Design Step STEAM Model of output of products and knowledge. We compared the change of students’ science process skills between lessons of the experiment class given with the question-stimulated strategies and the comparative class with normal STEAM activities. The results of this study were as follows. It was discovered that the question-stimulated program affected the improvement of elementary students’ science process skills. It was identified that the program was more effective at developing the integrated science process skills than the basic science process skills. It was confirmed that the feature of to be attentive and sympathetic helped to raise interaction among students and to develop the integrated science process skills.
Abstract
The purpose of this study was to find out ‘how STEAM program based on question-stimulated affect students’ science process skills’. The effects of students-centered methods of question-centered STEAM program were analyzed quantitatively. In this study, question-strategies based on the learning stages were used: state a hypothesis, design an experiment, conduct an experiment, analyze the results, make a conclusion. We set one of two classes of 5th grade from C elementary school located in Incheon metropolitan city in Korea as an experiment group and another class as a comparative group to analyse the learning effect. We made the redesigned topic-based curriculum of over two subjects mainly centered on of 『Unit 2. Acid and Base』 and 『Unit 4. Structure and Function of Our Body』 of Grade 5. We developed and implemented the Creative Design Step STEAM Model of output of products and knowledge. We compared the change of students’ science process skills between lessons of the experiment class given with the question-stimulated strategies and the comparative class with normal STEAM activities. The results of this study were as follows. It was discovered that the question-stimulated program affected the improvement of elementary students’ science process skills. It was identified that the program was more effective at developing the integrated science process skills than the basic science process skills. It was confirmed that the feature of to be attentive and sympathetic helped to raise interaction among students and to develop the integrated science process skills.
참고문헌 (23)
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