인지적 영역 중심의 뇌기반 진화적 접근법에 따른 초등학생들의 ‘식물의 세계’ 학습 활동 분석
Analyses of Elementary School Students’ Learning Activities in Cognitive Domain of ‘World of Plants’ by a Brain-Based Evolutionary Approach
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This study analyzed the cognitive domain focused on the topic of ‘World of Plants’ by brain-based evolutionary approach (ABC-DEF). A comparison group consisting of 20 4th students received a traditional textbook-based instruc- tion and an experimental group of 20 4th graders received a brain-based evolutionary approach focused on cognitive domain (C-DEF). For the study, through the pre-post scientific knowledge test, C-DEF activity sheet, and interview with the students both quantitative and qualitative data were collected. The major results of the study are as follows. First, the number of scientific concepts of comparison group was 27 of the total 40 concepts (67.5%) and that of experimental group was 26 of the total of 31 concepts (83.9%). The number of sci- entific concepts presented in two groups was similar, but the proportion of misconceptions was lower in experimental group. The comparison group showed no statistically significant di- fference between pre-post tests, whereas the experimental group showed significantly higher score of scientific concepts in post than pre test. Second, whithin the C-DEF activities of the experimental group, 70% of students presented more than four kinds of meanings on activity results at the C-D stage. At the C-E stage, 42.1% students answered “It’s new and interesting” and 57.8% students answered “it is useful in life”. At the C-F stage, the students considered the criteria of originality and usefulness when they apply what was known and the contents showed a tendency of ‘Why’ type of biological knowledge.
Abstract
This study analyzed the cognitive domain focused on the topic of ‘World of Plants’ by brain-based evolutionary approach (ABC-DEF). A comparison group consisting of 20 4th students received a traditional textbook-based instruc- tion and an experimental group of 20 4th graders received a brain-based evolutionary approach focused on cognitive domain (C-DEF). For the study, through the pre-post scientific knowledge test, C-DEF activity sheet, and interview with the students both quantitative and qualitative data were collected. The major results of the study are as follows. First, the number of scientific concepts of comparison group was 27 of the total 40 concepts (67.5%) and that of experimental group was 26 of the total of 31 concepts (83.9%). The number of sci- entific concepts presented in two groups was similar, but the proportion of misconceptions was lower in experimental group. The comparison group showed no statistically significant di- fference between pre-post tests, whereas the experimental group showed significantly higher score of scientific concepts in post than pre test. Second, whithin the C-DEF activities of the experimental group, 70% of students presented more than four kinds of meanings on activity results at the C-D stage. At the C-E stage, 42.1% students answered “It’s new and interesting” and 57.8% students answered “it is useful in life”. At the C-F stage, the students considered the criteria of originality and usefulness when they apply what was known and the contents showed a tendency of ‘Why’ type of biological knowledge.
참고문헌 (33)
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