정의적 영역 중심의 뇌기반 진화적 접근에 따른 ‘생물과 환경’ 단원에 대한 초등 학생들의 활동 분석
Analyses of Elementary School Students’ Learning on Topic of ‘Living Organisms and Environment’ Applying Affective-Domain-Centered Brain-Based Evolutionary Approach
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This study investigated elementary students' activities appeared in the affective domain of brain-based evolutionary science teaching and learning approach about 'Living Organisms and Environment' topic. For this study, 23 fifth grade students participated, and they performed individually affective domain activities of brain-based evolutionary science learning approach about learning topic. The students diversified their interests about main subject of 'Living Organisms and Environment', estimated, evaluated and executed the most appropriate interest subject. And then they furthered their interests about selected interests. The activity diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The main results of this study are as follows: First, in the diversifying stage, students listed various their own interests about 'Living Organisms and Environment'. The students who had the higher attitudes for biology and science achievement generated more diverse interests. However, the students who had the lower attitudes for biology and achievement were uncomfortable or had difficulties in expressing their interests. Second, in the estimating·evaluating·executing stage, the students estimated and evaluated diversified subjects, executed the most appropriate interesting subject according to individual curiosity, environmental relevance and etc. In the step of furthering, the students who had the higher attitudes for biology and achievement suggested more interests related to subject that they selected. The conclusion of this study is that the students who had higher attitudes for biology and science achievement generated more diverse interests about 'Living Organisms and Environment', and better estimated, evaluated interesting subjects and executed the most valuable one, and furthered more interests related to their executed subject. Based on these findings, implications for supporting authentic science inquiry according to the brain-based evolutionary approach are discussed.
Abstract
This study investigated elementary students' activities appeared in the affective domain of brain-based evolutionary science teaching and learning approach about 'Living Organisms and Environment' topic. For this study, 23 fifth grade students participated, and they performed individually affective domain activities of brain-based evolutionary science learning approach about learning topic. The students diversified their interests about main subject of 'Living Organisms and Environment', estimated, evaluated and executed the most appropriate interest subject. And then they furthered their interests about selected interests. The activity diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The main results of this study are as follows: First, in the diversifying stage, students listed various their own interests about 'Living Organisms and Environment'. The students who had the higher attitudes for biology and science achievement generated more diverse interests. However, the students who had the lower attitudes for biology and achievement were uncomfortable or had difficulties in expressing their interests. Second, in the estimating·evaluating·executing stage, the students estimated and evaluated diversified subjects, executed the most appropriate interesting subject according to individual curiosity, environmental relevance and etc. In the step of furthering, the students who had the higher attitudes for biology and achievement suggested more interests related to subject that they selected. The conclusion of this study is that the students who had higher attitudes for biology and science achievement generated more diverse interests about 'Living Organisms and Environment', and better estimated, evaluated interesting subjects and executed the most valuable one, and furthered more interests related to their executed subject. Based on these findings, implications for supporting authentic science inquiry according to the brain-based evolutionary approach are discussed.
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