구조중심 협동학습 활용 생물과 환경 단원 수업이 초등학생의 과학적 의사소통능력에 미치는 영향
The Effect of Structure-Centered Cooperative Learning on Scientific Communication Skills in Elementary School Biology (Organisms and the Environment Unit)
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The purpose of this study was to investigate effects of structure-centered cooperative learning which improves the scientific communication skills in elementary school. To examine effects of structured cooperative learning, two six-grade classes from the same elementary school in Gyeonggi province were respectively selected as the experimental (26 students) and control (29 students) group. The experimental group was taught using structure-centered cooperative learning, while the control group was taught using traditional explanation. The major findings are as follows; First, the students who were taught using structure-centered cooperative learning program had high scores in the describing area of the scientific explanations than those in the control group(p<.01). Second, structure-centered cooperative learning program suggests that statistically significant results in justified claim area of the scientific claims(p<.05). But, there is no significant differences in explaining and evidence-based claim area between two groups.
Abstract
The purpose of this study was to investigate effects of structure-centered cooperative learning which improves the scientific communication skills in elementary school. To examine effects of structured cooperative learning, two six-grade classes from the same elementary school in Gyeonggi province were respectively selected as the experimental (26 students) and control (29 students) group. The experimental group was taught using structure-centered cooperative learning, while the control group was taught using traditional explanation. The major findings are as follows; First, the students who were taught using structure-centered cooperative learning program had high scores in the describing area of the scientific explanations than those in the control group(p<.01). Second, structure-centered cooperative learning program suggests that statistically significant results in justified claim area of the scientific claims(p<.05). But, there is no significant differences in explaining and evidence-based claim area between two groups.
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