과학사를 배경으로 스토리텔링을 활용한 수업이 고등학생들의 진화 관련 개념 및 진화 수용에 미치는 영향
The Effects of Storytelling using History of Science on High SchoolStudents’ Understanding and Acceptance of Evolutionary Theory
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The purpose of this study was to investigate the effects of storytelling using history of science on the high school students' understanding and acceptance of evolutionary theory. The experimental group was taught by the storytelling using history of science, while the control group was taught by the traditional teaching method. The results indicated that the experimental group represented the higher scores than the control group on the understanding of evolutionary concepts after the intervention. However, the experimental group and the control group represented no statistical difference on the acceptance of evolutionary theory after the intervention. Specifically, only the non-Christian students in the experimental group increased their scores of the acceptance of evolutionary theory after the intervention, while the Christian students did not change their scores of the acceptance of evolutionary theory.
Abstract
The purpose of this study was to investigate the effects of storytelling using history of science on the high school students' understanding and acceptance of evolutionary theory. The experimental group was taught by the storytelling using history of science, while the control group was taught by the traditional teaching method. The results indicated that the experimental group represented the higher scores than the control group on the understanding of evolutionary concepts after the intervention. However, the experimental group and the control group represented no statistical difference on the acceptance of evolutionary theory after the intervention. Specifically, only the non-Christian students in the experimental group increased their scores of the acceptance of evolutionary theory after the intervention, while the Christian students did not change their scores of the acceptance of evolutionary theory.
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