‘식물의 세계’ 단원 학습에서 초등학생의 성격유형을 고려한 모둠 구성이과학 태도, 과학 탐구 기능, 과학 지식에 미치는 효과
Effects of Organizing Groups according to Elementary Students’Personality Types on the Science Attitudes, Process Skills,and Knowledge of ‘World of Plants’ Unit
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This study was designed to examine students' science learning according to their personality types. The sample was composed of 20 students in Grade 4 at 'G' elementary school in Seoul and the topic of learning was World of Plants. The introvert, extrovert, and mixed groups were formed according to students' personality types. During the cooperative learning, a series of data were obtained and compared in terms of scientific attitude, scientific inquiry skill and scientific knowledge. The discourses among students were recorded and the interviews with them were performed and analyzed in an attempt to examine how the ways of organizing groups according to students' personality types and the science learning are interrelated. The results of this study were as follows: First, the scores of introvert students on positiveness and cooperative mind were lower than those of extrovert ones. Second, only scientific attitude of extrovert group has significantly improved in the cooperative learning process. Because the extrovert team presented quickly new alternatives in the situations of opinion disagreement. And the opinions of the students with poor peer relationships were often ignored in cooperative learning process. The present study concludes that we should consider the students' personality types and peer relations in designing and executing the cooperative learning in the elementary school science.
Abstract
This study was designed to examine students' science learning according to their personality types. The sample was composed of 20 students in Grade 4 at 'G' elementary school in Seoul and the topic of learning was World of Plants. The introvert, extrovert, and mixed groups were formed according to students' personality types. During the cooperative learning, a series of data were obtained and compared in terms of scientific attitude, scientific inquiry skill and scientific knowledge. The discourses among students were recorded and the interviews with them were performed and analyzed in an attempt to examine how the ways of organizing groups according to students' personality types and the science learning are interrelated. The results of this study were as follows: First, the scores of introvert students on positiveness and cooperative mind were lower than those of extrovert ones. Second, only scientific attitude of extrovert group has significantly improved in the cooperative learning process. Because the extrovert team presented quickly new alternatives in the situations of opinion disagreement. And the opinions of the students with poor peer relationships were often ignored in cooperative learning process. The present study concludes that we should consider the students' personality types and peer relations in designing and executing the cooperative learning in the elementary school science.
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