고차적 질문 생성 전략이 초등 과학 수업에 미치는 효과
Effects on Generating and Applicating of High-level Questions in the Elementary Science Instruction and Learning
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This research was conducted to find out what influences high-level questions-generated strategies have on the students' science learning characteristics by applying them to the 6th grade's science class units, “Comfortable Environment” and “Combustion and Extinction." This research could obtain the next three results. First, the high-level questions-generated strategies impressed academic achievement and adoption of the attitudes toward science lessons. Even though scientific inquiry skill and scientific attitudes do not show significant difference, their average points were higher after the instruction. Especially, ‘Date Analysis’, ‘Hypothesis Foundation’, ‘Variables Control’ and ‘Generalization' factors under the scientific inquiry skill section and ‘Life Esteem', ‘Application', ‘Criticism' and ‘Openness' factors of the scientific attitudes section make difference. Second, 1,856 questions requested by the treatment group during 16 lessons demonstrate that they have positive contributions to facilitating critic and reasonable thinking. Besides, the ratio of high-level questions rather than low-level went up as the class was taken. Third, changes of academic achievement, scientific inquiry skill, scientific attitudes and the attitudes toward science lessons were significant in proportion to question level.
Abstract
This research was conducted to find out what influences high-level questions-generated strategies have on the students' science learning characteristics by applying them to the 6th grade's science class units, “Comfortable Environment” and “Combustion and Extinction." This research could obtain the next three results. First, the high-level questions-generated strategies impressed academic achievement and adoption of the attitudes toward science lessons. Even though scientific inquiry skill and scientific attitudes do not show significant difference, their average points were higher after the instruction. Especially, ‘Date Analysis’, ‘Hypothesis Foundation’, ‘Variables Control’ and ‘Generalization' factors under the scientific inquiry skill section and ‘Life Esteem', ‘Application', ‘Criticism' and ‘Openness' factors of the scientific attitudes section make difference. Second, 1,856 questions requested by the treatment group during 16 lessons demonstrate that they have positive contributions to facilitating critic and reasonable thinking. Besides, the ratio of high-level questions rather than low-level went up as the class was taken. Third, changes of academic achievement, scientific inquiry skill, scientific attitudes and the attitudes toward science lessons were significant in proportion to question level.
참고문헌 (20)
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