식물의 형태에 관한 놀이 학습이 초등학생들의 관찰 및 분류능력에 미치는 영향
The Effects of Learning through Play about Plant Structures on Observation and Classification Ability of Elementary School Students
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
In this study, teaching and learning program through play with regard to chapter ‘World of Plants’ was developed, and applied to the fourth grade of elementary school. The effects of the program on the on children’s observation and classification abilities were analyzed quantitatively and qualitatively. The experimental group and control group showed similar ability of observation and classification levels in pre-test. The type of play was classified as constructive play and game with rule on the basis of cognitive play. The play was applied to the experiential learning model for the purpose of improving basic inquiry skill like observation and classification. The experiential learning model based on play was developed as follows. The search step according to teacher’s guidance was changed into the observation and classification activity through play step. The problem identification step was added to the experiential learning model. The results of this study are as follows. After class, there was a statistically significant improvement of observation ability in experimental group compared to the control group. Especially there were effective on improving observation ability of flat fixed and flat rotation categories. The learning through play was effective in improving observation ability in low, medium and high levels of subgroups in experimental group. The classification ability was also significantly increased in the experimental group compared to control group. Especially the program was effective to improve the classification ability of mixed attribute category in the experimental group. Among the experimental subgroups, it was effective on improving classification ability in the low and medium levels. Most of the students showed much interests in playing activity and expressed high curiosity during the class. As the class progresses, various types of observation were observed. At first, students preferred the play of simple rules, but as the class progresses preferred the play of complex and new forms. According to the results of this study, learning through play gave a positive effects on the improvement of the plant observation and classification abilities.
Abstract
In this study, teaching and learning program through play with regard to chapter ‘World of Plants’ was developed, and applied to the fourth grade of elementary school. The effects of the program on the on children’s observation and classification abilities were analyzed quantitatively and qualitatively. The experimental group and control group showed similar ability of observation and classification levels in pre-test. The type of play was classified as constructive play and game with rule on the basis of cognitive play. The play was applied to the experiential learning model for the purpose of improving basic inquiry skill like observation and classification. The experiential learning model based on play was developed as follows. The search step according to teacher’s guidance was changed into the observation and classification activity through play step. The problem identification step was added to the experiential learning model. The results of this study are as follows. After class, there was a statistically significant improvement of observation ability in experimental group compared to the control group. Especially there were effective on improving observation ability of flat fixed and flat rotation categories. The learning through play was effective in improving observation ability in low, medium and high levels of subgroups in experimental group. The classification ability was also significantly increased in the experimental group compared to control group. Especially the program was effective to improve the classification ability of mixed attribute category in the experimental group. Among the experimental subgroups, it was effective on improving classification ability in the low and medium levels. Most of the students showed much interests in playing activity and expressed high curiosity during the class. As the class progresses, various types of observation were observed. At first, students preferred the play of simple rules, but as the class progresses preferred the play of complex and new forms. According to the results of this study, learning through play gave a positive effects on the improvement of the plant observation and classification abilities.
참고문헌 (30)
- 권용주, "생명현상에 대한 초중등 과학교사의 관찰에서 나타난 과학적 관찰의 유형", 한국과학교육학회지, 25(3), pp.431~439 (2005), 한국과학교육학회
- 김상영, "초등학생들의 식물 분류 개념", 석사, 초등과학교육, pp.2006
- 김선봉, "탐구놀이가 저학년 학생의 과학 탐구능력에 미치는 영향 : 2학년 2학기 슬기로운 생활을 중심으로", 석사, 초등과학교육, pp.2005
- 김영환, "초·중등 과학교육 관련 논문에 나타난 놀이 분석", 교과교육학연구, 11(2), pp.365~384 (2007), 교과교육연구소
- 김옥희, "놀이중심 교수·학습이 초등학교 아동의 학교생활적응에 미치는 효과", 석사, 초등교육, pp.2002
- 김정화, "유치원과 초등학교 학생의 과학 및 과학 활동에 대한 인식", 한국과학교육학회지, 22(3), pp.617~631 (2002), 한국과학교육학회
- 김창원, "놀이식 과학학습프로그램이 초등학교 4학년 학생의 과학 학업성취도와 과학적 태도에 미치는 영향", 석사, 초등과학교육전공, pp.2013
- 박유정, "초등학생을 위한 관찰능력 검사도구 개발", 박사, 초등과학교육전공, pp.2012
- 박창선, "관찰 자료의 종류와 제시 방법에 따른 초등학생들의 생물 관찰 유형 분석", 생물교육, 36(4), pp.566~576 (2008), 한국생물교육학회
- 신동훈, "생명 현상에 관한 초등학교 관찰 수업 과정과 관찰 유형 분석", 초등과학교육, 25(4), pp.339~351 (2006), 한국초등과학교육학회
- 신영아, "초등학교 4학년 <별자리를 찾아서> 단원 지도를 위한 놀이 과학 교실 활동 프로그램의 개발과 적용", 과학교육연구지, 33(2), pp.248~257 (2009), 과학교육연구소
- 安英均, "초등 학생들의 분류 능력 평가", 석사, 초등과학교육, pp.1997
- 윤소윤, "그림 찾기 활동과 구체물 조작 활동이 초등학교 3학년 학생의 관찰능력 신장에 미치는 효과", 석사, 초등과학교육전공, pp.2013
- 윤애희, "유아교육기관에서의 영유아 놀이지도" (2012), 창지사
- 이소정, "놀이를 통한 과학과 교수·학습이 과학탐구능력과 과학 관련 태도에 미치는 영향", 석사, 초등교육학과 초등과학교육전공, pp.2012
- 이숙재, "유아를 위한 놀이의 이론과 실제" (1997), 창지사
- 이정경, "분류 과제 제시 형태에 따른 초등학생들의 잎 분류 행동 차이", 초등과학교육, 27(3), pp.287~295 (2008), 한국초등과학교육학회
- 지성애, "유아놀이지도" (1994), 정민사
- 한수영, "슬기로운 생활 지도에서 놀이 활동이 학습 태도에 미치는 영향", 석사, 초등과학교육, pp.2004
- 함영은, "식물의 생김새에 관한 놀이 학습이 초등학생들의 관찰 및 분류능력에 미치는 영향", 석사, 초등과학교육전공, pp.2014
- 홍석정, "놀이중심의 동물분류 수업이 학습자의 분류능력 및 과학적 태도에 미치는 영향", 석사, 초등과학교육, pp.2009
- Bergen, D., "Play as the learning medium for future scientists, mathematicians, and engineers", American Journal of Play, (Spring), pp.413~428 (2009)
- Hirsh-Pasek, K., "Einstein never used flashcards : How our children really learn and why they need to play more and memorize less" (2004), Rodale Books
- Hyvonen, P. T., "Play in the school context? The perspectives of finnish teachers", Australian Journal of Teacher Education, 36(8), pp.49~67 (2011)
- Lewis, P., "Relationships between symbolic play, functional play, verbal and non-verbal ability in young children", Int. J. Lang. Commun. Disord, 35(1), pp.117~127 (2000)
- Martlew, J., "Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy", Early Years, 31(1), pp.71~83 (2011)
- Piaget, J., "Play, Dreams, and Imitation in Childhood" (1962), Norton
- Singer, D., "Play=learning : How play motivates and enhances children’s cognitive and socio-emotional growth" (2000), Oxford University Press
- Smilansky, S., "The Effects of Sociodramatic Play on Disadvantaged Preschool Children" (1968), Wiley
- Whitebread, D., "Play, cognition and self regulation: What exactly are children learning when they learn through play?", Educational & Child Psychology, 26(2), pp.40~52 (2009)