행동적 영역 중심의 뇌기반 진화적 접근에 따른 ‘식물의 뿌리 기능 알아보기’에 대한 초등학생들의 활동 분석
Analyses of the Elementary School Students’ Activities on Topic of ‘Functions of Plant Root’ applying Behavioral Domain-centered Brain-based Evolutionary Approach
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This study aimed at investigating the feasibility of brain-based evolutionary approach in the elementary school science classroom, which is based on the nature of scientists’ activities, so that the science classroom could go beyond the cookbook style activities. In this study, the fifth graders were participate in the activities designed to suggest various methods to find out the functions of plants’ roots, select the most appropriate one, and then extend the selected one, which was correspond to the behavioral domain of the brain-based evolutionary approach. This study examined how the students diversify the methods, what criteria were used to choose the appropriate one, and how extend the selected one. The main results of this study are as follows: First, while listing the methods for scientific inquiry on the functions of plants’ roots, the students preferred the experiment type to investigation. However, some students felt difficulties in coming up with the various methods. The students who suggested only one method were at the lower level of the attitude toward the topic and inquiry process. Second, the students relied more on emotional aspects rather than rational reasoning while making decision on the appropriate inquiry method. They put their priority on the convenience of inquiry as a typical criterion of selecting the method. Third, the students were not good at extending or applying their methods. Many of the students proposed the easily expected outcomes that were adequate only to their chosen method. In conclusion, the students showed lower performance in coming up with various ways of inquiry, comparing them, and applying or extending the selected inquiry method. They might be biased toward the fixed nature of scientific knowledge because they have usually performed cookbook style activities in the classroom. Therefore, students should be guided to experience the nature of scientists’ activities through the brain-based evolutionary inquiry.
Abstract
This study aimed at investigating the feasibility of brain-based evolutionary approach in the elementary school science classroom, which is based on the nature of scientists’ activities, so that the science classroom could go beyond the cookbook style activities. In this study, the fifth graders were participate in the activities designed to suggest various methods to find out the functions of plants’ roots, select the most appropriate one, and then extend the selected one, which was correspond to the behavioral domain of the brain-based evolutionary approach. This study examined how the students diversify the methods, what criteria were used to choose the appropriate one, and how extend the selected one. The main results of this study are as follows: First, while listing the methods for scientific inquiry on the functions of plants’ roots, the students preferred the experiment type to investigation. However, some students felt difficulties in coming up with the various methods. The students who suggested only one method were at the lower level of the attitude toward the topic and inquiry process. Second, the students relied more on emotional aspects rather than rational reasoning while making decision on the appropriate inquiry method. They put their priority on the convenience of inquiry as a typical criterion of selecting the method. Third, the students were not good at extending or applying their methods. Many of the students proposed the easily expected outcomes that were adequate only to their chosen method. In conclusion, the students showed lower performance in coming up with various ways of inquiry, comparing them, and applying or extending the selected inquiry method. They might be biased toward the fixed nature of scientific knowledge because they have usually performed cookbook style activities in the classroom. Therefore, students should be guided to experience the nature of scientists’ activities through the brain-based evolutionary inquiry.
참고문헌 (36)
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