중학생의 과학 탐구 사고력 증진을 위한 가설 검증형 실험 전 토의 활동 자료의 적용
Application of Pre-Laboratory Activities of Hypothesis-Testing Experiments toEnhance Middle School Students’ Science Process Skills
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초록
The purpose of this study was to examine the effectiveness of the pre-laboratory activities of hypothesis-testing experiments on the improvement of students' science process skills. The pre-laboratory activities previously developed by authors contained derivation of inquiry question, identification of variables, hypothesis construction, prediction from the hypothesis, rough experimental design, and concrete experimental design. This study was investigated by using modified nonequivalent control group design. We engaged 140 eighth grade students in the study in which they were divided into 4 groups of students-centered pre-laboratory activity, teacher-centered pre-laboratory activity, experimental activity without pre-laboratory activity, and a control. This study showed that the students-centered pre-laboratory activity group achieved higher scores on the science process skills than those groups without the pre-laboratory activity. There was no significant difference between the students-centered pre-laboratory activity group and the teacher-centered pre-laboratory activity group. Last, there was no significant difference between the group of experimental activity without pre-laboratory activity and the control group.
Abstract
The purpose of this study was to examine the effectiveness of the pre-laboratory activities of hypothesis-testing experiments on the improvement of students' science process skills. The pre-laboratory activities previously developed by authors contained derivation of inquiry question, identification of variables, hypothesis construction, prediction from the hypothesis, rough experimental design, and concrete experimental design. This study was investigated by using modified nonequivalent control group design. We engaged 140 eighth grade students in the study in which they were divided into 4 groups of students-centered pre-laboratory activity, teacher-centered pre-laboratory activity, experimental activity without pre-laboratory activity, and a control. This study showed that the students-centered pre-laboratory activity group achieved higher scores on the science process skills than those groups without the pre-laboratory activity. There was no significant difference between the students-centered pre-laboratory activity group and the teacher-centered pre-laboratory activity group. Last, there was no significant difference between the group of experimental activity without pre-laboratory activity and the control group.
참고문헌 (20)
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