과학탐구기능 교수․학습 자료를 활용한 명시적 수업이중학생의 과학탐구능력에 미치는 효과- ‘광합성’ 단원을 중심으로 -
The Effects of Explicit Instruction using Teaching-Learning Materials for Improving Middle School Students’ Science Process Skills-Focused on ‘Photosynthesis’ Unit-
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The purpose of this study was to test the effectiveness of teaching-learning materials for science process skills applying explicit instructional model. These materials were composed of 3 levels for explicit instruction about science process skills; ‘explanation and demonstration’, ‘guided practice’, and ‘independent practice’. And the topics of materials were based on ‘Photosynthesis’ unit of the 2009 revised curriculum. For this study, 4 lessons using these materials were applied to the experimental group, while the traditional lessons using inquiry activities in textbook were applied to the control group. And science process skill test were carried out before and after lessons. The result of posttest showed that the difference between the two groups was not statistically significant in overall science process skills, although the experimental group scored higher than the control group. But the experimental group scored higher than the control group meaningfully in observation (p<.05) and data interpretation (p<.01). Also, the students in experimental group improved their overall science process skills meaningfully (p<.001), and they had great improvements in obser- vation (p<.01), data transformation (p<.01), and data interpretation (p<.01) after explicit instruction using teaching-learning materials for science process skills. And most of them had positive thoughts about the lessons. Based on these results, the explicit instruction using teaching-learning materials for science process skills are effective in improving middle school students’ science process skills. In addition, these materials can be complements to inquiry activities of science textbook to improve students’ science process skills in school.
Abstract
The purpose of this study was to test the effectiveness of teaching-learning materials for science process skills applying explicit instructional model. These materials were composed of 3 levels for explicit instruction about science process skills; ‘explanation and demonstration’, ‘guided practice’, and ‘independent practice’. And the topics of materials were based on ‘Photosynthesis’ unit of the 2009 revised curriculum. For this study, 4 lessons using these materials were applied to the experimental group, while the traditional lessons using inquiry activities in textbook were applied to the control group. And science process skill test were carried out before and after lessons. The result of posttest showed that the difference between the two groups was not statistically significant in overall science process skills, although the experimental group scored higher than the control group. But the experimental group scored higher than the control group meaningfully in observation (p<.05) and data interpretation (p<.01). Also, the students in experimental group improved their overall science process skills meaningfully (p<.001), and they had great improvements in obser- vation (p<.01), data transformation (p<.01), and data interpretation (p<.01) after explicit instruction using teaching-learning materials for science process skills. And most of them had positive thoughts about the lessons. Based on these results, the explicit instruction using teaching-learning materials for science process skills are effective in improving middle school students’ science process skills. In addition, these materials can be complements to inquiry activities of science textbook to improve students’ science process skills in school.
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