사회적 상호작용을 강조한 초등과학수업에서 창발성 발현에 대한 정량적 분석
The Quantitative Analysis of Emergent Properties Cases Revealed during Elementary School Science Lessons Emphasizing Social Interactions
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The purpose of this study was to investigate the effects of elementary science learning emphasizing social interaction on the expression of emergent properties, learning motive, and academic achievement in elementary science learning. For this purpose, a total 54 elementary students of two classes of sixth graders, one as control and another as experimental groups, were selected. In the control group, traditional textbook-based instruction was implemented and in the experimental group,the elementary science learning emphasizing social interactions within and among the small groups on the same topics was implemented for six weeks. A pre and post-test were completed to compare and analyze the effect. The results of this study were as follows: First, the results of social interaction emphasizing learning using species diversity index of ecology ware analysed. The results of experimental group showed more various and rich on the expression of emergent properties using Shannon-Wiener Index(H'). It proved social interaction emphasizing learning has positive effects on the expression of emergent properties. Second, a significant difference was found between the control and experimental group of post-test regarding learning motive, especially lower categories of attention, relation, and satisfaction. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the control group.
Abstract
The purpose of this study was to investigate the effects of elementary science learning emphasizing social interaction on the expression of emergent properties, learning motive, and academic achievement in elementary science learning. For this purpose, a total 54 elementary students of two classes of sixth graders, one as control and another as experimental groups, were selected. In the control group, traditional textbook-based instruction was implemented and in the experimental group,the elementary science learning emphasizing social interactions within and among the small groups on the same topics was implemented for six weeks. A pre and post-test were completed to compare and analyze the effect. The results of this study were as follows: First, the results of social interaction emphasizing learning using species diversity index of ecology ware analysed. The results of experimental group showed more various and rich on the expression of emergent properties using Shannon-Wiener Index(H'). It proved social interaction emphasizing learning has positive effects on the expression of emergent properties. Second, a significant difference was found between the control and experimental group of post-test regarding learning motive, especially lower categories of attention, relation, and satisfaction. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the control group.
참고문헌 (19)
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