중학생의 과학 글쓰기 활동이 과학 성취도와 과학 태도에 미치는 효과
The Effects of Science Achievement and Science-related Attitude by Science Writing Activity for Middle School Students
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This study was designed to investigate the effects of science writing activity in the "Nutrient and Digestion" chapter on students' science achievement and science-related attitude. Also, this study examined if cognitive differences can be considered as the factors affecting the effects of this activity. 203 middle school freshmen were selected to participate in this study, and pre-test and post-test control group design was applied. The control group had a conventional lecture-based class, while the experimental group had science writing activity-based class. Our study showed that the science writing activity had a significant effect on the improvement of the science achievement, compared to conventional teaching methods (p<.01). As for cognitive levels related to the class activity, the science writing activity was effective to students in the transition period (p<.01) and formal operational period (p<.05), while it was not effective to the students in the concrete operational period (p>.05). Our study also indicated that some significant differences were found in the science-related attitudes using the science writing activity (p<.01). As a result of the analysis by sub categories of science-related attitudes, the science writing activity was effective in students' general attitude toward science (p<.01), but no significant differences were found in scientific attitude (p>.05). It was shown that the science writing related to students' own experience or their daily lives had a positive effect on their attitudes towards science. As for cognitive levels related to the students' attitude toward science, the science writing activity was effective to the students in the transition period (p<.01), but it was not effective to the students in the concrete operational period and formal operational period (p>.05).
Abstract
This study was designed to investigate the effects of science writing activity in the "Nutrient and Digestion" chapter on students' science achievement and science-related attitude. Also, this study examined if cognitive differences can be considered as the factors affecting the effects of this activity. 203 middle school freshmen were selected to participate in this study, and pre-test and post-test control group design was applied. The control group had a conventional lecture-based class, while the experimental group had science writing activity-based class. Our study showed that the science writing activity had a significant effect on the improvement of the science achievement, compared to conventional teaching methods (p<.01). As for cognitive levels related to the class activity, the science writing activity was effective to students in the transition period (p<.01) and formal operational period (p<.05), while it was not effective to the students in the concrete operational period (p>.05). Our study also indicated that some significant differences were found in the science-related attitudes using the science writing activity (p<.01). As a result of the analysis by sub categories of science-related attitudes, the science writing activity was effective in students' general attitude toward science (p<.01), but no significant differences were found in scientific attitude (p>.05). It was shown that the science writing related to students' own experience or their daily lives had a positive effect on their attitudes towards science. As for cognitive levels related to the students' attitude toward science, the science writing activity was effective to the students in the transition period (p<.01), but it was not effective to the students in the concrete operational period and formal operational period (p>.05).
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