과학 수업과 과학 논술 지도에서 개념 체계도 활용이 중학생의 과학 논술 작성에 미치는 영향
The Effect of Concept Mapping in Teaching Science and Science Writing on Middle School Students' Science Writing
0
조회
0
다운로드
11
인용
0
참고문헌
키워드
초록
This study analyzed the effects of using concept mapping as a science teaching method and as an idea organizer in writing on students' scientific writing. A pretest-posttest control group design was used. Three classes (groups) of the 8th graders (98 students; 50 boys and 48 girls) were used as subjects. The concept mapping group had science instructions using concept mapping and used concept mapping as an idea organizer in their science writing. The outlining group had teacher lectures and used outlining as an idea organizer in their science writing. The control group had teacher lectures and did not use any idea organizing tool in their science writing. The results of this study were as follows. First, the adjusted mean of the concept mapping group was 18.32 points and it was higher than that of the other groups (15.17), which were taught by lectures without concept mapping (F(1)=6.696, p=0.011). Second, the adjusted mean of the concept mapping group was 22.3 points and it was higher than that of the outlining group (19.8) and the control group (18.6) (F(2)=5.922, p=0.004). According to the LSD post comparison results, there was a meaningful difference between the concept mapping group and the control group (p= 0.001). Third, in the interview with students, students answered that concept mapping was effective in learning science knowledge systematically and was helpful in science writing as a tool for organizing and developing ideas. In conclusion, students had the experience of systematizing scientific knowledge through concept mapping. Furthermore, it was proven that concept mapping provided students with valid scientific knowledges and that, along with outlining, played an important role as an idea organizer in students' science writing.
Abstract
This study analyzed the effects of using concept mapping as a science teaching method and as an idea organizer in writing on students' scientific writing. A pretest-posttest control group design was used. Three classes (groups) of the 8th graders (98 students; 50 boys and 48 girls) were used as subjects. The concept mapping group had science instructions using concept mapping and used concept mapping as an idea organizer in their science writing. The outlining group had teacher lectures and used outlining as an idea organizer in their science writing. The control group had teacher lectures and did not use any idea organizing tool in their science writing. The results of this study were as follows. First, the adjusted mean of the concept mapping group was 18.32 points and it was higher than that of the other groups (15.17), which were taught by lectures without concept mapping (F(1)=6.696, p=0.011). Second, the adjusted mean of the concept mapping group was 22.3 points and it was higher than that of the outlining group (19.8) and the control group (18.6) (F(2)=5.922, p=0.004). According to the LSD post comparison results, there was a meaningful difference between the concept mapping group and the control group (p= 0.001). Third, in the interview with students, students answered that concept mapping was effective in learning science knowledge systematically and was helpful in science writing as a tool for organizing and developing ideas. In conclusion, students had the experience of systematizing scientific knowledge through concept mapping. Furthermore, it was proven that concept mapping provided students with valid scientific knowledges and that, along with outlining, played an important role as an idea organizer in students' science writing.
참고문헌 (21)
- 곽향란, "중학교 생물교수 전략으로서의 개념도 적용", 석사, pp.1990
- 교육부, "과학과 교육과정-제7차 교육과정. 교육부 고시 제 1997-15호" (1997)
- 금주혜, "개념도를 활용한 생물 수업 모형의 개발과 적용", 석사, pp.2002
- 김영수, "정보통신기술(ICT)을 이용한 생물 개념 체계도 작성 협동학습", 한국생물교육학회지, 36(2), pp.161~167 (2008)
- 김영수, "중학교 생물 교수 전략으로서의 개념도 활용: 학생 중심 개념도 수업과 교사 중심 개념도 수업", 한국생물교, 23(2), pp.213~230 (1995)
- 류선화, "생물 교육 실습생의 수업 전 개념 체계도 작성 활동이 수업에서 설명에 미치는 영향", 한국생물교육학회지, 35(3), pp.394~406 (2007)
- 손정우, "과학 논술 능력 향상을 위한 과학적 사고력에 근거한 과학 글쓰기 교수법", 교육과정평가연구, 9(2), pp.333~355 (2006)
- 오정훈, "논리적인 글쓰기 지도 방안", 배달말교육, 28, pp.159~183 (2007)
- 윤용찬, "마인드맵 기법을 활용한 초등학생의 글쓰기 학습에 관한 사례연구", 교육학연구, 41(3), pp.371~398 (2003)
- 이명애, "중학생의 생물 학습에서 개념 체계도 작성 능력 변화에 관한 연구", 한국생물교육학회지, 34(4), pp.520~532 (2005)
- 정혁, "물리 개념을 주제로 한 11학년 학생의 과학글쓰기 분석-쓰기 과제의 유형에 따른 차이를 중심으로", 석사, pp.2003
- 조영희, "중학교 과학 교과서의 개념 체계도 활용 분석", 한국생물교육학회지, 33(4), pp.456~464 (2005)
- Gibson, H. L, "Enhancing the science literacy of preservice teacher through the use of reflective journals. Paper presented at the Annual Meeting of the National Association of Re-search in Science Teaching, NARST March 26-29" (2001)
- Hand, B, "Explo-ring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students", Journal of Research in Science Teaching, 41(2), pp.186~210 (2004)
- Lemke,J.L, "Talking Science: Language, Lear-ning, and Values" (1990), Ablex
- Novak, J. D., "Learning How To Learn" (1984), Cambridge University Press
- Patterson,E.M, "Structuring the composition pro-cess in scientific writing", International Journal of Science Education, 23(1), pp.1~16 (2001)
- Prain,V, "Learning from writing in secondary science: Some theoretical and practical implications", International Journal of Science Education, 28, pp.179~201 (2006)
- Warwick, P, "A comparison of primary school pupils' ability to express procedural understanding in science through speech and writing", International Journal of Science Education, 21(8), pp.823~838 (1999)
- Warwick, P, "Developing pupils' written expression of procedural understanding through the use of writing frames in science: Findings from a case study approach", Inter-national Journal of Science Education, 25(2), pp.173~192 (2003)
- Wellington, J, "Language and Li-teracy in Science Education" (2001), Poe Uni-versity Press